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

Creating an Enabling Environment for Lifelong Learning in Tanzania: Lessons to be Learnt from the British System | Chapter 8 | Progress in Language, Literature and Education Research Vol. 8

Explores the idea of creating an enabling environment for lifelong learning in Tanzania, using valuable insights from the British education system. Lifelong learning is increasingly recognized as an important factor in promoting people's adaptability and resilience in an ever-changing global landscape. Explores the key elements of the British system that foster the cultivation of a culture of lifelong learning and assesses their applicability and possible adaptation to the Tanzanian context. These elements help create an environment where learning goes beyond formal education and embraces a lifelong approach. The impact of this research includes informing education policymakers, institutions and stakeholders in Tanzania about effective strategies to create an environment conducive to lifelong learning. By recognizing the lessons of the British system and considering their adaptation, Tanzania may be able to improve its educational framework to better prepare people for lifelong learning.

Author(s) Details:

Muhangwa, Godfrey Michael,
The National Council for Technical and Vocational Education and Training (NACTVET), Tanzania.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14320

Adopting Cutting-edge and Pedagogical Teaching-learning Approaches to Facilitate the Teaching and Research Skills | Book Publisher International

The current medical education system places a strong emphasis on competency and requires students to develop superior lifelong learning abilities. Medical students must acquire impactful learning skills and behaviors to become more proficient future practitioners. The College of Medicine and Health Sciences (COMHS) in Oman has recently revised its medical curriculum for the undergraduate program, incorporating lifelong learning as a core competency in its updated regulations. Lifelong learning prioritizes the acquisition of metacognitive skills, the ability to learn independently, self-evaluation, and a thoughtful mindset. These qualities can be instilled in students by employing suitable instructional and innovative teaching and learning methods. This article discusses the characteristics of lifelong learning and the various instructional methods used in the Microbiology and Immunology course at COMHS to encourage lifelong learning in undergraduate medical students. The traditional method of teaching is being transformed with innovative teaching techniques. It enhances the skills to adapt modern teaching methods. It also encourages an independent thinking and creativity through experimental activities. Effective teacher must be able to deliver their knowledge using the most effective teaching methods and stay current in their area of expertise through continuous research. This learning skill sharpen the teaching and research skills of both new and experienced management teachers, researchers, and trainers.

Author(s) Details:

Dr. Mohan B. Sannathimmappa,
Department of Microbiology and Immunology, College of Medicine and Health Sciences, National University of Science and Technology, Sultanate of Oman.

Please see the link here: https://stm.bookpi.org/ACPTAFTRS/article/view/13329

Lifelong Learning: Challenges and Principles | Chapter 2 | Current Research in Language, Literature and Education Vol. 1

 Aim/Purpose: For some years, the concept of lifelong learning has piqued people's curiosity. The rapid advancement of digital technology is one of the reasons for this. The goal of this study is to generate knowledge that will aid in the development of lifelong learning education.

Universities have a number of issues in satisfying the increased demand for lifelong learning. One difficulty is that most curricula are not geared for lifelong learning. Several colleges seek to be appealing education partners for adult students with work experience at the same time. There is a dearth of normative and prescriptive support to steer the development of lifelong learning education.

Design science research, interviews, grounded theory, and root-cause analysis are among the methods used.

Contribution:

A master's programme in information systems that encourages lifelong learning is a contribution to practise. Contribution to theory: Advances in design knowledge that can guide the construction of education programmes in light of rapid digital technology improvements.

Findings: Consider rapid digital technology development, balance time-consuming bureaucratic procedures with companies' demands for quick access to new modern courses, simplify procedures for students applying with work experience qualifications, implement plans for teacher competence development, and base courses on rigour and relevance. The key conclusion is that universities face a strategic necessity to widen access to lifelong learning as a result of rapid technological advancement. We can also conclude that tight collaboration between academics and practitioners will aid in the design of lifelong learning.

Social Inclusion, Active Citizenship, Personal Development, Competitiveness, and Employability are all enhanced through lifelong learning.

Future Research: Further validation of the design concepts in order to provide knowledge that can aid in the development of lifelong learning education.

Author(S) Details

Stefan Cronholm
University of Borås, Borås, Sweden.

View Book:- https://stm.bookpi.org/CRLLE-V1/article/view/4818

Designing Bioclimatic Buildings to Minimize Energy Consumption: A Study on the Role of Education | Chapter 11 | New Approaches in Engineering Research Vol. 8

Environmental pollution caused by over-consumption of conventional forms of energy, with the building sector leading the way, is one of the major issues that humanity is dealing with today, resulting in a change in the climate and nature, as well as a threat to the lives of people, animals, and plants. The realization of the need to reduce energy use has resulted in an effort to improve building energy performance through the use of bioclimatic architecture principles. The goal is to provide thermal comfort for building occupants by taking use of the favorable climatic conditions in each location. Its goal is to use renewable, non-depletable energy sources such as the sun and air. It necessitates, in particular, the commitment of solar radiation and protection from cold winds in the winter and the utilisation of cool winds in the summer, as well as protection from the sun's scorching rays. In this article, we take into account the fact that, in Greece, sustainability has only lately began to concern the country's populace and administrations. As a result of the Greeks' disinterest or ignorance in questions of sustainability, the majority of the country's building stock is unsustainable, overconsuming structures. The goal of this research is to see how Greece can deal with this negative situation in terms of sustainability by proposing ways to educate students, professionals/engineers, and building users about environmental issues while also emphasising the many benefits of bioclimatic planning for the environment and the economy. The rule, not the exception, should be bioclimatic architecture.

 

Author (S) Details

Sofia Giannarou
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

Michael Tsatiris
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

View Book :- https://stm.bookpi.org/NAER-V8/article/view/4345

Pedagogy vs Adult Learning. Τwo Vicinal Fields. A Comparative Research on the Roles of the EducatorSchool Teacher and the Adult Trainer | Chapter 1 | New Horizons in Education and Social Studies Vol.1

According to findings of research conducted in Greece in the last decade within the Adult Education and Training field, a high percentage of the certified adult trainers in Greece are graduates of Education Studies. Even though a great number of adult trainers originate from the Education field there is no - so far –comparative research neither on the multivariate relationship between the roles of the school teacher and the adult trainer, nor on their convergences and deviations. The current research is trying to fill this gap and attempts the comparison of the above mentioned roles, through the detection of those personal and social motives which influenced the professional journey of the school teacher-adult trainers. It will investigate the identification of the convergences and deviations, the characteristics of the school teacher which can hinder or encourage the development of the adult trainer role and the valuation of the job satisfaction gained from each one of these roles.  The research sample consists of experienced full time school teachers, who - the vast majority of them - work as part time adult trainers for certified Vocational Training Centers, running “Greek as a foreign/second language” training programmes, in which the participants-trainees are repatriates, refugees, immigrants etc.   Research conclusions may provide developmental opportunities to the school teacher-adult trainer’s teaching alertness and general professionalism, and assist their contribution to the wider socioeconomic development and the modulation of criteria upon which each citizen will pursue their self-determination and emancipation. Conclusions can also be exploited by the Greek Education Departments of the General Secretariat for Adult Education and Training in regards to the design and development of the training programmes attended by school teachers and adult trainers.  Finally they can be correlated with data found in bibliography of the two vicinal fields and contribute towards a prolific examination of their interaction.  


Author(s) Details

 Efthimios Chatziefstathiou
2nd Elementary School of Santa Barbara, West Athens, Greece and Institute for Educational Policy, Ministry of Education for Action 4: Teacher Training for Education of Pupils Refugees; Greece and Vocational Training Center “Delta”, Greece.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/204