Pub Date : 2023-09-23DOI: 10.1080/02601370.2023.2262149
Olcay Yılmaz, Erman M. Demir, Bünyamin Atay
ABSTRACTThe role of competencies in lifelong education is of great interest across helping professions. However, no known empirical research has focused on exploring the relationship between competencies and job tasks within the context of helping professions. This study sought to establish the competencies (i.e. knowledge, skills, and abilities) that the helping professionals use to perform their jobs. This research utilised an exploratory sequential mixed methods design. In the qualitative phase, focus group interviews were carried out with subject-matter experts to explore the tasks and competencies of helping professionals. Then, building on the findings, an inventory of the tasks and competencies of helping professionals was formed. In the quantitative phase, 819 helping professionals were asked to rate each of the items in this inventory. The results of the exploratory factor analyses yielded a multidimensional structure for both the competencies and tasks. Next, multiple linear regression analyses revealed that different categories of competencies were associated with different task domains. The findings can contribute to a better understanding of lifelong learning within helping professions.KEYWORDS: helping professionalscompetenciesjob functions Disclosure statementNo potential conflict of interest was reported by the author(s).Supplemental dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/02601370.2023.2262149
{"title":"Task-related competencies: knowledge, skills, and abilities of the helping professionals","authors":"Olcay Yılmaz, Erman M. Demir, Bünyamin Atay","doi":"10.1080/02601370.2023.2262149","DOIUrl":"https://doi.org/10.1080/02601370.2023.2262149","url":null,"abstract":"ABSTRACTThe role of competencies in lifelong education is of great interest across helping professions. However, no known empirical research has focused on exploring the relationship between competencies and job tasks within the context of helping professions. This study sought to establish the competencies (i.e. knowledge, skills, and abilities) that the helping professionals use to perform their jobs. This research utilised an exploratory sequential mixed methods design. In the qualitative phase, focus group interviews were carried out with subject-matter experts to explore the tasks and competencies of helping professionals. Then, building on the findings, an inventory of the tasks and competencies of helping professionals was formed. In the quantitative phase, 819 helping professionals were asked to rate each of the items in this inventory. The results of the exploratory factor analyses yielded a multidimensional structure for both the competencies and tasks. Next, multiple linear regression analyses revealed that different categories of competencies were associated with different task domains. The findings can contribute to a better understanding of lifelong learning within helping professions.KEYWORDS: helping professionalscompetenciesjob functions Disclosure statementNo potential conflict of interest was reported by the author(s).Supplemental dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/02601370.2023.2262149","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135966222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/02601370.2023.2262723
Steven Hodge, Ulrik Brandi, Tetyana Hoggan-Kloubert, Elizabeth Knight, Marcella Milana
{"title":"Books, book reviews and oppression","authors":"Steven Hodge, Ulrik Brandi, Tetyana Hoggan-Kloubert, Elizabeth Knight, Marcella Milana","doi":"10.1080/02601370.2023.2262723","DOIUrl":"https://doi.org/10.1080/02601370.2023.2262723","url":null,"abstract":"","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/02601370.2023.2245150
S. Billett
ABSTRACT The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, community, and societal goals. Advancing this explanation necessitate elaborating how that learning is realised and can be supported educatively. This conceptual paper presents and discusses the concept of personal curriculum to illuminate and explain pathways of adults’ learning and developmental experiences across working lives. It offers a perspective of curriculum as a personal, rather than an institutional phenomenon. It also extends the concept of ‘experienced curriculum’ beyond periodic episodes of engagement in educational programmes to capture the continuity of educative experiences across the adult life course. Importantly, this concept liberates curriculum from the constraints of something intended, enacted and appraised within specific social settings (e.g. educational and work settings) to be more inclusive of the totality of learners’ experiences. The case is made for its conceptual, theoretical and practical salience beyond a focus on institutional imperatives. Drawing upon empirical work on how working age adults sustain their employability across working lives, this conception extends discussions about what constitutes curriculum, to encapsulate the learning pathways individuals take across working life.
{"title":"The personal curriculum: conceptions, intentions and enactments of learning across working life","authors":"S. Billett","doi":"10.1080/02601370.2023.2245150","DOIUrl":"https://doi.org/10.1080/02601370.2023.2245150","url":null,"abstract":"ABSTRACT The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, community, and societal goals. Advancing this explanation necessitate elaborating how that learning is realised and can be supported educatively. This conceptual paper presents and discusses the concept of personal curriculum to illuminate and explain pathways of adults’ learning and developmental experiences across working lives. It offers a perspective of curriculum as a personal, rather than an institutional phenomenon. It also extends the concept of ‘experienced curriculum’ beyond periodic episodes of engagement in educational programmes to capture the continuity of educative experiences across the adult life course. Importantly, this concept liberates curriculum from the constraints of something intended, enacted and appraised within specific social settings (e.g. educational and work settings) to be more inclusive of the totality of learners’ experiences. The case is made for its conceptual, theoretical and practical salience beyond a focus on institutional imperatives. Drawing upon empirical work on how working age adults sustain their employability across working lives, this conception extends discussions about what constitutes curriculum, to encapsulate the learning pathways individuals take across working life.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46273300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/02601370.2023.2238903
Nasrin Pervin, M. Mokhtar
ABSTRACT In the novel ‘Pride and Prejudice’, Austen (1813) wanted to show the marginal or subaltern standing of a woman in the 18th century England by saying that a woman was always subservient to a man, and the sole identity of a woman was being a wife to a male at that time. In present-day Bangladesh, a similar view is evident, where women are raised with the notion that their raison d’etre is to have and maintain stable relationships with men for a lifetime, despite the changing workplace dynamics that offer opportunities for progress. Bangladeshi women quietly embrace the philosophy of lifelong learning, yet their dedication to this pursuit remains largely unexplored and unrecorded, with only occasional publications touching upon the subject in an organized manner. The study examines how patriarchy restricts women's access to lifelong learning in Bangladesh, presenting a scoping review of literature to identify gaps and potential solutions. By advocating a radical approach, the paper aims to empower Bangladeshi professional women to overcome barriers and challenge patriarchal norms for their educational and career advancement.
{"title":"Lifelong learning opportunities for professional women in Bangladesh: to what extent does patriarchy act as a barrier?","authors":"Nasrin Pervin, M. Mokhtar","doi":"10.1080/02601370.2023.2238903","DOIUrl":"https://doi.org/10.1080/02601370.2023.2238903","url":null,"abstract":"ABSTRACT In the novel ‘Pride and Prejudice’, Austen (1813) wanted to show the marginal or subaltern standing of a woman in the 18th century England by saying that a woman was always subservient to a man, and the sole identity of a woman was being a wife to a male at that time. In present-day Bangladesh, a similar view is evident, where women are raised with the notion that their raison d’etre is to have and maintain stable relationships with men for a lifetime, despite the changing workplace dynamics that offer opportunities for progress. Bangladeshi women quietly embrace the philosophy of lifelong learning, yet their dedication to this pursuit remains largely unexplored and unrecorded, with only occasional publications touching upon the subject in an organized manner. The study examines how patriarchy restricts women's access to lifelong learning in Bangladesh, presenting a scoping review of literature to identify gaps and potential solutions. By advocating a radical approach, the paper aims to empower Bangladeshi professional women to overcome barriers and challenge patriarchal norms for their educational and career advancement.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/02601370.2023.2231640
K. D. Regmi
ABSTRACT After the declaration of lifelong learning as the Sustainable Development Goal 4 in 2015, lifelong learning has become a new policy bandwagon. However, whether investment of time and resources needed for it should be the responsibility of marginalised adults or any other macrolevel institutions has remained elusive. Nested in the larger theoretical and scholarly debate on meritocracy, this paper analyses the World Bank’s policy documents and interviews conducted among Nepali educational policymakers. The key findings of this study suggest that under the neocolonial contract foisted by the World Bank’s policy discourses, marginalised adults are expected to take responsibility for lifelong learning and remain competitive in the global job market. They are blamed for their inability to be competitive because lifelong learning policies are guided by a fallacious discourse of meritocracy. The vision shared by Nepali policymakers shows that lifelong learning can be embedded in the sociocultural contexts of the learners rather than merely guided by meritocratic ideals.
{"title":"Meritocratic lifelong learning: responsibilisation of marginalised adults for their learning as neocolonial contract","authors":"K. D. Regmi","doi":"10.1080/02601370.2023.2231640","DOIUrl":"https://doi.org/10.1080/02601370.2023.2231640","url":null,"abstract":"ABSTRACT After the declaration of lifelong learning as the Sustainable Development Goal 4 in 2015, lifelong learning has become a new policy bandwagon. However, whether investment of time and resources needed for it should be the responsibility of marginalised adults or any other macrolevel institutions has remained elusive. Nested in the larger theoretical and scholarly debate on meritocracy, this paper analyses the World Bank’s policy documents and interviews conducted among Nepali educational policymakers. The key findings of this study suggest that under the neocolonial contract foisted by the World Bank’s policy discourses, marginalised adults are expected to take responsibility for lifelong learning and remain competitive in the global job market. They are blamed for their inability to be competitive because lifelong learning policies are guided by a fallacious discourse of meritocracy. The vision shared by Nepali policymakers shows that lifelong learning can be embedded in the sociocultural contexts of the learners rather than merely guided by meritocratic ideals.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"406 - 423"},"PeriodicalIF":1.8,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45164897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/02601370.2023.2237734
S. Webb
{"title":"Adult learning in a migration society","authors":"S. Webb","doi":"10.1080/02601370.2023.2237734","DOIUrl":"https://doi.org/10.1080/02601370.2023.2237734","url":null,"abstract":"","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"441 - 444"},"PeriodicalIF":1.8,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/02601370.2023.2234089
Heikki Kinnari, Heikki Silvennoinen
ABSTRACT Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and ‘soft’ economic. In this article, we examine the politics of lifelong learning in the humanistic generation. Our research comprises eight policy texts from UNESCO, the Council of Europe and the OECD. We apply Foucauldian approach with the aim of understanding the subjectivity types of lifelong learners that have been constructed within the policy texts. We apply Carol Bacchi’s ‘What is the problem represented to be?’ (WPR) method together with Foucauldian elements of ethical relations as a new modified tool for analysing educational policy texts. The study enhances our understanding of current lifelong learning discourses by analysing their ‘humanistic roots’ and subjectivities in the humanistic era. Moreover, it challenges the extent to which the politics of lifelong learning was considered humanistic at that time.
{"title":"Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of UNESCO, the Council of Europe and the OECD","authors":"Heikki Kinnari, Heikki Silvennoinen","doi":"10.1080/02601370.2023.2234089","DOIUrl":"https://doi.org/10.1080/02601370.2023.2234089","url":null,"abstract":"ABSTRACT Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and ‘soft’ economic. In this article, we examine the politics of lifelong learning in the humanistic generation. Our research comprises eight policy texts from UNESCO, the Council of Europe and the OECD. We apply Foucauldian approach with the aim of understanding the subjectivity types of lifelong learners that have been constructed within the policy texts. We apply Carol Bacchi’s ‘What is the problem represented to be?’ (WPR) method together with Foucauldian elements of ethical relations as a new modified tool for analysing educational policy texts. The study enhances our understanding of current lifelong learning discourses by analysing their ‘humanistic roots’ and subjectivities in the humanistic era. Moreover, it challenges the extent to which the politics of lifelong learning was considered humanistic at that time.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"424 - 440"},"PeriodicalIF":1.8,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/02601370.2023.2234133
Tetyana Hoggan-Kloubert, Ulrik Brandi, S. Hodge, E. Knight, M. Milana
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023; Hurtado, 2019; KrzywoszRynkiewicz & Kennedy, 2022; Petrie et al., 2019). The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with complex challenges and the erosion of democratic values. In this editorial, we delve into the significance of civic adult education in fostering sustainable democracies and explore the potential avenues for further research in this field. The editorial also aims to explore the significance of civic lifelong education in the aftermath of the Russian war against Ukraine, reflecting on its implications and the imperative for further research in this domain. This journal has a long tradition to focus on engagement with civic lifelong education research. So, the concept of ‘citizen’ and its associated topic of ‘Citizenship and its learning’ has emerged as a prominent and recurring theme throughout the 2010 decade and even prior to that (Holford et al., 2022). This emphasis on citizenship reflects a recognition of the vital role that lifelong education plays in fostering active and engaged citizens. By examining the multifaceted aspects of citizenship, from its theoretical foundations to its practical implications, the International Journal of Lifelong Education contributes to the ongoing dialogue on how adult learning can foster civically responsible individuals who actively contribute to their communities and strive for positive societal change (e.g. Bananuka & Mugarra, 2023; Li, 2017; Ngozwana, 2017). This editorial considers aligning with the longstanding tradition of exploring the intersection of citizenship and adult learning in the field of education, and also emphasises the need to extend this research focus beyond the 2010 decade – exemplifying the Russian war against Ukraine as a major current crisis and searching for possible educational responses. This emphasis on civic adult education has also a global dimension. Thus, the GRALE V (Global Report on Adult Learning and Education) published by the UNESCO Institute for Lifelong Learning (UIL, 2022) places citizenship and civic education at its centre, recognising the crucial role they play in adult learning and education. The report states that nearly 74% of countries are developing or implementing policies related to citizenship education, emphasising its growing importance in addressing contemporary challenges. By placing citizenship and civic education at the forefront, the report reinforces the need to prioritise research, policy development, and practice in adult civic education to address the evolving needs of societies and support active and engaged citizens. Additionally, in this journal, we have highlighted the lack of studies focusing on civi
{"title":"Civic lifelong education: fostering informed citizenship amidst global challenges and democratic transformations","authors":"Tetyana Hoggan-Kloubert, Ulrik Brandi, S. Hodge, E. Knight, M. Milana","doi":"10.1080/02601370.2023.2234133","DOIUrl":"https://doi.org/10.1080/02601370.2023.2234133","url":null,"abstract":"Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023; Hurtado, 2019; KrzywoszRynkiewicz & Kennedy, 2022; Petrie et al., 2019). The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with complex challenges and the erosion of democratic values. In this editorial, we delve into the significance of civic adult education in fostering sustainable democracies and explore the potential avenues for further research in this field. The editorial also aims to explore the significance of civic lifelong education in the aftermath of the Russian war against Ukraine, reflecting on its implications and the imperative for further research in this domain. This journal has a long tradition to focus on engagement with civic lifelong education research. So, the concept of ‘citizen’ and its associated topic of ‘Citizenship and its learning’ has emerged as a prominent and recurring theme throughout the 2010 decade and even prior to that (Holford et al., 2022). This emphasis on citizenship reflects a recognition of the vital role that lifelong education plays in fostering active and engaged citizens. By examining the multifaceted aspects of citizenship, from its theoretical foundations to its practical implications, the International Journal of Lifelong Education contributes to the ongoing dialogue on how adult learning can foster civically responsible individuals who actively contribute to their communities and strive for positive societal change (e.g. Bananuka & Mugarra, 2023; Li, 2017; Ngozwana, 2017). This editorial considers aligning with the longstanding tradition of exploring the intersection of citizenship and adult learning in the field of education, and also emphasises the need to extend this research focus beyond the 2010 decade – exemplifying the Russian war against Ukraine as a major current crisis and searching for possible educational responses. This emphasis on civic adult education has also a global dimension. Thus, the GRALE V (Global Report on Adult Learning and Education) published by the UNESCO Institute for Lifelong Learning (UIL, 2022) places citizenship and civic education at its centre, recognising the crucial role they play in adult learning and education. The report states that nearly 74% of countries are developing or implementing policies related to citizenship education, emphasising its growing importance in addressing contemporary challenges. By placing citizenship and civic education at the forefront, the report reinforces the need to prioritise research, policy development, and practice in adult civic education to address the evolving needs of societies and support active and engaged citizens. Additionally, in this journal, we have highlighted the lack of studies focusing on civi","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"335 - 341"},"PeriodicalIF":1.8,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43712468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pendamping desa memiliki peran penting dalam pengembangan desa wisata. Pendamping desa bukan hanya mendampingi program masuk ke desa juga mengawasi dana desa tetapi ikut berpartisapasi aktif dalam pengembangan desa. Fakta yang terjadi lapangan pendamping desa belum optimal dalam membangun desa. Tujuan penelitian ini adalah untuk mengetahui bagaimana upaya pendamping desa dalam mengembangkan desa wisata Sopotinjak, Batang Natal. Metode penelitian yang digunakan deskriptif kualitatif. Hasil penelitian bahwa desa wisata masih minim akan pengembangan menjadi desa wisata, oleh karena itu upaya pendamping desa dibutuhkan dalam mewujudkan pemerintah desa dan masyarakat desa untuk menuju desa wisata Sopotinjak. Penelitian ini disimpulkan bahwa desa wisata Sopotinjak dalam pengembangannya belum terlaksana, upaya yang dilakukan pendamping desa tidak sesuai dengan kebutuhan di desa sasaran karena kurangnya tindakan secara nyata oleh pendamping desa. Kendala dalam pengembangan desa wisata 2 hal yaitu pendamping desa dan pemerintah desa yang tidak saling berkoordinasi dan masyarakat partipasi masyarakat dalam pengembangan desa wisata.
{"title":"Upaya Pendamping Desa Dalam Pengembangan Desa Wisata Sopotinjak Kecamatan Batang Natal","authors":"Putri Anggina, Anifah Anifah","doi":"10.59935/lej.v2i2.114","DOIUrl":"https://doi.org/10.59935/lej.v2i2.114","url":null,"abstract":"Pendamping desa memiliki peran penting dalam pengembangan desa wisata. Pendamping desa bukan hanya mendampingi program masuk ke desa juga mengawasi dana desa tetapi ikut berpartisapasi aktif dalam pengembangan desa. Fakta yang terjadi lapangan pendamping desa belum optimal dalam membangun desa. Tujuan penelitian ini adalah untuk mengetahui bagaimana upaya pendamping desa dalam mengembangkan desa wisata Sopotinjak, Batang Natal. Metode penelitian yang digunakan deskriptif kualitatif. Hasil penelitian bahwa desa wisata masih minim akan pengembangan menjadi desa wisata, oleh karena itu upaya pendamping desa dibutuhkan dalam mewujudkan pemerintah desa dan masyarakat desa untuk menuju desa wisata Sopotinjak. Penelitian ini disimpulkan bahwa desa wisata Sopotinjak dalam pengembangannya belum terlaksana, upaya yang dilakukan pendamping desa tidak sesuai dengan kebutuhan di desa sasaran karena kurangnya tindakan secara nyata oleh pendamping desa. Kendala dalam pengembangan desa wisata 2 hal yaitu pendamping desa dan pemerintah desa yang tidak saling berkoordinasi dan masyarakat partipasi masyarakat dalam pengembangan desa wisata.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"4 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75144978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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