Shomedran Shomedran, Fahkriyatul Kamilah, Intan Ali Pratiwi
Pendidikan memegang peranan penting dalam pembangunan nasional dimana melalui pendidikan yang baik akan lahir manusia yang mampu bersaing di era globalisasi dengan persaingan yang tinggi dalam segala aspek. Era globalisasi yang tinggi ini, setiap orang harus mampu memiliki kecakapan hidup yang melekat pada dirinya, karena kecakapan hidup merupakan upaya pendidikan untuk meningkatkan kapasitas dan kapabilitas setiap warga negara. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kecakapan hidup warga belajar PKBM Kusuma Bangsa. Pendekatan penelitian yang digunakan adalah kualitatif dan studi kasus yang diperoleh dari hasil wawancara dan observasi. Sumber data penelitian diperoleh dari ketua PKBM, tutor dan warga belajar. Hasil penelitian menunjukkan terdapat program keterampilan yang diberikan bagi warga belajar melalui kerajinan dari bambu dan rotan, saat ini telah berjalan dengan baik dan berhasil yang dibuktikan dengan terjadinya peningkatan keterampilan dan ilmu baru bagi warga belajar paket C dimana para lulusan juga telah mampu mendapatkan pekerjaan dan usaha sendiri.
{"title":"Peningkatan Kemampuan Life Skill Warga Belajar Paket C Melalui Program Keterampilan (Studi Kasus di PKBM Kusuma Bangsa Kabupaten Pali)","authors":"Shomedran Shomedran, Fahkriyatul Kamilah, Intan Ali Pratiwi","doi":"10.59935/lej.v3i1.174","DOIUrl":"https://doi.org/10.59935/lej.v3i1.174","url":null,"abstract":"Pendidikan memegang peranan penting dalam pembangunan nasional dimana melalui pendidikan yang baik akan lahir manusia yang mampu bersaing di era globalisasi dengan persaingan yang tinggi dalam segala aspek. Era globalisasi yang tinggi ini, setiap orang harus mampu memiliki kecakapan hidup yang melekat pada dirinya, karena kecakapan hidup merupakan upaya pendidikan untuk meningkatkan kapasitas dan kapabilitas setiap warga negara. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kecakapan hidup warga belajar PKBM Kusuma Bangsa. Pendekatan penelitian yang digunakan adalah kualitatif dan studi kasus yang diperoleh dari hasil wawancara dan observasi. Sumber data penelitian diperoleh dari ketua PKBM, tutor dan warga belajar. Hasil penelitian menunjukkan terdapat program keterampilan yang diberikan bagi warga belajar melalui kerajinan dari bambu dan rotan, saat ini telah berjalan dengan baik dan berhasil yang dibuktikan dengan terjadinya peningkatan keterampilan dan ilmu baru bagi warga belajar paket C dimana para lulusan juga telah mampu mendapatkan pekerjaan dan usaha sendiri.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"6 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88681345","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}
Peningkatan kompetensi dalam pendidikan nonformal membutuhkan pengelolaan pembelajaran yang efektif mencakup perencanaan, pelaksanaan, dan evaluasi. Pada kenyataanya dewasa ini, sebagian masyarakat belum menerima akses untuk pendidikan non formal.. Padahal untuk mendapatkan kesempatan kerja yang layak dibutuhkan layanan pendidikan nonformal yang dapat meningkatkan kompetensi kerja. Penelitian ini bertujuan untuk mendeskripsikan tentang pengelolaan pembelajaran secara daring pada pelatihan pengelola pusat pelatihan pertanian dan perdesaan swadaya (P4S) di balai besar pelatihan pertanian (BBPP) Ketindan yang ditinjau dari aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian ini menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan teknik observasi, wawancara dan studi dokumentasi yang selanjutnya dianalisis menggunakan analisis data kualitatif Miles dan Hubberman. Pengecekan keabsahan data dalam penelitian ini dilakukan dengan teknik triangulasi. Hasil penelitian menunjukkan pengelolaan pembelajaran pada pelatihan pengelola P4S meliputi: (a) proses perencanaan pelatihan disusun oleh seksi program dan kerja sama yang diawali dengan kegiatan identifikasi kebutuhan pelatihan di lapangan, penyusunan judul pelatihan kemudian penentuan sasaran pelatihan dan penganggaran biaya pelatihan sesuai dengan rencana kegiatan yang disusun, (b) pelaksanaan kegiatan pelatihan dilaksanakan dengan menggunakan pendekatan Pendidikan Orang Dewasa/Andragogi dan dilakukan secara online dengan memanfaatkan Learning Management System (LMS) melalui situs e-learning BBPP Ketindan, proses pelaksanaan pelatihan dikelola oleh seksi penyelenggaraan pelatihan non aparatur, (c) kegiatan evaluasi mencakup kegiatan evaluasi awal atau pre-test yang bertujuan untuk mengetahui sejauh mana pengetahuan peserta sebelum mengikuti kegiatan pelatihan, dan evaluasi akhir atau post-test yang dilakukan untuk mengetahui sejauh mana peneningkatan pengetahuan peserta pelatihan sebelum dan sesudah mengikuti kegiatan pelatihan.
{"title":"Pengelolaan Pembelajaran pada Pelatihan Pengelola Pelatihan Pertanian dan Perdesaan Swadaya","authors":"Indah Rahmawati, Edi Widianto, M. I. M. Ishaq","doi":"10.59935/lej.v2i2.135","DOIUrl":"https://doi.org/10.59935/lej.v2i2.135","url":null,"abstract":"Peningkatan kompetensi dalam pendidikan nonformal membutuhkan pengelolaan pembelajaran yang efektif mencakup perencanaan, pelaksanaan, dan evaluasi. Pada kenyataanya dewasa ini, sebagian masyarakat belum menerima akses untuk pendidikan non formal.. Padahal untuk mendapatkan kesempatan kerja yang layak dibutuhkan layanan pendidikan nonformal yang dapat meningkatkan kompetensi kerja. Penelitian ini bertujuan untuk mendeskripsikan tentang pengelolaan pembelajaran secara daring pada pelatihan pengelola pusat pelatihan pertanian dan perdesaan swadaya (P4S) di balai besar pelatihan pertanian (BBPP) Ketindan yang ditinjau dari aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian ini menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan teknik observasi, wawancara dan studi dokumentasi yang selanjutnya dianalisis menggunakan analisis data kualitatif Miles dan Hubberman. Pengecekan keabsahan data dalam penelitian ini dilakukan dengan teknik triangulasi. Hasil penelitian menunjukkan pengelolaan pembelajaran pada pelatihan pengelola P4S meliputi: (a) proses perencanaan pelatihan disusun oleh seksi program dan kerja sama yang diawali dengan kegiatan identifikasi kebutuhan pelatihan di lapangan, penyusunan judul pelatihan kemudian penentuan sasaran pelatihan dan penganggaran biaya pelatihan sesuai dengan rencana kegiatan yang disusun, (b) pelaksanaan kegiatan pelatihan dilaksanakan dengan menggunakan pendekatan Pendidikan Orang Dewasa/Andragogi dan dilakukan secara online dengan memanfaatkan Learning Management System (LMS) melalui situs e-learning BBPP Ketindan, proses pelaksanaan pelatihan dikelola oleh seksi penyelenggaraan pelatihan non aparatur, (c) kegiatan evaluasi mencakup kegiatan evaluasi awal atau pre-test yang bertujuan untuk mengetahui sejauh mana pengetahuan peserta sebelum mengikuti kegiatan pelatihan, dan evaluasi akhir atau post-test yang dilakukan untuk mengetahui sejauh mana peneningkatan pengetahuan peserta pelatihan sebelum dan sesudah mengikuti kegiatan pelatihan.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86676288","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}
Artikel ini bertujuan untuk melihat peranan orang tua bagi anaknya dimana keadaan keluarga mereka sedang tidak baik-baik saja atau bisa dikatakan broken home. Masyarakat masih berpendapat bahwa anak dari keluarga broken home adalah anak yang nakal dan tidak dapat diatur hingga akhirnya hanya akan menjadi sampah masyarakat. Adanya stigma tersebut perlu dirubah karena tidak semua anak dari keluarga broken home merupakan anak nakal dan tidak dapat diatur. Cukup banyak juga anak dari keluarga broken home yang mengukir prestasi di sekolah mereka. Maka dari itu, perlu adanya dorongan dan motivasu bagi kedua orang tuanya agar anak tidak mengalami guncangan mental akibat adanya perpisahan dari kedua orang tuanya. Penelitian ini dilakukan dengan metode kualitatif, dengan teknik pengumpulan data yang digunakan yaitu dengan studi literatur pada jurnal-jurnal dan artikel-artikel terkait. Hasil yang didapatkan pada artikel ini yaitu berupa bentuk-bentuk dorongan serta motivasi yang diberikan oleh masing-masing ayah dan ibu dalam menjalannkan perannya sebagai orang tua.
{"title":"Peran Orang Tua pada Anak dari Latar Belakang Keluarga Broken Home","authors":"Salsabila Priska Adristi","doi":"10.59935/lej.v1i2.30","DOIUrl":"https://doi.org/10.59935/lej.v1i2.30","url":null,"abstract":"Artikel ini bertujuan untuk melihat peranan orang tua bagi anaknya dimana keadaan keluarga mereka sedang tidak baik-baik saja atau bisa dikatakan broken home. Masyarakat masih berpendapat bahwa anak dari keluarga broken home adalah anak yang nakal dan tidak dapat diatur hingga akhirnya hanya akan menjadi sampah masyarakat. Adanya stigma tersebut perlu dirubah karena tidak semua anak dari keluarga broken home merupakan anak nakal dan tidak dapat diatur. Cukup banyak juga anak dari keluarga broken home yang mengukir prestasi di sekolah mereka. Maka dari itu, perlu adanya dorongan dan motivasu bagi kedua orang tuanya agar anak tidak mengalami guncangan mental akibat adanya perpisahan dari kedua orang tuanya. Penelitian ini dilakukan dengan metode kualitatif, dengan teknik pengumpulan data yang digunakan yaitu dengan studi literatur pada jurnal-jurnal dan artikel-artikel terkait. Hasil yang didapatkan pada artikel ini yaitu berupa bentuk-bentuk dorongan serta motivasi yang diberikan oleh masing-masing ayah dan ibu dalam menjalannkan perannya sebagai orang tua.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91264734","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}
Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan hasil mengenai Supervisi, Monitoring, dan Evaluasi yang dilakukan terhadap standar pendidikan di lembaga SOS Children's Village, Kota Medan. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan deskriptif. Hasil penelitian dari dilakukannya supervisi terhadap standar pendidik dan tenaga kependidikan adalah ditemukan bahwa pendidik dan tenaga kependidikan pada SOS Children's Village dikenal dengan sebutan educator, ibu asuh, dan tante yang mengabdi atas panggilan jiwa. Sedangkan hasil supervisi pada standar kompetensi lulusan adalah SOS berupaya mengedepankan life skill kepada anak-anak asuhnya dengan harus memiliki minimal 1 life skill, dan difasilitasi. Hasil monitoring terhadap standar sarana dan prasarana adalah ditemukan bahwa standar sarana dan prasarana yang dimiliki oleh lembaga SOS dikategorikan baik dan dilakukan pemeliharaan agar tetap dalam kondisi yang baik atau siap guna. Sedangkan hasil monitoring terhadap standar pembiayaan SOS mencukupi kebutuhan ekonomi hingga memberikan pendidikan yang sangat layak bagi anak asuh. Serta yang terakhir dari hasil evaluasi terhadap standar isi ditemukan bahwa SOS Children’s Village memberikan dua program yaitu SFC (SOS Family Care) dan FSP (Family Strengthening Program). Sedangkan berdasarkan hasil evaluasi proses terhadap pengelolaan SOS Children’s Village bahwa program yang ada berjalan dengan baik.
这项研究的目的是了解并描述棉兰市SOS儿童村教育标准的评估结果。本研究采用的方法是一种描述性的方法。她对教育工作者和教育工作者标准的监督发现，SOS儿童村的教育工作者和教育工作者被称为教育工作者、寄养妇女和专门从事神职工作的少女。而对毕业生能力标准的监督结果是SOS试图将生活技能推广给其子女，并提供至少一种生活技能，并促进他们的生活技能。对工具和基础设施标准的监测发现，SOS机构的工具和基础设施标准已被良好地分类和维护，以保持良好或准备好使用。通过监测SOS融资的标准，可以满足经济需求，为寄养儿童提供非常可行的教育。以及对内容标准的最后评估结果显示，SOS Children 's Village提供了两个名为SFC (SOS Family Care)和FSP (FSP)的项目。与此同时，根据对SOS儿童村管理过程的评估，现有项目进展顺利。
{"title":"Supervisi, Monitoring, dan Evaluasi Pada Lembaga Sosial SOS Children’s Village, Kota Medan","authors":"Aisyah Anggreni, Jubaidah Hasibuan, Jihan Sunita, Nabila Abnulia Lubis, N. Nurhasanah","doi":"10.59935/lej.v2i2.84","DOIUrl":"https://doi.org/10.59935/lej.v2i2.84","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan hasil mengenai Supervisi, Monitoring, dan Evaluasi yang dilakukan terhadap standar pendidikan di lembaga SOS Children's Village, Kota Medan. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan deskriptif. Hasil penelitian dari dilakukannya supervisi terhadap standar pendidik dan tenaga kependidikan adalah ditemukan bahwa pendidik dan tenaga kependidikan pada SOS Children's Village dikenal dengan sebutan educator, ibu asuh, dan tante yang mengabdi atas panggilan jiwa. Sedangkan hasil supervisi pada standar kompetensi lulusan adalah SOS berupaya mengedepankan life skill kepada anak-anak asuhnya dengan harus memiliki minimal 1 life skill, dan difasilitasi. Hasil monitoring terhadap standar sarana dan prasarana adalah ditemukan bahwa standar sarana dan prasarana yang dimiliki oleh lembaga SOS dikategorikan baik dan dilakukan pemeliharaan agar tetap dalam kondisi yang baik atau siap guna. Sedangkan hasil monitoring terhadap standar pembiayaan SOS mencukupi kebutuhan ekonomi hingga memberikan pendidikan yang sangat layak bagi anak asuh. Serta yang terakhir dari hasil evaluasi terhadap standar isi ditemukan bahwa SOS Children’s Village memberikan dua program yaitu SFC (SOS Family Care) dan FSP (Family Strengthening Program). Sedangkan berdasarkan hasil evaluasi proses terhadap pengelolaan SOS Children’s Village bahwa program yang ada berjalan dengan baik.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"55 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76509059","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 : 2023-06-20DOI: 10.1080/02601370.2023.2226346
Huong Lan Nguyen, Maryam Zarra-Nezhad
ABSTRACT Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students’ sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students’ use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students’ lifelong learning abilities to cope with uncertainties prior to transitions.
{"title":"Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies","authors":"Huong Lan Nguyen, Maryam Zarra-Nezhad","doi":"10.1080/02601370.2023.2226346","DOIUrl":"https://doi.org/10.1080/02601370.2023.2226346","url":null,"abstract":"ABSTRACT Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students’ sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students’ use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students’ lifelong learning abilities to cope with uncertainties prior to transitions.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"389 - 405"},"PeriodicalIF":1.8,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43408002","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 : 2023-06-13DOI: 10.1080/02601370.2023.2220077
Liselott Aarsand, C. Jarvis
ABSTRACT In many countries the COVID-19 pandemic has been managed through lockdowns including school closures which require parents/guardians to take responsibility for overseeing children’s education. Lockdowns also left parents supervising more of their children’s informal time. Parenting has always been the subject of adult education, both formal and institutional and informal via networks, books and media advice. This article undertakes a critical discourse analysis of a small selection of media texts offering advice and guidance on parenting in the pandemic. The analyses suggest that the pandemic context generated a discourse of crisis and urgency which intensified pressure on parents to conform to a specific model of the ‘good parent’. ‘Good parents’ follow the guidance of experts and closely discipline and regulate themselves and their children through the careful management of time, space, emotions and relationships. During the temporary suspension of societal institutions, most notably schools and workplaces, which normally perform these disciplinary functions, parents and families are in the spotlight and their performance is therefore subject to more intense informal education and management.
{"title":"Teaching parenting in a pandemic: social and pedagogical discourses","authors":"Liselott Aarsand, C. Jarvis","doi":"10.1080/02601370.2023.2220077","DOIUrl":"https://doi.org/10.1080/02601370.2023.2220077","url":null,"abstract":"ABSTRACT In many countries the COVID-19 pandemic has been managed through lockdowns including school closures which require parents/guardians to take responsibility for overseeing children’s education. Lockdowns also left parents supervising more of their children’s informal time. Parenting has always been the subject of adult education, both formal and institutional and informal via networks, books and media advice. This article undertakes a critical discourse analysis of a small selection of media texts offering advice and guidance on parenting in the pandemic. The analyses suggest that the pandemic context generated a discourse of crisis and urgency which intensified pressure on parents to conform to a specific model of the ‘good parent’. ‘Good parents’ follow the guidance of experts and closely discipline and regulate themselves and their children through the careful management of time, space, emotions and relationships. During the temporary suspension of societal institutions, most notably schools and workplaces, which normally perform these disciplinary functions, parents and families are in the spotlight and their performance is therefore subject to more intense informal education and management.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"375 - 388"},"PeriodicalIF":1.8,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45808621","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 : 2023-06-12DOI: 10.1080/02601370.2023.2215951
A. Zohar
ABSTRACT The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA. Despite reports of memory decline, the findings show that the interviewees perceive their current learning not only as not showing decline, but rather as of a better quality than the learning they had experienced in previous periods. Examples of the features used to describe the current quality of learning include: (a) improved learning strategies; (b) connecting prior conceptual knowledge to new learning processes as a way of making meaning and interpreting new knowledge; and, (c) the outcome of the learning processes is deep knowledge and understanding that may be applied for achieving practical goals. The findings show that in learning that is geared towards real-life needs and goals, the older women who participated in this study adopt active, deep learning, leading to generative knowledge. The implications of these findings for the pedagogies used in educational institutions for older adults are discussed.
{"title":"Cognitive growth rather than decline: examining highly educated, third age women’s learning","authors":"A. Zohar","doi":"10.1080/02601370.2023.2215951","DOIUrl":"https://doi.org/10.1080/02601370.2023.2215951","url":null,"abstract":"ABSTRACT The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA. Despite reports of memory decline, the findings show that the interviewees perceive their current learning not only as not showing decline, but rather as of a better quality than the learning they had experienced in previous periods. Examples of the features used to describe the current quality of learning include: (a) improved learning strategies; (b) connecting prior conceptual knowledge to new learning processes as a way of making meaning and interpreting new knowledge; and, (c) the outcome of the learning processes is deep knowledge and understanding that may be applied for achieving practical goals. The findings show that in learning that is geared towards real-life needs and goals, the older women who participated in this study adopt active, deep learning, leading to generative knowledge. The implications of these findings for the pedagogies used in educational institutions for older adults are discussed.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"342 - 360"},"PeriodicalIF":1.8,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232481","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}
ABSTRACT The quality of adult learning depends on the professionalisation of individuals who are involved in the adult education programs provision. The delivery of adult education programs is mainly supported by facilitators. Increasing the amount of time and effort put into developing and acknowledging their contributions can aid in motivating and extending the duration of their work as program facilitators. Hence, promoting the professional profile of facilitators in the workplace is crucial to ensure the effective provision of adult education. Considering this premise, the current study was conducted to scrutinise how adult education facilitators’ training, career development, and workplace engagement have been incorporated into adult education provision. In doing so, a cross-sectional study design was employed. A simple random technique was used to select 200 participants. Data was collected through a questionnaire and analysed using a one-sample t-test, correlation, and chi-square. The study found despite increasing emphasis being placed on facilitators’ professional development, the practice and effort made to train, promote, and encourage them were found to be deficient in certain regards. This may account for a high turnover rate of facilitators which in turn, creates risks for the provision and management of adult education programs.
{"title":"Promoting facilitators’ career development and workplace engagement: a missing link from the provision of adult education programs in Ethiopia","authors":"Yalalem Assefa, Bekalu Tadesse Moges, Workineh Birhanu Aynalem, Yibeltal Aemro Azmera, Mohd Asif Shah, Abduselam Abdulahi Mohamed","doi":"10.1080/02601370.2023.2219015","DOIUrl":"https://doi.org/10.1080/02601370.2023.2219015","url":null,"abstract":"ABSTRACT The quality of adult learning depends on the professionalisation of individuals who are involved in the adult education programs provision. The delivery of adult education programs is mainly supported by facilitators. Increasing the amount of time and effort put into developing and acknowledging their contributions can aid in motivating and extending the duration of their work as program facilitators. Hence, promoting the professional profile of facilitators in the workplace is crucial to ensure the effective provision of adult education. Considering this premise, the current study was conducted to scrutinise how adult education facilitators’ training, career development, and workplace engagement have been incorporated into adult education provision. In doing so, a cross-sectional study design was employed. A simple random technique was used to select 200 participants. Data was collected through a questionnaire and analysed using a one-sample t-test, correlation, and chi-square. The study found despite increasing emphasis being placed on facilitators’ professional development, the practice and effort made to train, promote, and encourage them were found to be deficient in certain regards. This may account for a high turnover rate of facilitators which in turn, creates risks for the provision and management of adult education programs.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"361 - 374"},"PeriodicalIF":1.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59323810","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 : 2023-05-04DOI: 10.1080/02601370.2023.2211741
Richard Clarke
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author.Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.
{"title":"Birkbeck: 200 Years of Radical Learning for Working People","authors":"Richard Clarke","doi":"10.1080/02601370.2023.2211741","DOIUrl":"https://doi.org/10.1080/02601370.2023.2211741","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author.Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136375457","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 : 2023-05-04DOI: 10.1080/02601370.2023.2214333
Azeneth Patiño, N. Naffi
ABSTRACT This systematic review presents a comprehensive analysis of the existing literature examining training approaches and resources intended for workforce development in increasingly digital workplaces, a trend that has been expedited by the COVID-19 pandemic. The review adheres to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and incorporates 29 articles that met the inclusion and exclusion criteria from a preliminary pool of 1,095 publications spanning the years 2020 to 2022. A thematic synthesis was employed to evaluate the included articles. The examined literature focused on (1) establishing guidelines for designing digital transformation training programs, (2) mapping and analysing training programs and resources for digital transformation, and (3) describing the design and implementation processes of these training programs across different sectors. The synthesized findings present an overview of the educational theories and learning methodologies underlying the training programs, the technologies implemented in training, and other key characteristics of these programs. The review acknowledges certain limitations, as many articles do not systematically report negative outcomes or drawbacks of the described lifelong training interventions. However, the review provides valuable insights and research-based recommendations for training employees in highly digitalised workplaces.
{"title":"Lifelong training approaches for the post-pandemic workforces: a systematic review","authors":"Azeneth Patiño, N. Naffi","doi":"10.1080/02601370.2023.2214333","DOIUrl":"https://doi.org/10.1080/02601370.2023.2214333","url":null,"abstract":"ABSTRACT This systematic review presents a comprehensive analysis of the existing literature examining training approaches and resources intended for workforce development in increasingly digital workplaces, a trend that has been expedited by the COVID-19 pandemic. The review adheres to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and incorporates 29 articles that met the inclusion and exclusion criteria from a preliminary pool of 1,095 publications spanning the years 2020 to 2022. A thematic synthesis was employed to evaluate the included articles. The examined literature focused on (1) establishing guidelines for designing digital transformation training programs, (2) mapping and analysing training programs and resources for digital transformation, and (3) describing the design and implementation processes of these training programs across different sectors. The synthesized findings present an overview of the educational theories and learning methodologies underlying the training programs, the technologies implemented in training, and other key characteristics of these programs. The review acknowledges certain limitations, as many articles do not systematically report negative outcomes or drawbacks of the described lifelong training interventions. However, the review provides valuable insights and research-based recommendations for training employees in highly digitalised workplaces.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"249 - 269"},"PeriodicalIF":1.8,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341789","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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