Skills Development as a Core Component of Lifelong Learning: A Review of the Kenyan Context | Chapter 6 | Language, Literature and Education: Research Updates Vol. 8

 

Lifelong learning is a continuous education predisposition that can either be formal or informal. This learning is guided by a more learned or experienced person, and it involves numerous learning opportunities that are intentional and voluntary. Skills development plays a crucial role in enabling individuals to become fully and productively engaged in livelihoods, and to have the opportunity to adapt these capabilities to meet the ever-changing demands of the economy and labour market. This study examines the integration of skills development into a continuous skill acquisition spectrum. Skills development and processes in Kenya are examined through policy development and delivery, and the need for continuous learning is acknowledged and demonstrated. This study conducted a review of existing literature on Lifelong learning and skills development in Kenya. In this study, lifelong education and training are well articulated and discussed alongside the benefits that can be accrued from them. The study discusses three foundational learning models—Behaviourism, Cognitivism, and Constructivism—and their relevance to lifelong learning. Some of the accrued benefits include: Productivity, employment creation, sustainability, structural changes, domestic growth, and social integration, among others. The findings reveal that Lifelong learning is crucial for addressing skills mismatches and promoting economic growth in Kenya. Future research could build on these findings by investigating how lifelong learning is practised in Kenya through quantitative inquiry, or by focusing on specific areas such as different vocations, training levels, or geographic locations.

 

 

Author(s) Details

Ngure, Susan Wanuri
Dedan Kimathi University of Technology, Kenya.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6233

Redefining English Education: Independent Learning in the Online Era | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 4

 Constructivism, independent English learning, internet, virtual English environmentStudies on independent learning, grounded in constructivist theories and supported by technological advancements, offer valuable insights into modern teaching theories and practices. With the increasing diversity of environments and methods for English learning, online independent English learning is playing an increasingly crucial role in modern education. This approach not only challenges traditional learning methods but also represents a forward-thinking shift in education. Drawing from the author’s experiences and research, this paper demonstrates that independent English learning through the Internet significantly enhances language proficiency. The paper examines the favorable and unfavorable factors influencing autonomous online English learning and suggests effective strategies for optimizing this approach. Furthermore, it discusses the implications of these findings for educators, learners, and policymakers, highlighting the need for ongoing support and resources to maximize the benefits of online learning. Directions for future research are proposed, focusing on the long-term impact of independent learning, the role of AI in personalized education, and strategies for bridging the digital divide.

 

Author (s) Details

Mohammad Nurul Islam
English Language Skills Department (ELSD), King Saud University, Saudi Arabia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/2144

Constructivist Learning in Virtual Reality: Enhancing Classroom Engagement through VRLEs | Chapter 4 | Language, Literature and Education: Research Updates Vol. 2

All across the nation’s educational institutions, creative strategies are developed that attempt to increase student recruitment and retention. These initiatives seek to engage and motivate in order to attract new students and assist existing students in progressing through their degree programs. Virtual Reality Learning Environments (VRLEs) are an innovative strategy to meet these goals. Some disciplines have been using VRLEs for student learning for several years (e.g., computer science, medicine, and engineering); however, the technology has not been used more broadly in others. This is changing due to the lower cost and widespread availability of the software and hardware required to use virtual reality; however, more research needs to be conducted to determine the overall barriers to VRLE implementation and the ways practical VRLEs can be linked to research and theory. A descriptive study was created to investigate, explore, and review the challenges of using VRLE. Results showed that challenges center around these areas: (a) costs, (b) space, (c) accessibility, (d) usability and training, and (e) cybersickness. A flexible and affordable VRLE can provide a solution to these challenges, particularly when framed within a constructivist lens. A seven-step model for constructive implementation of VRLEs is proposed as a result. VRLEs in the education setting are considered constructive when they include active learning, creation of meaning, individual exploration, open-ended interactions, creative contexts, critical thinking, reflection, documentation, comparison, and contrast. The proposed model would interest anyone who would like to know more about virtual reality and the implications it has for the classroom setting.

 

Author (s) Details

Kelly C. Dreger
Department of Leadership, Technology and Workforce Development, Valdosta State University, 1500 N. Patterson St., Valdosta, GA 31698, USA.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v2/4744

Latin Woman Potentate of the Roman Empire: Reign of Yolanda of Flanders | Chapter 11 | Research Aspects in Arts and Social Studies Vol. 8

 The main aim of this essay search out develop a personality sketch of Yolan- da, an Eastern Roman Empire Latina potentate. The main issue me is trying to address is whether or not Yolanda's traits can be secondhand as a model for the characteristics of modern women in politics. The most main information in this place article is the influence of family, creed, schooling, class, rank, experiences, and social contacts upon the emotional development of Yolanda. The judgments of this study challenge the hypothesis that constructivism or gender determines the duty of women inside a political system. The composite experiences of Empresses Irene, Zoe, Theodora and Yolanda plan that class and political networks are more important than social explanation and gender in deciding the rise of women to high governmental office.

Author(s) Details:

Valentine J. Belfiglio,
Department of History and Government, Texas Woman’s University, Denton, USA.

Please see the link here: https://stm.bookpi.org/RAASS-V8/article/view/10051

Latin Woman Potentate of the Roman Empire: Reign of Yolanda of Flanders | Chapter 11 | Research Aspects in Arts and Social Studies Vol. 8

 The main aim of this essay search out develop a personality description of Yolan- da, an Eastern Roman Empire Latina potentate. The main issue me is trying to address is whether or not Yolanda's traits can be secondhand as a model for the characteristics of modern women in politics. The most main information in this place article is the influence of family, morality, schooling, class, rank, experiences, and social contacts upon the intellectual development of Yolanda. The judgments of this study challenge the belief that constructivism or gender determines the part of women inside a political system. The composite experiences of Empresses Irene, Zoe, Theodora and Yolanda plan that class and political networks are more important than social creation and gender in deciding the rise of women to high governmental office.

Author(s) Details:

Valentine J. Belfiglio,
Department of History and Government, Texas Woman’s University, Denton, USA.

Please see the link here: https://stm.bookpi.org/RAASS-V8/article/view/10051

An Overview on Methodology in Economics | Chapter 03 | New Innovations in Economics, Business and Management Vol. 9

 

The methodological explanation of an interdisciplinary approach in economics is presented in this work. A mixture or synthesis of philosophical and mathematical methodologies is referred to as bimodal methodology. It necessitates an examination of a brief history of economic methodology, two conceptions for global vision, and three methodological tendencies related to it. The philosophy of economics and its respective discipline are part of the philosophical basis of economic methodology. The presentation of positivism, notably that of Mill, Marshall, Popper, Lakatos, Friedman, and Dewey, is a key methodological position in economic theory. In economic science, four methodological perspectives are used: methodological individualism, methodological holism, institutional individualism, and methodological institutionalism. In economic research, mathematical ideas of economic technique have always been prevalent. Last but not least, the "New Macroeconomic Consensus" (NCM) model, which ensures continual interrelationships and the interplay of the two major economic philosophies – neoclassical and post-Keynesian. The major methodological perspectives on economic theory may describe economic life in all of its aspects - micro, macro, and geoeconomic levels.

Author(S) Details

Anton S. Filipenko
Department of World Economy and International Economic, Relations of the Institute of International Relations of Taras, Shevchenko, National University of Kyiv, Ukraine.

View Book:- https://stm.bookpi.org/NIEBM-V9/article/view/6876

A Powerful Blend of Teaching – Learning Process: Constructivism and Intigration of ICT | Chapter 3 | Selected Topics in Humanities and Social Sciences Vol. 3

 Learning takes place in contexts, according to constructivism, whereas technology refers to the designs and situations that engage learners. The research was based on two assumptions. The first is about how ICT-enhanced constructivist learning is now being implemented in the classroom. The second trend is an increasing demand for appropriate teacher education and professional development as a prerequisite for applying constructivist innovation in the classroom.

Author (s) Details

Ashka Shukla
Satyam College of Education, Bharuch, Gujarat, India.

View Book :- https://stm.bookpi.org/STHSS-V3/article/view/2293