The present quasi-systematic review is based on a search strategy performed for the period 1998 to 2018 (August)
| Authors – Year | Country | Aim – Method | Discussion – Results | Keywords |
|---|---|---|---|---|
| Ferrari et al. (2018) | IT | This research study addresses how access to information and the development of digital skills mitigated aspects of social exclusion and triggered more active participation in the life of the community. The project team observed the process of digitalization as it affected administrators, teachers, parents, and students over four years Data in the form of structured observations, meeting and interview transcripts, and actual usage rates were collected, categorized, and eventually sorted into three main categories: administrative promotion of inclusion; school investment inequitable access to digital resources; and capacity-building among stakeholders | Analysis of the data supported the ideas that digital forms of participation are particularly valuable for people at risk of exclusion in communities; consistent with European Union [EU] policies, education and particularly its digital form is a valuable key to civic inclusion; and efforts at educational digitalization must be long-term and intentional to be sustainable | Inclusive citizenship; school digital district; digital inclusion; Inclusive education; capacity building; lifelong learning |
| Mystakidis et al. (2018) | GR, FI | The University of Patras has launched a project for the provision of short, accessible, certified distance life-long learning programmes. The main pillars of this project are Excellence, Specialized Personalized Training at cutting-edge subjects, Quality, Deep Learning and Innovation. The research study was conducted using an online questionnaire and aimed at estimating the level of participants satisfaction using interactive learning methods such as collaborative learning. The formative evaluation process was conducted by external assessors based on context, input, process, product approach. The evaluation instruments were online questionnaires, structured and semi-structured observation | The results of the study suggest that the project led to the rapid provision of e-learning programmes that used successfully active learning methods to achieve high learner satisfaction and address training needs and skills gaps. Evaluation and data analysis from completed e-Learning courses revealed that the University of Patras’ blended quality strategy had an overall positive effect | e-learning; distance education; blended learning; technology enhanced learning; life-long learning; deep learning |
| Abel et al. (2018) | SE | The article considers the problem of how best to use prior experience to bootstrap LLL, where an agent faces a series of task instances drawn from some task distribution. First, it identifies the initial policy that optimizes expected performance over the distribution of tasks for increasingly complex classes of policy and task distributions. It empirically demonstrates the relative performance of each policy class' optimal element in a variety of simple task distributions. It then considers value-function initialization methods that preserve PAC guarantees while simultaneously minimizing the learning required in two learning algorithms, yielding MAXQINIT, a practical new method for value-function-based transfer | The experiments explore the performance of the jumpstart policies and showcase the practicality of MAXQINIT for accelerating algorithms in lifelong RL in simple domains. Empirical and theoretical results show that the practical and simple new method, MAXQINIT, can lower the sample complexity of lifelong learning via value-function-based transfer | Life-long learning; policy transfer; value transfer; life-long reinforcement learning |
| Galanis et al. (2017) | ES | This paper proposes a framework to gather, enhance, organize, evaluate and showcase a user's informal learning using a social approach to engage the learners to use the system by providing valuable recommendations, contacts and feedback | The paper summaries several guidelines for validating and evaluating informal learning experiences and formalizing their outcomes. This especially, where technology has brought together different cultures and educational systems, managing to keep track of a learner’s competences is a daunting task, and when trying to take into account, the competences acquired through informal means | Informal learning; non-formal learning; e-learning; e-learning; lifelong learning; social learning; validation; evaluation |
| Pilkinton-Pihko and Suviniitty (2017) | FI | Living in learning societies has brought an increased focus to LLL and educational policies that support it. One such policy is the recognition of prior learning (RPL). In Finnish higher education, the most popular procedure for RPL is a test. This raises the question of how well this assessment method serves its purpose | This analysis shows that the tasks in our RPL test of English differ considerably from those reported in our survey of RPL seekers. This mismatch indicates that we should either adopt an open, divergent assessment method, such as a portfolio or change our undergraduate English curricula for both engineering and industrial design to better align them with the working-life communication tasks identified in this study - if a closed, convergent assessment method (such as a test) is preferred | Life-long learning; educational policies; recognition of prior learning; RPL test |
| Pérez-Escoda, A., et al. (2016) | ES | This essay presents some of the results from a broader research project on the digital competences of primary school teachers and students in Castile and Leon (Spain). The main goal of the study is to evaluate digital competence levels drawing on an earlier study on the specific international assessment of digital literacy and digital skills | The comprehensive statistical analysis of the results reflects that both teachers and students lack digital skills. This means that teachers cannot make pedagogical use of them so that teacher-Training policies in this field should be reconsidered. In students, it reflects the danger of a digital gap that would not be brought about for reasons of use or access but from lack of training | Digital citizenship; digital competences; teachers; students; education; information and communication technologies |
| Irvine et al. (2016) | NL, AT | Sustainable river basin management depends on knowledge, skills and education. The DANCERS project set out to identify feasible options for achieving education for sustainable water management across the Danube river basin, and its integration with a broader education and economic development | The DANCERS project identified key short and medium-term needs for education and research to support the progressive adoption of sustainable development, and the necessary dialogue across the public and private sectors to align policies. These include the development of new education networks for masters and PhD programmes, including joint programmes; improved access to technical training and LLL programmes for skills development; developing formalized and certified competency structures and associated accreditation of institutions | Sustainable development; integrated river basin management; skill development; EU policy |
| Hanemann (2015) | DE | This article discusses recent developments in conceptualizing literacy as a foundation of LLL. The authors of this paper seek to replicate and extend his pioneering work, using data from the National Child Development Study (NCDS), a large-scale survey containing information on all those born in Britain in one week in 1958. Follow-up data were collected at various points in childhood and adulthood, most recently when the cohort reached the age of 50, thus enabling insights into long-term developments | The authors analyze well-being at age 50 as an outcome in structural equation models (SEM). Results suggested a three-dimensional analytical framework which considers literacy as a lifelong and life-wide learning process and as part of LLL systems. The research draws a number of conclusions for policy and practice of literacy as a foundation of LLL. These conclusions are a timely contribution to the ongoing post-2015 education debate | Literacy; lifelong learning; adult learning; post-2015 education agenda |
| Jenkins and Wiggins (2015) | UK | The study presented in this article adopts a life-course approach to participation in learning and the potential benefits of learning. The authors concentrate on adult education in mid-life, that is, between the ages of 33 and 50, as the measure of learning participation. The authors of this paper seek to replicate and extend his pioneering work, using data from the National Child Development Study (NCDS), a large-scale survey containing information on all those born in Britain in one week in 1958. Follow-up data were collected at various points in childhood and adulthood, most recently when the cohort reached the age of 50, thus enabling insights into long-term developments | The authors analyse well-being at age 50 as an outcome in. This approach helps to understand the pathways through which adult education has an impact on well-being. The estimated models show how adult education in mid-life has an influence on the type and quality of jobs which are accessible to individuals, and how this, in turn, can contribute to higher well-being at age 50 | Adult education; well-being; qualifications; mid-life; SEM |
| Bomba and Zacharová (2014) | SK | The article deals with LLL of teachers in Slovakia and the use of blended learning as a means of increasing the teachers' qualification credit as employees. The mainline of this article is tracking the LLL of the Slovak teachers in the context of neoliberalism and its influence on education with some implications for teachers | Results show how social and economic changes in Slovakia after 1989 and after the Velvet Revolution had their impacts on education, on redefining the functions of school, on changing the nature of education, school computerization and total modernization but also on the decrease of teachers' social status and on changing the school funding and long-term underfunding of the Slovak educational system | Higher education; university; blended learning; lifelong learning; neoliberal governmentality; teacher; Slovak education; Slovakia |
| Fonfara et al. (2014) | DE | The task is to learn a dialogue policy that deals with changing user goals, can act under uncertainty, and is easy to apply in practice. Unlike reinforcement learning-based systems, the proposed simulator-free approach avoids common problems such as reward tuning and state-space exploration. Researchers apply imitation learning to mimic an expert's behaviour based on a small number of Wizard-of-Oz experiments. A dynamic Bayesian Network is used to track hidden user goals | Results show that by using lifelong model updates, it is possible to apply the expert's policy correctly even if the user behaviour changes over time. However, the executed policies strongly depend on teacher demonstrations, depending on the complexity of the task sufficient teacher demonstrations have to be recorded to cover all situations one wants to consider | Dialog system; imitation learning; lifelong learning; cognitive robotics; bayesian network |
| Sienkiewicz and Trawinska-Konador (2014) | PT | The aim of the paper is the presentation of the development of the polish qualifications framework (PQF) and qualifications system as an example of the implementation of knowledge management in public policy in Poland. As a result of applying the knowledge management approach, the initial proposal of the PQF was enriched and enabled a proposal to be elaborated for the modernization and integration of the qualifications system in Poland that allows for integration and permeability between specific qualifications subsystems as a part of the reform of lifelong learning policy in Poland | Results refer to the PQF in the European Qualifications Framework. The publication of the report allowed further sharing of knowledge with a broader spectrum of stakeholders. The subsequent phases of the process included an assessment of the information and knowledge needs to be needed to proceed with the modernization of the qualifications system in Poland, to close the knowledge management cycle | Qualifications framework; knowledge management in public policy; lifelong learning; human capital |
| Thelen et al. (2012) | DE | The study presents a platform named RELOAD based on so-called Microtrainings and the usage of a semantic net. Thereby, they are individual, self-directed and continuous learning processes | The article suggests that to cope with the demographic change and to face the shortage of skilled workers, the employability of ageing workers has to be secured through demographic-sensitive learning offers. Striking and alerting in this context is that the participation rate of low-skilled and ageing workers in further education lags behind other groups of learners, and nearly no learning offers to exist which are directly targeted to this group and their special learning needs | E-learning; microtraining; semantic-based knowledge platform; demographic change; low skilled ageing workers |
| Thiriet et al. (2012) | FR | The present research develops the work achieved within the ELLEIEC project, relative to International Modules (IM) and International Curricula Networks (ICN), concepts proposed in the project and experimented practically, to facilitate the mobility of students and of citizens/workers | The article suggests to do not focus too much about the actual courses followed by a student (which is extremely tricky when a student is sent abroad) but more on what he/she gets as a whole concerning knowledge, skills and competences, taking also account of soft or generic skills like internationalization, multiculturalism, team group work, foreign language. Another interesting aspect is the use of tools such as RPL which is very useful | Lifelong learning; recognition; mobility Of students; harmonization; RPL; accreditation |
| Yankova et al. (2012) | BG | The main goal of this research is to systematize the achievements in the implementation of projects and initiatives of the Bulgarian library associations in an effort to be effective partners of LIS higher education (especially with the State University of Library Studies and Information Technology), in LLL of LIS professionals. The article investigates the impact of the library organizations' activities on the theoretical fields of library and information science and education and also on library practice. Research methods: retrospective and systematic analysis, desk research and critical analysis of the results | The paper explores the role and contribution of the Bulgarian library associations in the development of librarianship in the country, in establishing a modern vision for libraries and librarians and their involvement in the information, educational, scientific and cultural construction of the emerging knowledge society. It is focused on the priorities in the work of library associations in response to mobilizing science knowledge and policy for sustainable development | Library association; LIS higher education; lifelong learning; state university of library studies and Information technology |
| Kalman (2012) | HU | The paper presents a research study launched in 2008 that was part of the call for proposals “Training of competences that establish LLL in the non-formal and informal learning dimension”. The survey aimed to examine the will of the adult population to learn after completing formal studies. The methodology of the research relies on methods of analysis and the devices of the empirical study, implement the pilot studies, analyze the results and the observations of the study, elaborate the development proposals and the recommendations concerning the support priorities | Results show how learning during adulthood is considered by most respondents to be essential for the work, lifestyle and general human behaviour that drives people to solve new challenges in the natural and social context. The personal motivation of adult education can be determined by a multitude of factors. One of the most important resources for continuous learning is learning and the methodological culture of learning promotion | Informal – nonformal – formal learning; lifewide – lifelong learning; adult education |
| Witt and Lill (2011) | EE | This paper describes a study of learner perceptions of construction industry skills requirements in Estonia | Results suggest that at the policy level, a simple, elegant vision of integration and mutual dependence between learners, industry and higher education institutions is prescribed. When investigated in more detail, however, the individuality of learners, the pace at which skill level requirements are changing in the industry and the accommodation of previous, legacy education systems among other challenges add complexity | Lifelong learning; engineering education; learner models; construction industry; Estonia |
| Pacheco (2011) | PT | Drawing upon the concept of “sliding signifiers” as having a multiplicity of meanings in a given context according to its actors and contexts, this paper explores globalization which does not mean homogeneity and uniformity. The paper examines these meanings by discussing the diverse points of view based upon existing educational and training policies, within the framework of the world agencies. The paper includes, in the first section, an integrated approach of the concepts of curriculum, LLL and evaluation and, in the second section, the discussion of each of these concepts | Results show how reflecting upon curriculum, LLL and evaluation as themes related to education and training policies imply the discussion of their meanings taking into account different ways of looking at them, especially in a field which is marked by a disciplinary view. This does not mean the general acceptance of uniformity and the rejection of diversity, particularly when curriculum, learning and evaluation are discussed taking a personal stance | Educational policies; training policies; globalization; life-long learning; evaluation; curriculum |
| Farrow (2011) | UK | A taxonomy of ethical questions based on dominant positions in metaethical moral theory is proposed. The author explains how this taxonomy can be applied in a way that facilitates the understanding of ethical issues in mobile learning | In this article, the author discusses some of the ethical issues related to the use of mobile technologies in education. He argues that the frameworks used by educators and technologists fail to grasp the nature, scope and impact of ethical issues in mobile learning. This approach is intended to enhance (rather than replace) reflection on ethical issues and support those involved with mobile learning by helping them to think about ethics in a systematic way | Mobile learning; policy; education; metaethics; methodology |
| Aurora-Nicoleta et al. (2010) | RO | The purpose of the article is to present the main objectives and actions taken by the Romanian Institute of Education Sciences as national support services for e-Twinning in collaboration with the Center for Innovation in Education. At the same time, the authors mention the most important campaigns/projects developed within the programme in pre-university institutions in Romania | Results emphasize the benefits of co-working in such projects using the tools of the eTwinning platform. Approximately, 70,000 schools from 32 states are part of the system and they are involved in over 5,000 ongoing projects. Some of the approximately 850 projects carried out so far enjoyed international recognition, schools in Romania were among the finalists/winners or receiving either annual eTwinning prizes or European Quality Certifications from the Central Support Services of e-Twinning in Brussels | Etwinning; information technologies; lifelong learning |
| Hanson et al. (2010) | SE | The objective is to present the foundation for and the goals with a LLL project. Nine universities in EU will collaborate around four themes to increase the attractiveness of Engineering Education. The areas are: The attractiveness of being an engineer Formal hinders Attracting students to studies in science and technology/engineering education Student retention Result from the TREE – Teaching and Research in Engineering in Europe Socrates Thematic Network project, the TechBARO in Finland and the Technology Delegation project in Sweden has given inspiration in setting up the foundation for ATTRACT project together with other international initiatives | This paper discusses some aspects of the attractiveness of engineering and technology studies to be monitored by ATTRACT project the Enhance the Attractiveness of Studies in Science and Technology, ATTRACT, the project is within the EU a LLL Programme. The strength of the project is that it will be able to go in-depth into the practices of the partner universities | Engineering education; student recruitment; student retention; attractiveness of engineering studies |
| Poulová and Šimonová (2010) | CZ | Teams were established dealing with the process of e-learning implementation in the tertiary education, at the beginning being very informal, joining enthusiasts, and their activities were hardly supported. Pioneering e-learning activities in this period were usually financed from various, mostly European projects. Despite the starting troubles the awareness of possibilities provided by e-learning was spreading slowly but steadily. Nowadays there exist university departments specialized in e-learning and its implementation into the process of instruction. There was also established a system for funding e-learning activities, so it does not depend on the random effort of single employees any more | In 2009 a research “Evaluation of the modern technologies contributing towards forming and development university studentś competences” focusing on e-learning implementation at Czech universities started, being supported by the Czech Science Foundation. There are 26 public universities accredited in the Czech Republic. Annual reports of these universities were the main source of information for this research. These trends have step by step resulted in both quantitative increase in ICT implementation and related activities in tertiary education and in a substantial shift in the quality of formal and informal view on e-Learning | e-learning activities; e-learning implementation; tertiary education |
| Widmark and Koroma (2009) | SE | The purpose of the steps for skills was to improve the internal quality of health and social care. This was to be achieved by developing the skills of the staff working close to older people. This learning project for LLL has been developed in the last ten years at the Teacher Education unit of the University of Stockholm. The same design but with different contents was used to increase the competence of different target groups; field teachers, policemen, medical staff, principals, etc | Results rely on the learning project for the course “Steps for Skills” which was a government, a multi-year national initiative to support the long-term quality of municipalities and development of skills in health and social care for older people. Researchers designed courses to carry out the learning activities on three levels: an individual level; an interactive level; a practical activity level. The three levels for learning have markedly contributed to an analysis of the geriatric care’s activity and to development and renewal | Learning design; lifelong learning; blended learning; collaborative learning; communication; learning dialogue |
| Burman (2009) | UK | The article’s author cautions against subscription to emerging cultural discourses promoting the validity and expression of emotions distinguishing between a feminist agenda and appropriations of a pseudo-feminist discourse that now permeate neo-liberal governmentality. First, the article analyses the assumptions underlying the “emotional literacy” paradigm, before, secondly, addressing some specifically educational developments related to the shift towards “life span” and “LLL” within university assessment strategies in the form of “personal development profiles” | Discussion argued that it is necessary to follow the epithet “emotional literacy” very closely as a process of education for the production of discourses on emotion, rather than the discovery or recognition of certain inner, individual feelings. Rather than being passionate about emotions, the task is to analyze the patterns of writing about emotions in circulation. The article ends with some more general political connections that underline the broader political programmes served by the “emotional” turn | Life-long learning; emotional literacy paradigm; feminist research; educational research; educational development |
| Wheeler and Yeats (2009) | UK | To investigate implementation of e-portfolios, an explanatory case study on their use was carried out, initially focusing on three groups of students engaged in work-based learning and professional practice. The three groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed | Results show how the use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of LLL. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Results also suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in Group 2 where the e-Portfolio was formatively assessed only | Lifelong learning; e-portfolio; e-learning; curriculum design; summative assessment; Formative assessment |
| Greener (2009) | UK | This paper will explore the concepts and behaviours implied in the role-modelling of effective e-learning in the classroom, drawing on data from teachers and learners involved in using VLEs and other Web resources in face-to-face sessions. A study of Higher Education teachers in the UK proposed a shift in their role and behaviour concomitant with the explosion of VLE usage in universities (Greener, 2008) | Discussion focuses on online and mixed learning which become familiar aspects of the university landscape; pedagogical discussions receive higher priority and ideas on how students can be enabled to learn the appropriate skills for employability and LLL, as well as the thought of higher-order, attract attention. Teachers who are open to new ways of thinking about their subject, and welcome these self-directed student behaviours, are more likely to integrate new technologies into their teaching and their expertise with technology it will be a factor in how this integration works | Role modelling; social learning theory; teaching methods; conceptions of teaching |
| Naumanen and Tukiainen (2010) | FI | This paper presents principles taken from literature on old age education based on cognitive ageing (compensating and supporting the deficiencies and strengths) not forgetting the impact of empowerment by current ICTs in the life of elderly people. The experience gained from directing a computer club for the elderly is demonstrated, based on a WWW-questionnaire, as well as observations made during years 2007–2008 in Pieksämäki, Finland | Results show how LLL as an individual activity that spans over one's life is not a reality yet. Especially the elderly, those over 65 years, are in danger of lagging; the solid trust in one's activity and learning skills is required; besides, many aged today, lack the learning culture (Tikkanen, 2003). Moreover, results show that the continuing education programme for the elderly is strongly facilitated by peer-support which is experienced during informal club-based activities, as well as having a jointly planned content, which is tailored to their needs, motivation and ability | Lifelong learning; elderly people; cognitive learning; ICT and elderly; computer clubs |
| Vardiambasis et al. (2007) | GR | This paper aims to identify the needs for LLL of Greek engineers, based on recent survey data publicly available by the Technical Chamber of Greece. This approach, as well as the experience gained from other actions carried out by TEloC (i.e. the establishment of a unit for lifelong learning, the organization of summer schools in hot areas of engineering, workshops offered to the academic instructors), present to be efficient strategies for LLL education | Discussion presents how the shortage of highly qualified engineers in our knowledge-based economy requires the collaborative and coordinated action of academic institutions, professional societies, industry players, and education policymakers. In particular, LLL of engineers is considered as one of the most important presumptions for future growth and social welfare | Engineering education; consumer electronics; knowledge engineering; educational institutions; electrical products industry; continuing education; design engineering; power engineering and energy; Educational technology; collaboration |
| Dondi and Moretti (2007) | IT | This paper presents a methodological proposal elaborated in the framework of two European projects dealing with game-based learning, both of which have focused on “quality” aspects to create suitable tools that support European educators, practitioners and lifelong learners in selecting and assessing learning games for use in teaching and learning processes | Results from both the projects Uni-Game (Game-Based Learning for Universities and LLL) and Sig-Glue (Special Interest Group for Game-Based Learning in Universities and LLL) are discussed. Both have involved organizations from different European countries, backgrounds and expertise, and as a result of this work, a 'classification of games by learning purposes' and an 'evaluation framework for assessing games' have been designed and placed at the disposal of European educators, practitioners and lifelong learners | Foreign countries; learning processes; lifelong learning; instructional materials; educational games; instructional material evaluation; media selection |
| Linkaityte et al. (2006) | LT | The authors of this article aim to develop the theoretical conditions for modelling the activities of adult educators in the LLL. The document is based on theoretical literature and European and national policy documents on adult education and LLL, including observations derived from the personal experience of AduEdu partners from eight European countries. The roles and functions of adult educators are explored and a model is proposed for the design of the activity system for adult educators | The paper summarizes findings from the SOCRATES Grundvig 1 project AduEdu –“Qualifications of Adult Educator in Knowledge Society” The novelty of this model is its description of the activity of adult educator on five levels: national, regional, institutional, interpersonal and individual | Adult education; framework of qualifications; lifelong learning |
| Kavrakos (2006) | GR | This paper aims at understanding a methodological frame of certification for professional qualifications acquired via informal learning. A operational research (OR) based model was made as a tool for Regional Development Agencies (RDAs) that consists of tests, evaluations and tutoring. The candidate evaluation takes into account the formal qualifications required by legislation includes the skills and the relevant professional experience but also relates to qualifications from his attendance of professional training seminars | Discussion presents how RDAs are some of the most proper organizations to provide certificated training programmes using new technologies customized for each employee or businessman or an unemployed citizen and their local needs. RDAs have the advantage to combine funds from the European Union, the national or the local government and demand a very small amount from the individual persons that come to be served | Certification; qualifications; unemployment; government; business; Continuing professional development; collaboration; vocational training; testing; legislation |
| Lenssen et al. (2006) | PT | This paper aims to investigate the interaction between the sustainability of the European social model and the European Union’s revised Lisbon Strategy and its focus on jobs and growth. The success of this strategy – following its five-year mid-term review in 2005 – depends on attempts to renew European competitiveness through, for example, innovation and LLL and well-designed reforms of the European social model | Findings show how the sustainability of the European social model depends on the success of the overall strategy for growth and jobs, in which innovation and LLL are key. The concrete solutions to achieve a successful combination of those factors in each member state need to be found by the countries themselves. That is why the preparation and implementation of Europe-wide National Reform Programmes for growth and jobs open an opportunity to drive competitiveness which should not be missed | Competitive strategy; European union; European union information; social structure; lifelong learning; innovation |
| Kourtoumi (2006) | GR | The first section of the paper discusses the concepts supporting digital collections by networking and integrating collections of digitized archival resources to create new services and infrastructures. The second part of the paper analyses from the educational perspective of LLL important social benefits, both quantitively and qualitatively, of developing new infrastructures for accessing and using archival resources | Results show how archives have a key role to play in underpinning learning in its broadest sense, both as a formal activity within an institution and informally within the community. This is becoming especially important in an increasingly KM-based environment where communities can look to archives for support and guidance in accessing content information | Life-long learning; social policy; digital collections; archival resources |
| Anastasiades (2005) | GR | This paper intends to introduce the idea and content of educational digital divide, concerning the key actions of European Union policies on the confrontation of this social phenomenon | The paper shows how education and technology have become interrelated as concepts, now that the Internet, the educational multimedia and an array of asynchronous applications have inundated the educational environment. The educational process in the European Union is presented as the most important tool in the context of transformation towards the Information Society. Its role is to ensure the citizen all the necessary means to manage in a completely different social and technological environment | Web-based education; educational digital divide; European union policies; life-long learning |
| Whyley and Westwood (2005) | UK | This paper examines the steps taken towards realizing Wolverhampton Local Education Authority’s (LEA) vision for a 21st century “Learning City” – placing all learners at the heart of the system. An outline is provided of the LEA’s journey – aiming at personalized learning, from vision to reality for a city of 40,000+ learners | This paper reflects on the progress made by the City of Wolverhampton in trying to bring together all of the key elements currently recognized as being needed to enable 21st learning. It describes how one UK City has moved from a vision for e-learning to reality in the space of four years. The paper also looks beyond current developments to respond to the needs of learners as they engage in this technology-rich environment | E-learning; learners; technology; personalized learning |
| Sonyel (2004) | CY | This qualitative study unravels teachers’ perception of involvement in LLL through literature review. It also attempts to foster and encourage LLL through professionalism and as the twenty-first century is approaching, learning throughout life will be essential for adapting to the evolving requirements of the labour market and for better mastery of the changing time-frames and rhythms of an integral part of national and international policies | The findings suggest that lifelong learning is significant as the nature of teaching demands teachers to be engaged in continuing career-long professional development and additionally, they are the schools' greatest asset to deliver knowledge. The findings of this study also indicate that lifelong learning is significant for educators and can be summed up under three main headings as: to develop themselves as professionals; learning throughout life will be essential for adapting to the evolving requirements of the labour market and for better mastery of the changing time-frames and rhythms; and the view of lifelong learning can be attached to individual and social development | Educational institutions; government; rhythm; education; educational programmes; instruments; economic forecasting; ethics; books; professional activities |
| Mihnev and Nikolov (2004) | BG | The document conceptualizes the experiences of the Center of Information Society Technologies, Sofia University, Bulgaria, in satisfying the learning and training needs of non-university publics who fall into situations that can be defined as determined by LLL | In developing this conceptualization the authors use research results and political agendas in two distinct areas: LLL and higher education systems. As a result of three streams of thought and practice, they outline an “interface” model of an interdisciplinary university structure, which aims to explicitly satisfy LLL market demands | Higher education; learning demands; learning delivery; lifelong learning; management; organization; service provider |
| Røsvik (2003) | NO | This paper presents a case study of a Norwegian primary school as an example of the approach used to introduce ICT policy in Norway. This paper presents a programme of a lower primary school (6 to 10 year-olds), which has taken up the challenge of focusing on learning to learn, including the use of ICT | After an overview of Norwegian school system and national goals for ICT in education, the paper describes the challenges teachers and schools face when implementing curricula designed to fulfil different national expectations, ranging from specific skills and pieces of knowledge to more general goals such as preparing students for the future society. The most important actor in the Norwegian classroom is the student while the teacher creates stimulating learning environments. Learning to learn and LLL are considered the main tasks of schools | Elementary education; conditions for learning; organizing for learning; collaboration |
| Breiter (2003) | DE | This paper tries to develop a concept of a regional education network that includes pre-school, K-12 and further education, public libraries and community centres, as well as other educational institutions. Taking the path of the digital divide as a social and educational divide and focusing on the school as one major player in the regional network, the innovation process and the actors involved in it are highlighted and explored. Using action research in a project between schools, local community, private partners and the university, the concept of the regional network is illustrated | Results show that the so-called 'digital divide' seems to be a major social obstacle for the Information Society. Most experts agree that citizens will need competencies that go beyond the basic cultural skills. The idea of LLL illustrates a major problem of educational institutions: they work separately, they only process the results of the preceding phase and there is a lack of interconnection | Digital divide; equity; lifelong learning/education; partnership |
| Hylén (2001) | SE | The paper will deal with the two most important challenges facing education today: the increasing globalization and permeation of ICT of our society. To meet these two challenges 18 Ministries of Education in Europe joined forces in 1997 to create a common internet platform, called the European Schoolnet. Two scenarios will be outlined: the diminishing school – a reduction of the schools and the role of the teacher and a growth in homeschooling; the expanding school – where the need for LLL puts the school in the centre of the development and changes the role of the teacher to become a guide to learning in schools and companies | The objectives were to find synergies between national initiatives, to promote the use of ICT in education and to facilitate co-operation between schools in Europe. Now the time has come to ask not only what ICT can do for schools but also what ICT does to schools? How does the influence of ICT on society change the role of the school and the teacher? To help to transform the second scenario into reality, the European Schoolnet must in the coming year focus its attention on four areas: collaboration, communities, content and commerce | Communications; innovation; networks; policy |
| Jenkins et al. (2001) | UK | This article takes into consideration the long-term effect of a degree in graduate lives. Following a degree programme that has used active learning methods within a modular course for over 20 years, researchers provide a prototype to evaluate lifelong learning generated by modern teaching methods | While agreeing with other researchers that there are common benefits from a degree, they also conclude that there is a huge variation in the long-term effects of a course on a relatively homogeneous group of students. The variation derives from four main sources: background of individual students; different reconstructions of the same academic experience; the different personal circumstances during college; and the effects of individual careers after graduation (which in turn leads to further individual reconstructions) | Life-long learning; degree; graduate lives; active learning methods; modern teaching methods |
| Carr (1999) | UK | The paper discusses a solution for developing multimedia management courseware in the higher and further education sectors, which can then be transferred to SMEs to meet their training needs | Twenty interviews with key SME training informants reveal that a simple transfer of material is unlikely to prove adequate; the peculiarities of the SME learning environment represent a major challenge to the design and delivery of effective multimedia management training for this sector. The proposed benefits of multimedia courseware for SME training are the removal of existing training barriers: time, cover, purchasing power, socializing multimedia, ICT skills, negative attitudes, Generic versus Bespoke Training | Courseware delivery; life-long learning; multimedia management courseware; small and medium-sized enterprises |
| Rinne (1998) | FI | This article presents sociologically and historically oriented reconceptualizations of the changing relationship between labour and learning in the reflexive modern era. It claims that the whole modern division of labour does not merely reveal the nature by which we define morality but also it is a crucial condition for the whole solidarity of humankind | The article comes to the conclusion that the first modern period, and the Keynesian welfare state policy with its homogenous workforce and policies of full employment, has come to its historical end. The author sees that education has always been seen as a major component in the great Enlightenment project, which has been connected and incorporated by the national state. LLL, on the contrary, has been less incorporated, less an early modern, but more a marginal and informal position, waving the flag for both individuals and groups from below | Labour society; learning society; life-long learning; educational system |
| Authors – Year | Country | Aim – Method | Discussion – Results | Keywords |
|---|---|---|---|---|
| IT | This research study addresses how access to information and the development of digital skills mitigated aspects of social exclusion and triggered more active participation in the life of the community. The project team observed the process of digitalization as it affected administrators, teachers, parents, and students over four years | Analysis of the data supported the ideas that digital forms of participation are particularly valuable for people at risk of exclusion in communities; consistent with European Union [EU] policies, education and particularly its digital form is a valuable key to civic inclusion; and efforts at educational digitalization must be long-term and intentional to be sustainable | Inclusive citizenship; school digital district; digital inclusion; Inclusive education; capacity building; lifelong learning | |
| GR, FI | The University of Patras has launched a project for the provision of short, accessible, certified distance life-long learning programmes. The main pillars of this project are Excellence, Specialized Personalized Training at cutting-edge subjects, Quality, Deep Learning and Innovation. The research study was conducted using an online questionnaire and aimed at estimating the level of participants satisfaction using interactive learning methods such as collaborative learning. The formative evaluation process was conducted by external assessors based on context, input, process, product approach. The evaluation instruments were online questionnaires, structured and semi-structured observation | The results of the study suggest that the project led to the rapid provision of e-learning programmes that used successfully active learning methods to achieve high learner satisfaction and address training needs and skills gaps. Evaluation and data analysis from completed e-Learning courses revealed that the University of Patras’ blended quality strategy had an overall positive effect | e-learning; distance education; blended learning; technology enhanced learning; life-long learning; deep learning | |
| SE | The article considers the problem of how best to use prior experience to bootstrap LLL, where an agent faces a series of task instances drawn from some task distribution. First, it identifies the initial policy that optimizes expected performance over the distribution of tasks for increasingly complex classes of policy and task distributions. It empirically demonstrates the relative performance of each policy class' optimal element in a variety of simple task distributions. It then considers value-function initialization methods that preserve PAC guarantees while simultaneously minimizing the learning required in two learning algorithms, yielding MAXQINIT, a practical new method for value-function-based transfer | The experiments explore the performance of the jumpstart policies and showcase the practicality of MAXQINIT for accelerating algorithms in lifelong RL in simple domains. Empirical and theoretical results show that the practical and simple new method, MAXQINIT, can lower the sample complexity of lifelong learning via value-function-based transfer | Life-long learning; policy transfer; value transfer; life-long reinforcement learning | |
| ES | This paper proposes a framework to gather, enhance, organize, evaluate and showcase a user's informal learning using a social approach to engage the learners to use the system by providing valuable recommendations, contacts and feedback | The paper summaries several guidelines for validating and evaluating informal learning experiences and formalizing their outcomes. This especially, where technology has brought together different cultures and educational systems, managing to keep track of a learner’s competences is a daunting task, and when trying to take into account, the competences acquired through informal means | Informal learning; non-formal learning; e-learning; e-learning; lifelong learning; social learning; validation; evaluation | |
| FI | Living in learning societies has brought an increased focus to LLL and educational policies that support it. One such policy is the recognition of prior learning (RPL). In Finnish higher education, the most popular procedure for RPL is a test. This raises the question of how well this assessment method serves its purpose | This analysis shows that the tasks in our RPL test of English differ considerably from those reported in our survey of RPL seekers. This mismatch indicates that we should either adopt an open, divergent assessment method, such as a portfolio or change our undergraduate English curricula for both engineering and industrial design to better align them with the working-life communication tasks identified in this study - if a closed, convergent assessment method (such as a test) is preferred | Life-long learning; educational policies; recognition of prior learning; RPL test | |
| Pérez-Escoda, A., | ES | This essay presents some of the results from a broader research project on the digital competences of primary school teachers and students in Castile and Leon (Spain). The main goal of the study is to evaluate digital competence levels drawing on an earlier study on the specific international assessment of digital literacy and digital skills | The comprehensive statistical analysis of the results reflects that both teachers and students lack digital skills. This means that teachers cannot make pedagogical use of them so that teacher-Training policies in this field should be reconsidered. In students, it reflects the danger of a digital gap that would not be brought about for reasons of use or access but from lack of training | Digital citizenship; digital competences; teachers; students; education; information and communication technologies |
| NL, AT | Sustainable river basin management depends on knowledge, skills and education. The DANCERS project set out to identify feasible options for achieving education for sustainable water management across the Danube river basin, and its integration with a broader education and economic development | The DANCERS project identified key short and medium-term needs for education and research to support the progressive adoption of sustainable development, and the necessary dialogue across the public and private sectors to align policies. These include the development of new education networks for masters and PhD programmes, including joint programmes; improved access to technical training and LLL programmes for skills development; developing formalized and certified competency structures and associated accreditation of institutions | Sustainable development; integrated river basin management; skill development; EU policy | |
| DE | This article discusses recent developments in conceptualizing literacy as a foundation of LLL. The authors of this paper seek to replicate and extend his pioneering work, using data from the National Child Development Study (NCDS), a large-scale survey containing information on all those born in Britain in one week in 1958. Follow-up data were collected at various points in childhood and adulthood, most recently when the cohort reached the age of 50, thus enabling insights into long-term developments | The authors analyze well-being at age 50 as an outcome in structural equation models (SEM). Results suggested a three-dimensional analytical framework which considers literacy as a lifelong and life-wide learning process and as part of LLL systems. The research draws a number of conclusions for policy and practice of literacy as a foundation of LLL. These conclusions are a timely contribution to the ongoing post-2015 education debate | Literacy; lifelong learning; adult learning; post-2015 education agenda | |
| UK | The study presented in this article adopts a life-course approach to participation in learning and the potential benefits of learning. The authors concentrate on adult education in mid-life, that is, between the ages of 33 and 50, as the measure of learning participation. The authors of this paper seek to replicate and extend his pioneering work, using data from the National Child Development Study (NCDS), a large-scale survey containing information on all those born in Britain in one week in 1958. Follow-up data were collected at various points in childhood and adulthood, most recently when the cohort reached the age of 50, thus enabling insights into long-term developments | The authors analyse well-being at age 50 as an outcome in. This approach helps to understand the pathways through which adult education has an impact on well-being. The estimated models show how adult education in mid-life has an influence on the type and quality of jobs which are accessible to individuals, and how this, in turn, can contribute to higher well-being at age 50 | Adult education; well-being; qualifications; mid-life; SEM | |
| SK | The article deals with LLL of teachers in Slovakia and the use of blended learning as a means of increasing the teachers' qualification credit as employees. The mainline of this article is tracking the LLL of the Slovak teachers in the context of neoliberalism and its influence on education with some implications for teachers | Results show how social and economic changes in Slovakia after 1989 and after the Velvet Revolution had their impacts on education, on redefining the functions of school, on changing the nature of education, school computerization and total modernization but also on the decrease of teachers' social status and on changing the school funding and long-term underfunding of the Slovak educational system | Higher education; university; blended learning; lifelong learning; neoliberal governmentality; teacher; Slovak education; Slovakia | |
| DE | The task is to learn a dialogue policy that deals with changing user goals, can act under uncertainty, and is easy to apply in practice. Unlike reinforcement learning-based systems, the proposed simulator-free approach avoids common problems such as reward tuning and state-space exploration. Researchers apply imitation learning to mimic an expert's behaviour based on a small number of Wizard-of-Oz experiments. A dynamic Bayesian Network is used to track hidden user goals | Results show that by using lifelong model updates, it is possible to apply the expert's policy correctly even if the user behaviour changes over time. However, the executed policies strongly depend on teacher demonstrations, depending on the complexity of the task sufficient teacher demonstrations have to be recorded to cover all situations one wants to consider | Dialog system; imitation learning; lifelong learning; cognitive robotics; bayesian network | |
| PT | The aim of the paper is the presentation of the development of the polish qualifications framework (PQF) and qualifications system as an example of the implementation of knowledge management in public policy in Poland. As a result of applying the knowledge management approach, the initial proposal of the PQF was enriched and enabled a proposal to be elaborated for the modernization and integration of the qualifications system in Poland that allows for integration and permeability between specific qualifications subsystems as a part of the reform of lifelong learning policy in Poland | Results refer to the PQF in the European Qualifications Framework. The publication of the report allowed further sharing of knowledge with a broader spectrum of stakeholders. The subsequent phases of the process included an assessment of the information and knowledge needs to be needed to proceed with the modernization of the qualifications system in Poland, to close the knowledge management cycle | Qualifications framework; knowledge management in public policy; lifelong learning; human capital | |
| DE | The study presents a platform named RELOAD based on so-called Microtrainings and the usage of a semantic net. Thereby, they are individual, self-directed and continuous learning processes | The article suggests that to cope with the demographic change and to face the shortage of skilled workers, the employability of ageing workers has to be secured through demographic-sensitive learning offers. Striking and alerting in this context is that the participation rate of low-skilled and ageing workers in further education lags behind other groups of learners, and nearly no learning offers to exist which are directly targeted to this group and their special learning needs | E-learning; microtraining; semantic-based knowledge platform; demographic change; low skilled ageing workers | |
| FR | The present research develops the work achieved within the ELLEIEC project, relative to International Modules (IM) and International Curricula Networks (ICN), concepts proposed in the project and experimented practically, to facilitate the mobility of students and of citizens/workers | The article suggests to do not focus too much about the actual courses followed by a student (which is extremely tricky when a student is sent abroad) but more on what he/she gets as a whole concerning knowledge, skills and competences, taking also account of soft or generic skills like internationalization, multiculturalism, team group work, foreign language. Another interesting aspect is the use of tools such as RPL which is very useful | Lifelong learning; recognition; mobility | |
| BG | The main goal of this research is to systematize the achievements in the implementation of projects and initiatives of the Bulgarian library associations in an effort to be effective partners of LIS higher education (especially with the State University of Library Studies and Information Technology), in LLL of LIS professionals. The article investigates the impact of the library organizations' activities on the theoretical fields of library and information science and education and also on library practice. Research methods: retrospective and systematic analysis, desk research and critical analysis of the results | The paper explores the role and contribution of the Bulgarian library associations in the development of librarianship in the country, in establishing a modern vision for libraries and librarians and their involvement in the information, educational, scientific and cultural construction of the emerging knowledge society. It is focused on the priorities in the work of library associations in response to mobilizing science knowledge and policy for sustainable development | Library association; LIS higher education; lifelong learning; state university of library studies and | |
| Kalman (2012) | HU | The paper presents a research study launched in 2008 that was part of the call for proposals “Training of competences that establish LLL in the non-formal and informal learning dimension”. The survey aimed to examine the will of the adult population to learn after completing formal studies. The methodology of the research relies on methods of analysis and the devices of the empirical study, implement the pilot studies, analyze the results and the observations of the study, elaborate the development proposals and the recommendations concerning the support priorities | Results show how learning during adulthood is considered by most respondents to be essential for the work, lifestyle and general human behaviour that drives people to solve new challenges in the natural and social context. The personal motivation of adult education can be determined by a multitude of factors. One of the most important resources for continuous learning is learning and the methodological culture of learning promotion | Informal – nonformal – formal learning; lifewide – lifelong learning; adult education |
| EE | This paper describes a study of learner perceptions of construction industry skills requirements in Estonia | Results suggest that at the policy level, a simple, elegant vision of integration and mutual dependence between learners, industry and higher education institutions is prescribed. When investigated in more detail, however, the individuality of learners, the pace at which skill level requirements are changing in the industry and the accommodation of previous, legacy education systems among other challenges add complexity | Lifelong learning; engineering education; learner models; construction industry; Estonia | |
| Pacheco (2011) | PT | Drawing upon the concept of “sliding signifiers” as having a multiplicity of meanings in a given context according to its actors and contexts, this paper explores globalization which does not mean homogeneity and uniformity. The paper examines these meanings by discussing the diverse points of view based upon existing educational and training policies, within the framework of the world agencies. The paper includes, in the first section, an integrated approach of the concepts of curriculum, LLL and evaluation and, in the second section, the discussion of each of these concepts | Results show how reflecting upon curriculum, LLL and evaluation as themes related to education and training policies imply the discussion of their meanings taking into account different ways of looking at them, especially in a field which is marked by a disciplinary view. This does not mean the general acceptance of uniformity and the rejection of diversity, particularly when curriculum, learning and evaluation are discussed taking a personal stance | Educational policies; training policies; globalization; life-long learning; evaluation; curriculum |
| Farrow (2011) | UK | A taxonomy of ethical questions based on dominant positions in metaethical moral theory is proposed. The author explains how this taxonomy can be applied in a way that facilitates the understanding of ethical issues in mobile learning | In this article, the author discusses some of the ethical issues related to the use of mobile technologies in education. He argues that the frameworks used by educators and technologists fail to grasp the nature, scope and impact of ethical issues in mobile learning. This approach is intended to enhance (rather than replace) reflection on ethical issues and support those involved with mobile learning by helping them to think about ethics in a systematic way | Mobile learning; policy; education; metaethics; methodology |
| RO | The purpose of the article is to present the main objectives and actions taken by the Romanian Institute of Education Sciences as national support services for e-Twinning in collaboration with the Center for Innovation in Education. At the same time, the authors mention the most important campaigns/projects developed within the programme in pre-university institutions in Romania | Results emphasize the benefits of co-working in such projects using the tools of the eTwinning platform. Approximately, 70,000 schools from 32 states are part of the system and they are involved in over 5,000 ongoing projects. Some of the approximately 850 projects carried out so far enjoyed international recognition, schools in Romania were among the finalists/winners or receiving either annual eTwinning prizes or European Quality Certifications from the Central Support Services of e-Twinning in Brussels | Etwinning; information technologies; lifelong learning | |
| SE | The objective is to present the foundation for and the goals with a LLL project. Nine universities in EU will collaborate around four themes to increase the attractiveness of Engineering Education. The areas are: The attractiveness of being an engineer Formal hinders Attracting students to studies in science and technology/engineering education Student retention Result from the TREE – Teaching and Research in Engineering in Europe Socrates Thematic Network project, the TechBARO in Finland and the Technology Delegation project in Sweden has given inspiration in setting up the foundation for ATTRACT project together with other international initiatives | This paper discusses some aspects of the attractiveness of engineering and technology studies to be monitored by ATTRACT project the Enhance the Attractiveness of Studies in Science and Technology, ATTRACT, the project is within the EU a LLL Programme. The strength of the project is that it will be able to go in-depth into the practices of the partner universities | Engineering education; student recruitment; student retention; attractiveness of engineering studies | |
| Poulová and Šimonová (2010) | CZ | Teams were established dealing with the process of e-learning implementation in the tertiary education, at the beginning being very informal, joining enthusiasts, and their activities were hardly supported. Pioneering e-learning activities in this period were usually financed from various, mostly European projects. Despite the starting troubles the awareness of possibilities provided by e-learning was spreading slowly but steadily. Nowadays there exist university departments specialized in e-learning and its implementation into the process of instruction. There was also established a system for funding e-learning activities, so it does not depend on the random effort of single employees any more | In 2009 a research “Evaluation of the modern technologies contributing towards forming and development university studentś competences” focusing on e-learning implementation at Czech universities started, being supported by the Czech Science Foundation. There are 26 public universities accredited in the Czech Republic. Annual reports of these universities were the main source of information for this research. These trends have step by step resulted in both quantitative increase in ICT implementation and related activities in tertiary education and in a substantial shift in the quality of formal and informal view on e-Learning | e-learning activities; e-learning implementation; tertiary education |
| SE | The purpose of the steps for skills was to improve the internal quality of health and social care. This was to be achieved by developing the skills of the staff working close to older people. This learning project for LLL has been developed in the last ten years at the Teacher Education unit of the University of Stockholm. The same design but with different contents was used to increase the competence of different target groups; field teachers, policemen, medical staff, principals, etc | Results rely on the learning project for the course “Steps for Skills” which was a government, a multi-year national initiative to support the long-term quality of municipalities and development of skills in health and social care for older people. Researchers designed courses to carry out the learning activities on three levels: an individual level; an interactive level; a practical activity level. The three levels for learning have markedly contributed to an analysis of the geriatric care’s activity and to development and renewal | Learning design; lifelong learning; blended learning; collaborative learning; communication; learning dialogue | |
| Burman (2009) | UK | The article’s author cautions against subscription to emerging cultural discourses promoting the validity and expression of emotions distinguishing between a feminist agenda and appropriations of a pseudo-feminist discourse that now permeate neo-liberal governmentality. First, the article analyses the assumptions underlying the “emotional literacy” paradigm, before, secondly, addressing some specifically educational developments related to the shift towards “life span” and “LLL” within university assessment strategies in the form of “personal development profiles” | Discussion argued that it is necessary to follow the epithet “emotional literacy” very closely as a process of education for the production of discourses on emotion, rather than the discovery or recognition of certain inner, individual feelings. Rather than being passionate about emotions, the task is to analyze the patterns of writing about emotions in circulation. The article ends with some more general political connections that underline the broader political programmes served by the “emotional” turn | Life-long learning; emotional literacy paradigm; feminist research; educational research; educational development |
| UK | To investigate implementation of e-portfolios, an explanatory case study on their use was carried out, initially focusing on three groups of students engaged in work-based learning and professional practice. The three groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed | Results show how the use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of LLL. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Results also suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in Group 2 where the e-Portfolio was formatively assessed only | Lifelong learning; e-portfolio; e-learning; curriculum design; summative assessment; | |
| UK | This paper will explore the concepts and behaviours implied in the role-modelling of effective e-learning in the classroom, drawing on data from teachers and learners involved in using VLEs and other Web resources in face-to-face sessions. A study of Higher Education teachers in the UK proposed a shift in their role and behaviour concomitant with the explosion of VLE usage in universities ( | Discussion focuses on online and mixed learning which become familiar aspects of the university landscape; pedagogical discussions receive higher priority and ideas on how students can be enabled to learn the appropriate skills for employability and LLL, as well as the thought of higher-order, attract attention. Teachers who are open to new ways of thinking about their subject, and welcome these self-directed student behaviours, are more likely to integrate new technologies into their teaching and their expertise with technology it will be a factor in how this integration works | Role modelling; social learning theory; teaching methods; conceptions of teaching | |
| FI | This paper presents principles taken from literature on old age education based on cognitive ageing (compensating and supporting the deficiencies and strengths) not forgetting the impact of empowerment by current ICTs in the life of elderly people. The experience gained from directing a computer club for the elderly is demonstrated, based on a | Results show how LLL as an individual activity that spans over one's life is not a reality yet. Especially the elderly, those over 65 years, are in danger of lagging; the solid trust in one's activity and learning skills is required; besides, many aged today, lack the learning culture (Tikkanen, 2003). Moreover, results show that the continuing education programme for the elderly is strongly facilitated by peer-support which is experienced during informal club-based activities, as well as having a jointly planned content, which is tailored to their needs, motivation and ability | Lifelong learning; elderly people; cognitive learning; ICT and elderly; computer clubs | |
| GR | This paper aims to identify the needs for LLL of Greek engineers, based on recent survey data publicly available by the Technical Chamber of Greece. This approach, as well as the experience gained from other actions carried out by TEloC (i.e. the establishment of a unit for lifelong learning, the organization of summer schools in hot areas of engineering, workshops offered to the academic instructors), present to be efficient strategies for LLL education | Discussion presents how the shortage of highly qualified engineers in our knowledge-based economy requires the collaborative and coordinated action of academic institutions, professional societies, industry players, and education policymakers. In particular, LLL of engineers is considered as one of the most important presumptions for future growth and social welfare | Engineering education; consumer electronics; knowledge engineering; educational institutions; electrical products industry; continuing education; design engineering; power engineering and energy; | |
| IT | This paper presents a methodological proposal elaborated in the framework of two European projects dealing with game-based learning, both of which have focused on “quality” aspects to create suitable tools that support European educators, practitioners and lifelong learners in selecting and assessing learning games for use in teaching and learning processes | Results from both the projects Uni-Game (Game-Based Learning for Universities and LLL) and Sig-Glue (Special Interest Group for Game-Based Learning in Universities and LLL) are discussed. Both have involved organizations from different European countries, backgrounds and expertise, and as a result of this work, a 'classification of games by learning purposes' and an 'evaluation framework for assessing games' have been designed and placed at the disposal of European educators, practitioners and lifelong learners | Foreign countries; learning processes; lifelong learning; instructional materials; educational games; instructional material evaluation; media selection | |
| LT | The authors of this article aim to develop the theoretical conditions for modelling the activities of adult educators in the LLL. The document is based on theoretical literature and European and national policy documents on adult education and LLL, including observations derived from the personal experience of AduEdu partners from eight European countries. The roles and functions of adult educators are explored and a model is proposed for the design of the activity system for adult educators | The paper summarizes findings from the SOCRATES Grundvig 1 project AduEdu –“Qualifications of Adult Educator in Knowledge Society” | Adult education; framework of qualifications; lifelong learning | |
| GR | This paper aims at understanding a methodological frame of certification for professional qualifications acquired via informal learning. A operational research (OR) based model was made as a tool for Regional Development Agencies (RDAs) that consists of tests, evaluations and tutoring. The candidate evaluation takes into account the formal qualifications required by legislation includes the skills and the relevant professional experience but also relates to qualifications from his attendance of professional training seminars | Discussion presents how RDAs are some of the most proper organizations to provide certificated training programmes using new technologies customized for each employee or businessman or an unemployed citizen and their local needs. RDAs have the advantage to combine funds from the European Union, the national or the local government and demand a very small amount from the individual persons that come to be served | Certification; qualifications; unemployment; government; business; | |
| PT | This paper aims to investigate the interaction between the sustainability of the European social model and the European Union’s revised Lisbon Strategy and its focus on jobs and growth. The success of this strategy – following its five-year mid-term review in 2005 – depends on attempts to renew European competitiveness through, for example, innovation and LLL and well-designed reforms of the European social model | Findings show how the sustainability of the European social model depends on the success of the overall strategy for growth and jobs, in which innovation and LLL are key. The concrete solutions to achieve a successful combination of those factors in each member state need to be found by the countries themselves. That is why the preparation and implementation of Europe-wide National Reform Programmes for growth and jobs open an opportunity to drive competitiveness which should not be missed | Competitive strategy; European union; European union information; social structure; lifelong learning; innovation | |
| GR | The first section of the paper discusses the concepts supporting digital collections by networking and integrating collections of digitized archival resources to create new services and infrastructures. The second part of the paper analyses from the educational perspective of LLL important social benefits, both quantitively and qualitatively, of developing new infrastructures for accessing and using archival resources | Results show how archives have a key role to play in underpinning learning in its broadest sense, both as a formal activity within an institution and informally within the community. This is becoming especially important in an increasingly KM-based environment where communities can look to archives for support and guidance in accessing content information | Life-long learning; social policy; digital collections; archival resources | |
| GR | This paper intends to introduce the idea and content of educational digital divide, concerning the key actions of European Union policies on the confrontation of this social phenomenon | The paper shows how education and technology have become interrelated as concepts, now that the Internet, the educational multimedia and an array of asynchronous applications have inundated the educational environment. The educational process in the European Union is presented as the most important tool in the context of transformation towards the Information Society. Its role is to ensure the citizen all the necessary means to manage in a completely different social and technological environment | Web-based education; educational digital divide; European union policies; life-long learning | |
| UK | This paper examines the steps taken towards realizing Wolverhampton Local Education Authority’s (LEA) vision for a 21st century “Learning City” – placing all learners at the heart of the system. An outline is provided of the LEA’s journey – aiming at personalized learning, from vision to reality for a city of 40,000+ learners | This paper reflects on the progress made by the City of Wolverhampton in trying to bring together all of the key elements currently recognized as being needed to enable 21st learning. It describes how one UK City has moved from a vision for e-learning to reality in the space of four years. The paper also looks beyond current developments to respond to the needs of learners as they engage in this technology-rich environment | E-learning; learners; technology; personalized learning | |
| CY | This qualitative study unravels teachers’ perception of involvement in LLL through literature review. It also attempts to foster and encourage LLL through professionalism and as the twenty-first century is approaching, learning throughout life will be essential for adapting to the evolving requirements of the labour market and for better mastery of the changing time-frames and rhythms of an integral part of national and international policies | The findings suggest that lifelong learning is significant as the nature of teaching demands teachers to be engaged in continuing career-long professional development and additionally, they are the schools' greatest asset to deliver knowledge. The findings of this study also indicate that lifelong learning is significant for educators and can be summed up under three main headings as: to develop themselves as professionals; learning throughout life will be essential for adapting to the evolving requirements of the labour market and for better mastery of the changing time-frames and rhythms; and the view of lifelong learning can be attached to individual and social development | Educational institutions; government; rhythm; education; educational programmes; instruments; economic forecasting; ethics; books; professional activities | |
| BG | The document conceptualizes the experiences of the Center of Information Society Technologies, Sofia University, Bulgaria, in satisfying the learning and training needs of non-university publics who fall into situations that can be defined as determined by LLL | In developing this conceptualization the authors use research results and political agendas in two distinct areas: LLL and higher education systems. As a result of three streams of thought and practice, they outline an “interface” model of an interdisciplinary university structure, which aims to explicitly satisfy LLL market demands | Higher education; learning demands; learning delivery; lifelong learning; management; organization; service provider | |
| NO | This paper presents a case study of a Norwegian primary school as an example of the approach used to introduce ICT policy in Norway. This paper presents a programme of a lower primary school (6 to 10 year-olds), which has taken up the challenge of focusing on learning to learn, including the use of ICT | After an overview of Norwegian school system and national goals for ICT in education, the paper describes the challenges teachers and schools face when implementing curricula designed to fulfil different national expectations, ranging from specific skills and pieces of knowledge to more general goals such as preparing students for the future society. The most important actor in the Norwegian classroom is the student while the teacher creates stimulating learning environments. Learning to learn and LLL are considered the main tasks of schools | Elementary education; conditions for learning; organizing for learning; collaboration | |
| DE | This paper tries to develop a concept of a regional education network that includes pre-school, K-12 and further education, public libraries and community centres, as well as other educational institutions. Taking the path of the digital divide as a social and educational divide and focusing on the school as one major player in the regional network, the innovation process and the actors involved in it are highlighted and explored. Using action research in a project between schools, local community, private partners and the university, the concept of the regional network is illustrated | Results show that the so-called 'digital divide' seems to be a major social obstacle for the Information Society. Most experts agree that citizens will need competencies that go beyond the basic cultural skills. The idea of LLL illustrates a major problem of educational institutions: they work separately, they only process the results of the preceding phase and there is a lack of interconnection | Digital divide; equity; lifelong learning/education; partnership | |
| SE | The paper will deal with the two most important challenges facing education today: the increasing globalization and permeation of ICT of our society. To meet these two challenges 18 Ministries of Education in Europe joined forces in 1997 to create a common internet platform, called the European Schoolnet. Two scenarios will be outlined: the diminishing school – a reduction of the schools and the role of the teacher and a growth in homeschooling; the expanding school – where the need for LLL puts the school in the centre of the development and changes the role of the teacher to become a guide to learning in schools and companies | The objectives were to find synergies between national initiatives, to promote the use of ICT in education and to facilitate co-operation between schools in Europe. Now the time has come to ask not only what ICT can do for schools but also what ICT does to schools? How does the influence of ICT on society change the role of the school and the teacher? | Communications; innovation; networks; policy | |
| UK | This article takes into consideration the long-term effect of a degree in graduate lives. Following a degree programme that has used active learning methods within a modular course for over 20 years, researchers provide a prototype to evaluate lifelong learning generated by modern teaching methods | While agreeing with other researchers that there are common benefits from a degree, they also conclude that there is a huge variation in the long-term effects of a course on a relatively homogeneous group of students. The variation derives from four main sources: background of individual students; different reconstructions of the same academic experience; the different personal circumstances during college; and the effects of individual careers after graduation (which in turn leads to further individual reconstructions) | Life-long learning; degree; graduate lives; active learning methods; modern teaching methods | |
| Carr (1999) | UK | The paper discusses a solution for developing multimedia management courseware in the higher and further education sectors, which can then be transferred to SMEs to meet their training needs | Twenty interviews with key SME training informants reveal that a simple transfer of material is unlikely to prove adequate; the peculiarities of the SME learning environment represent a major challenge to the design and delivery of effective multimedia management training for this sector. The proposed benefits of multimedia courseware for SME training are the removal of existing training barriers: time, cover, purchasing power, socializing multimedia, ICT skills, negative attitudes, Generic versus Bespoke Training | Courseware delivery; life-long learning; multimedia management courseware; small and medium-sized enterprises |
| Rinne (1998) | FI | This article presents sociologically and historically oriented reconceptualizations of the changing relationship between labour and learning in the reflexive modern era. It claims that the whole modern division of labour does not merely reveal the nature by which we define morality but also it is a crucial condition for the whole solidarity of humankind | The article comes to the conclusion that the first modern period, and the Keynesian welfare state policy with its homogenous workforce and policies of full employment, has come to its historical end. The author sees that education has always been seen as a major component in the great Enlightenment project, which has been connected and incorporated by the national state. LLL, on the contrary, has been less incorporated, less an early modern, but more a marginal and informal position, waving the flag for both individuals and groups from below | Labour society; learning society; life-long learning; educational system |
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