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University of Georgia
1.
Lee, Jungeun.
The worldwide diffusion and institutionalization of lifelong learning:.
Degree: 2018, University of Georgia
URL: http://hdl.handle.net/10724/37859 
► This study examined the worldwide diffusion and institutionalization of lifelong learning between 1996 and 2015.Using data from UNESCO National Reports on Adult Learning and Education,…
(more)
▼ This study examined the worldwide diffusion and institutionalization of lifelong learning between 1996 and 2015.Using data from UNESCO National Reports on Adult Learning and Education, this study documented the diffusion patterns and
investigated factors that influenced the diffusion of lifelong learning policies. The study found that 73% of countries (N=151) adopted lifelong learning policies between 1996 and 2015. The result also revealed that the adoption of lifelong learning
rapidly increased during the earlier period (between 1996 and 2007), and then the growth rate leveled off during the later period (after 2007). Many European countries adopted lifelong learning policies during the earlier period; however, a number of low
and low-middle income countries in Africa, Latin American, and the Caribbean also adopted lifelong learning policies during this period of time. Among various policy components including basic education, vocational education, adult education, and
lifelong learning, 39% of countries adopted at least one out of the four components, while 33% adopted more than one of the policy approaches. Basic education and adult education were two components adopted by the largest number of countries. The results
of event history analyses of factors that influenced the diffusion process showed that economic and political development had positive effects on the diffusion of lifelong learning policies but only during the earlier period (from 1996 to 2007). In
addition, global and regional density, organizational linkage to world society, and participation in international meetings showed positive effects on the diffusion of lifelong learning, specifically during the later period (after 2007). These findings
support the relevance of both modernization theory and sociological institutionalism in understanding the diffusion of lifelong learning. Lastly, the findings suggest that although international organizations play critical roles in disseminating the
overarching policy framework of lifelog learning, the way in which the discourse is interpreted and translated into policy varies, depending on national contexts.
Subjects/Keywords: Lifelong learning; Policy diffusion; International Organization; Sociological institutionalism; World society
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APA (6th Edition):
Lee, J. (2018). The worldwide diffusion and institutionalization of lifelong learning:. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37859
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lee, Jungeun. “The worldwide diffusion and institutionalization of lifelong learning:.” 2018. Thesis, University of Georgia. Accessed April 11, 2021.
http://hdl.handle.net/10724/37859.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lee, Jungeun. “The worldwide diffusion and institutionalization of lifelong learning:.” 2018. Web. 11 Apr 2021.
Vancouver:
Lee J. The worldwide diffusion and institutionalization of lifelong learning:. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10724/37859.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lee J. The worldwide diffusion and institutionalization of lifelong learning:. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37859
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Sheffield
2.
Bayliss, P. J.
Current changes in adult education.
Degree: PhD, 2001, University of Sheffield
URL: http://etheses.whiterose.ac.uk/10242/
;
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340217
► The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult…
(more)
▼ The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.
Subjects/Keywords: 370; Local authorities; Lifelong learning; Policy
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APA (6th Edition):
Bayliss, P. J. (2001). Current changes in adult education. (Doctoral Dissertation). University of Sheffield. Retrieved from http://etheses.whiterose.ac.uk/10242/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340217
Chicago Manual of Style (16th Edition):
Bayliss, P J. “Current changes in adult education.” 2001. Doctoral Dissertation, University of Sheffield. Accessed April 11, 2021.
http://etheses.whiterose.ac.uk/10242/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340217.
MLA Handbook (7th Edition):
Bayliss, P J. “Current changes in adult education.” 2001. Web. 11 Apr 2021.
Vancouver:
Bayliss PJ. Current changes in adult education. [Internet] [Doctoral dissertation]. University of Sheffield; 2001. [cited 2021 Apr 11].
Available from: http://etheses.whiterose.ac.uk/10242/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340217.
Council of Science Editors:
Bayliss PJ. Current changes in adult education. [Doctoral Dissertation]. University of Sheffield; 2001. Available from: http://etheses.whiterose.ac.uk/10242/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340217
3.
Oosterwijk, Renée Inger.
Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands.
Degree: Institute of International Education, 2015, Stockholm UniversityStockholm University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118004
► This study sets out the policy frameworks concerning older workers in Sweden and the Netherlands. This will be done by setting out both European…
(more)
▼ This study sets out the policy frameworks concerning older workers in Sweden and the Netherlands. This will be done by setting out both European and national contextual backgrounds. Further this study will examine whether or not there are specific initiatives taken by trade unions, and if so, what their features are. The results are gathered through a qualitative document analysis, complemented with the results of a self-completion questionnaire that has been sent to trade union confederations. The results of this study show that in both Sweden and the Netherlands policies are in place that strengthen the position of older workers. Sweden has developed multiple policies that aim to motivate people to work longer than the age of 61, and is focused on increasing the employability of workers. Even though in the Netherlands early retirement opportunities were widespread, currently policies and pension reforms discourage people from retiring early. Further, the debate about participation in and access to lifelong learning has regained importance, which shows that there is an increased attention for the development of employability of (older) workers. When it comes to trade unions, in Sweden there are no specific initiatives aiming at older workers. In the Netherlands, on the contrary, all trade unions participate in the development of i.e. the Policy Agenda 2020.
Subjects/Keywords: Older workers; policy; trade unions; retirement; lifelong learning; employability; Sweden; the Netherlands
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APA (6th Edition):
Oosterwijk, R. I. (2015). Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands. (Thesis). Stockholm UniversityStockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118004
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Oosterwijk, Renée Inger. “Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands.” 2015. Thesis, Stockholm UniversityStockholm University. Accessed April 11, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118004.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Oosterwijk, Renée Inger. “Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands.” 2015. Web. 11 Apr 2021.
Vancouver:
Oosterwijk RI. Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands. [Internet] [Thesis]. Stockholm UniversityStockholm University; 2015. [cited 2021 Apr 11].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118004.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Oosterwijk RI. Policy Frameworks Concerning Older Workers : A Comparative Study of Policy Frameworks and Trade Union Involvement in Sweden and the Netherlands. [Thesis]. Stockholm UniversityStockholm University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118004
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Hunt, Nuala.
Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.
Degree: School of Natural Sciences. Discipline of Botany, 2020, Trinity College Dublin
URL: http://hdl.handle.net/2262/92837
► Part-time flexible learning in Irish higher education has not been embedded within mainstream policy and was of marginal interest to policy makers and Higher Education…
(more)
▼ Part-time flexible
learning in Irish higher education has not been embedded within mainstream
policy and was of marginal interest to
policy makers and Higher Education Institutions (HEIs?). This
subject also received limited attention from Irish based researchers. In contrast, Irish Higher Education (HE)
policy, research and funding focused on full-time mainstream traditional (ie 18-22 year olds) students. In this regard Irish HE was not unique as similarities can be found internationally. In Ireland there was a lack of growth in part-time numbers which was linked to the absence of free fees and the inability to access grants. In the aftermath of the banking crisis of 2008, there was renewed interest in part-time flexible HE. Another perspective emerged as the national strategy for HE was launched in 2011. From this perspective HE needed to reform in order to provide more flexible part-time programmes to cater for adults who wished to up-skill, reskill and participate in the labour market. As part of this agenda the labour market activation scheme Springboard was introduced offering free places on HE programmes, many of which were part-time. Yet this 2011 over-view overlooked what was a more complex narrative about part-time flexible HE which from a range of perspectives, required unpacking.
This case study explored the relationship between
policy and practice, involving key stakeholders;
policy makers, lecturers and students. Tinto?s (1973) theory of integration provided a framework for analysis of student retention and persistence. During 2015-18, one hundred and two participants took part in semi-structured interviews, including
policy-makers (n=9), lecturers (n=30) students (n=63). The key research questions informing the study were; (1) To what extent was HE
policy informed by
lifelong learning policy? (2) What was driving current interest in part-time flexible
learning? (3) What were lecturer?s experiences of teaching and supporting part-time flexible (PTF) students? (4) Similarly what motivated students, what factors constrained and enhanced their experience? (5) Also what was their sense of belonging and integration within HEIs, and why they persisted in their studies?
The data generated indicated a less straightforward interpretation of a neglected dimension of HE.
Lifelong learning was a wide-ranging but slippery concept which had become orientated toward ?
learning for earning? as public
policy emphasised widening participation for the purposes of ensuring economic growth. Also as state funding had reduced, some HEIs had expanded PTF
learning in an effort to generate much needed revenue. Findings indicated funding remained a key problem but without any immediate solution to what was a political issue. Some indicators from the data demonstrated an effort to make PTF
learning visible as the HEA commenced counting part-time students and signalled changes to the recurring grant allocation model. Nevertheless there was no data for part-time progression or retention no understanding of student…
Advisors/Committee Members: Loxley, Andrew.
Subjects/Keywords: Part-time, Flexible, Irish Higher Education,; lifelong learning; policy, practice and perspectives
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APA (6th Edition):
Hunt, N. (2020). Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/92837
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hunt, Nuala. “Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.” 2020. Thesis, Trinity College Dublin. Accessed April 11, 2021.
http://hdl.handle.net/2262/92837.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hunt, Nuala. “Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18.” 2020. Web. 11 Apr 2021.
Vancouver:
Hunt N. Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. [Internet] [Thesis]. Trinity College Dublin; 2020. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2262/92837.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hunt N. Mainstream and Margins: An exploration of the policy, practice and perspectives that have shapred part-time flexible learning in Irish Higher Education 2012-18. [Thesis]. Trinity College Dublin; 2020. Available from: http://hdl.handle.net/2262/92837
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of South Africa
5.
Kashora, Phoebe.
Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
.
Degree: 2015, University of South Africa
URL: http://hdl.handle.net/10500/19666
► The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver…
(more)
▼ The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the
policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national
lifelong learning policy, ZSC
policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a
lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the
policy framework and the way the policies are implemented at national and local levels. A review of the implementation of
policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed.
Advisors/Committee Members: Quan-Baffour, Kofi Poku (advisor), Dzvimbo, Kuzvinetsa Peter (advisor).
Subjects/Keywords: Curriculum evaluation;
Adult education;
Defence forces education;
Lifelong learning policy;
Higher education;
Andragogy;
Critical pedagogy;
Qualitative methods;
NVivo
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APA (6th Edition):
Kashora, P. (2015). Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19666
Chicago Manual of Style (16th Edition):
Kashora, Phoebe. “Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
.” 2015. Doctoral Dissertation, University of South Africa. Accessed April 11, 2021.
http://hdl.handle.net/10500/19666.
MLA Handbook (7th Edition):
Kashora, Phoebe. “Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
.” 2015. Web. 11 Apr 2021.
Vancouver:
Kashora P. Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10500/19666.
Council of Science Editors:
Kashora P. Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College
. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19666
6.
Giossi, Stella.
Human resourse development through the exploitation of lifelong learning methods.
Degree: 2012, University of Macedonia Economic and Social Sciences; Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών
URL: http://hdl.handle.net/10442/hedi/29873
► Despite the emphasis placed on Lifelong Learning (LL) in the past decades, there is little theoretical and empirical evidence to support the connection between Human…
(more)
▼ Despite the emphasis placed on Lifelong Learning (LL) in the past decades, there is little theoretical and empirical evidence to support the connection between Human Resource Development (HRD) and LL, where LL is clearly defined as an integral part of HRD. Due to the lack of evidence on how LL and its methods influence HRD, mainly in relation to the personal and professional development of the workforce within enterprises and organizations, this research study dealt with the investigation and justification of that influence. For this reason, a quantitative Likert scale, based on the objectives of this research, was designed and named Lifelong Learning and Human Resource Development (LLEHUREDE) scale. It was based to a greater extent on Resource Based View (RBV) theory and to a lesser extend on learning theories, and Learning Orientation Theory (LOT), in order to assess this impact and eliminate any possible confounding variables that may have been present in previous research and simultaneously to clarify any misunderstanding issues. In addition, qualitative research was conducted through interviews with employees, managers and employers of various enterprises, as well as through thorough observations of specialized training programmes. The identification and analysis of the investigated impact of LL on HRD focused mainly on learning culture, learning strategy, and the implementation of these within enterprises and organizations, as well as the twofold identity of each employee, firstly as a member of an organization and secondly as a Life Long Learner (LLL). The analysis was undertaken based on the consideration that few enterprises and organizations have placed proper emphasis on human resources and even fewer have investigated the awareness of their employees of LL, their desire for further learning or commitment to LL activities. The main purpose of the present research study was to test the hypothesis, or rather to answer the question, as to whether LL had an impact on HRD, in an effort to determine if this new intervention could enhance the development of a LL culture and strategy, to increase the competitiveness and sustainable development of enterprises and organizations, through Strategic Human Resource Management (SHRM). Results showed that the majority of managers, employers and employees were aware of the non-formal and informal character of LL. Through their participation in LL activities, where lecture and discussion were the key selected learning methods, learning outcomes such as improvement in job performance, professional development as well as personal development and enhancement of selfesteem, predominated over the desire for further learning. In addition, Quality of Learning (QoL), prerequisites of which were considered to be the educational and evaluation policies in the quantitative approach, was shown to depend more on the ability of instructors to transfer the knowledge than on the selected learning method in the qualitative approach of the research. Finally, by demonstrating the value of LL…
Subjects/Keywords: Ανάπτυξη ανθρωπίνων πόρων; Διά βίου μάθηση; Κουλτούρα δια βίου μάθησης; Στρατηγική δια βίου μάθησης; Στρατηγικη διαχείριση ανθρώπινων πόρων; Ποιότητα μάθησης; Πολιτική αξιολόγησης; Μέθοδοι και μαθησιακά αποτελέσματα; Human resource development; Lifelong learning; Culture of lifelong learning; Strategy of lifelong learning; Strategic management of human resources; Quality of learning; Evaluation policy; Methods and learning outcomes
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APA (6th Edition):
Giossi, S. (2012). Human resourse development through the exploitation of lifelong learning methods. (Thesis). University of Macedonia Economic and Social Sciences; Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών. Retrieved from http://hdl.handle.net/10442/hedi/29873
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Giossi, Stella. “Human resourse development through the exploitation of lifelong learning methods.” 2012. Thesis, University of Macedonia Economic and Social Sciences; Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών. Accessed April 11, 2021.
http://hdl.handle.net/10442/hedi/29873.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Giossi, Stella. “Human resourse development through the exploitation of lifelong learning methods.” 2012. Web. 11 Apr 2021.
Vancouver:
Giossi S. Human resourse development through the exploitation of lifelong learning methods. [Internet] [Thesis]. University of Macedonia Economic and Social Sciences; Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών; 2012. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10442/hedi/29873.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Giossi S. Human resourse development through the exploitation of lifelong learning methods. [Thesis]. University of Macedonia Economic and Social Sciences; Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών; 2012. Available from: http://hdl.handle.net/10442/hedi/29873
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vilnius University
7.
Skrebutėnaitė,
Ingrida.
Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje.
Degree: Master, 2014, Vilnius University
URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_181511-64880
;
► SENSTANTI VISUOMENĖ: KONKURENCINGUMO VEIKSNIAI IR PRIEMONĖS EUROPOJE SANTRAUKA Informacinėje visuomenėje demografinių procesų dinamika paspartino senstančios visuomenės procesą ir pakeitė visuomenės amžiaus struktūrą. Technologijų pažanga, globalizacija…
(more)
▼ SENSTANTI VISUOMENĖ: KONKURENCINGUMO
VEIKSNIAI IR PRIEMONĖS EUROPOJE SANTRAUKA Informacinėje visuomenėje
demografinių procesų dinamika paspartino senstančios visuomenės
procesą ir pakeitė visuomenės amžiaus struktūrą. Technologijų
pažanga, globalizacija ir demografinis senėjimas keičia Europos
visuomenę ir skatina politikos kūrėjus atsižvelgti į įvairius
skirtingų kartų poreikius. Europoje, kurioje labai ryškios senėjimo
tendencijos ypač jaučiami socialiniai ir ekonominiai pokyčiai:
globalinės užimtumo, kompetencijos bei gebėjimų naudotis
informacinėmis technologinėmis stoka, sveikatos, politinės ir
bendruomeninio aktyvumo galimybės. Senstančios visuomenės augimas
yra kompleksinė problema, kuri pasireiškia nacionaliniu,
regioniniu, įmonių ir individualiu lygmeniu. Stiprinant senstančios
visuomenės konkurencingumą ir socialinę sanglaudą, remiantis
strategijomis kuriamos efektyvios priemonės siekiant kokybiško
integravimo į socialinę bei ekonominę politiką. Tezė Europoje
senstančios visuomenės problemos sukelia sudėtingus socialinius ir
ekonominius pokyčius, kuriuos itin svarbu tikslingai įvertinti ir
numatyti, kad būtų galima laiku imtis veiksmų, kurių tikslas –
suformuoti naujas realijas, atitinkančias, senstančios visuomenės
globaliojo konkurencingumo sampratas.
AGING SOCIETY: FACTORS AND MEANS OF
COMPETITIVENESS IN EUROPE SUMMARY Dynamics of demographic processes
in information society has accelerated the process of aging society
and changed the structure for the age of society. The advancement
of technologies, globalization and demographic aging change the
European society and encourage the policy makers to regard the
demands of different generations. Social and economic alterations
are especially felt in Europe where there are very vivid aging
tendencies: global employment, a lack of competence and ability to
use information technologies, health, possibilities of political
and communal activity. The growth of aging society is a complex
problem which asserts in national, regional, enterprise and
individual level. The effective measures are created by
strengthening the competitiveness of aging society and social
cohesion as well as referring to strategies in pursuance of
integration to social and economic politics. Thesis Problems of
aging society in Europe initiates complicated social and economy
changes which must be thoroughly appraised and predicted in order
to take timely measures aimed at formation of global
competitiveness concepts for the aging society which fit to new
reality.
Advisors/Committee Members: Augustinaitis, Arūnas (Master's thesis supervisor), Augustinaitis, Arūnas (Master's degree committee chair).
Subjects/Keywords: Raktažodžiai: senstanti
visuomenė;
Konkurencingumas; Socialinė ir ekonominė
politika; Aktyvus
senėjimas; Mokymasis visą
gyvenimą; Strategija. Keywords: aging
society;
Competitiveness; Social and economic
policy; Active aging; Lifelong
learning; Strategy
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Skrebutėnaitė,
Ingrida. (2014). Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje. (Masters Thesis). Vilnius University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_181511-64880 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
Skrebutėnaitė,
Ingrida. “Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje.” 2014. Masters Thesis, Vilnius University. Accessed April 11, 2021.
http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_181511-64880 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
Skrebutėnaitė,
Ingrida. “Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje.” 2014. Web. 11 Apr 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
Skrebutėnaitė,
Ingrida. Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje. [Internet] [Masters thesis]. Vilnius University; 2014. [cited 2021 Apr 11].
Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_181511-64880 ;.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
Skrebutėnaitė,
Ingrida. Senstanti visuomenė: konkurencingumo veiksniai ir
priemonės Europoje. [Masters Thesis]. Vilnius University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_181511-64880 ;
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Pretoria
8.
[No author].
The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
.
Degree: 2012, University of Pretoria
URL: http://upetd.up.ac.za/thesis/available/etd-10292012-155642/
► In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher,…
(more)
▼ In this study the role of the educational publisher
as an information intermediary is considered. The focus is on the
developmental role of the publisher, against the background of the
information age the world is entering today. The publishing
industry is regarded as both a vehicle for and the product of
development, which entails a twofold responsibility: the
development of society in general and the development of the
industry in particular. This study highlights the role of the
publisher in the development of society, and it is argued that the
recent changes in the education system and the language policy
potentially offer a great challenge to educational publishers in
South Africa to help create suitable educational material in order
to facilitate the successful implementation of the new curriculum,
thereby contributing to the development of South African society as
a whole. However, developments since 1994, when the new political
dispensation came into effect, have practically halted the
development input of publishers in the new education system and
created a severe crisis for the educational publishing
industry.
Subjects/Keywords: National qualifications framework;
Information age;
Information society;
Information;
Knowledge;
Information literacy;
Lifelong learning;
Development;
Development cycle;
Developing society;
Nqf;
Information intermediary;
Language policy;
Publishing industry;
Curriculum 2005;
UCTD
Record Details
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Record Details
Similar Records
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
author], [. (2012). The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
. (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10292012-155642/
Chicago Manual of Style (16th Edition):
author], [No. “The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
.” 2012. Masters Thesis, University of Pretoria. Accessed April 11, 2021.
http://upetd.up.ac.za/thesis/available/etd-10292012-155642/.
MLA Handbook (7th Edition):
author], [No. “The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
.” 2012. Web. 11 Apr 2021.
Vancouver:
author] [. The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Apr 11].
Available from: http://upetd.up.ac.za/thesis/available/etd-10292012-155642/.
Council of Science Editors:
author] [. The challenge and the crisis facing the educational
publishing industry in the dissemination of information in South
Africa
. [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-10292012-155642/
University of Pretoria
9.
Wessels, Ester Marie.
The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa.
Degree: Information Science, 2012, University of Pretoria
URL: http://hdl.handle.net/2263/29120
► In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher,…
(more)
▼ In this study the role of the educational publisher as an
information intermediary is considered. The focus is on the
developmental role of the publisher, against the background of the
information age the world is entering today. The publishing
industry is regarded as both a vehicle for and the product of
development, which entails a twofold responsibility: the
development of society in general and the development of the
industry in particular. This study highlights the role of the
publisher in the development of society, and it is argued that the
recent changes in the education system and the language policy
potentially offer a great challenge to educational publishers in
South Africa to help create suitable educational material in order
to facilitate the successful implementation of the new curriculum,
thereby contributing to the development of South African society as
a whole. However, developments since 1994, when the new political
dispensation came into effect, have practically halted the
development input of publishers in the new education system and
created a severe crisis for the educational publishing
industry.
Subjects/Keywords: National
qualifications framework (NQF); Information
age; Information
society;
Information;
Knowledge; Information
literacy; Lifelong
learning;
Development; Development
cycle; Developing
society; Information
intermediary; Language
policy; Publishing
industry; Curriculum
2005;
UCTD
Record Details
Similar Records
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wessels, E. M. (2012). The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29120
Chicago Manual of Style (16th Edition):
Wessels, Ester Marie. “The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa.” 2012. Masters Thesis, University of Pretoria. Accessed April 11, 2021.
http://hdl.handle.net/2263/29120.
MLA Handbook (7th Edition):
Wessels, Ester Marie. “The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa.” 2012. Web. 11 Apr 2021.
Vancouver:
Wessels EM. The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2263/29120.
Council of Science Editors:
Wessels EM. The challenge
and the crisis facing the educational publishing industry in the
dissemination of information in South Africa. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/29120
10.
Samara, Antonia.
Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας.
Degree: 2014, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)
URL: http://hdl.handle.net/10442/hedi/36341
► Το πανεπιστήμιο αποτελεί ένα θεσμό που σε μεγάλο βαθμό έχει παίξει διαμορφωτικό ρόλο στον πολιτισμό του δυτικού κόσμου και ειδικότερα στον πολιτισμό της Ευρώπης. Από…
(more)
▼ Το πανεπιστήμιο αποτελεί ένα θεσμό που σε μεγάλο βαθμό έχει παίξει διαμορφωτικό ρόλο στον πολιτισμό του δυτικού κόσμου και ειδικότερα στον πολιτισμό της Ευρώπης. Από την εποχή των πρώτων universitas έχει κυλίσει πολύ νερό στο αυλάκι της ιστορίας, όχι μόνο της ιστορίας του πανεπιστημίου ή της ιστορίας της εκπαίδευσης, αλλά και της ίδιας της Ιστορίας που διαμορφώνει με τη σειρά της τάσεις στην εκπαίδευση γενικότερα, και στην πανεπιστημιακή εκπαίδευση ειδικότερα. Στην παρούσα διατριβή επιδιώξαμε να εξετάσουμε μια εκπαιδευτική τάση, αυτή της δια βίου εκπαίδευσης και τον τρόπο με τον οποίο επέδρασε και συνεχίζει να επιδρά και στο πανεπιστήμιο. Διαπιστώσαμε ότι στη μεταλλαγή του πανεπιστημίου η δια βίου εκπαίδευση διαδραματίζει πλέον σημαντικό ρόλο, τόσο ως τάση στο περιβάλλον του όσο και με τη μορφή συγκεκριμένων δομών εντός των τειχών του. Ωστόσο θεωρούμε ότι το πανεπιστήμιο δε μεταβάλλεται επειδή επηρεάζεται κυρίως από τη δια βίου εκπαίδευση. Η εξέλιξή του αντίθετα εμπίπτει με ευρύτερες κοινωνικο-πολιτικές και οικονομικές μεταβολές που επιδρούν στο σύνολο της εκπαίδευσης, αλλά στις δομές της κοινωνίας. Στις ίδιες μεταβολές άλλωστε υπόκειται και η ίδια η δια βίου εκπαίδευση. Το γεγονός μάλιστα ότι η τελευταία δε συγκροτεί ένα ενιαίο οργανωμένο σχήμα αλλά αποτελεί έννοια ομπρέλα που περιλαμβάνει πληθώρα εκπαιδευτικών δομών, την κάνει ακόμη περισσότερο δεκτική σε αλλαγές, από ό,τι το θεσμικά στεγανό και διοικητικά αυτοτελές πανεπιστήμιο. Σε κάθε περίπτωση, όμως, η ευελιξία της δια βίου εκπαίδευσης, ως άμορφης εν πολλοίς εκπαιδευτικής τάσης, την κάνει να είναι πολύ δεκτικότερη σε αλλαγές. Όταν με τη σειρά της η δια βίου εκπαίδευση αγκαλιάζει το πανεπιστήμιο, είναι δυνατόν να λειτουργήσει ως καταλύτης, ώστε οι αλλαγές εντός του να επιταχυνθούν. Αυτό επιχειρήσαμε να καταδείξουμε, ιδιαίτερα στο τρίτο μέρος της εργασίας, με την ενασχόλησή μας με περιπτώσεις θεσμών δια βίου εκπαίδευσης που λειτουργούν εντός των τειχών του πανεπιστημίου. Ωστόσο, όπως ήδη αναφέραμε, η δια βίου εκπαίδευση δεν αποτελεί την αιτία των αλλαγών αυτών, αλλά μάλλον ένα από τα συμπτώματά της. Την αιτία οφείλει να την αναζητήσει κανείς μάλλον έξω και πέρα από τα στενά όρια της εκπαίδευσης: στη σφαίρα της διεθνούς πολιτικής, στην σφαίρα της οικονομίας και της κοινωνικής εξέλιξης. Η κοινωνική εξέλιξη όμως, με τη σειρά της, όπως και η πολιτική ή η οικονομία δεν είναι κάτι πέρα από τα ανθρώπινα. Δεν πρόκειται με άλλα λόγια για εξέλιξη του πανεπιστημίου στην πορεία προσαρμογής του απέναντι σε δυνάμεις που δεν ορίζονται από τον άνθρωπο. Αντίθετα, πρόκειται για μια μακρά μεταλλαγή ενός θεσμού που υφίσταται τις συνέπειες των εκάστοτε κοινωνικών, πολιτικών και οικονομικών επιδράσεων, τις συνέπειες, με άλλα λόγια, της ανθρώπινης δράσης.
Subjects/Keywords: Πανεπιστήμια; Δια βίου εκπαίδευση; Εκπαιδευτική πολιτική; Συγκριτική παιδαγωγική; Ιδεολογία; Ανοικτό Πανεπιστήμιο; Διαδικασία Μπολόνια; Προγράμματα σπουδών επιλογής; Universities; Lifelong learning; Educational policy; COMPARATIVE EDUCATION; Ideology; Open University
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Samara, A. (2014). Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/36341
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Samara, Antonia. “Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας.” 2014. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed April 11, 2021.
http://hdl.handle.net/10442/hedi/36341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Samara, Antonia. “Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας.” 2014. Web. 11 Apr 2021.
Vancouver:
Samara A. Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10442/hedi/36341.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Samara A. Η δια βίου εκπαίδευση ως παράγοντας διαφοροποίησης της ιδεολογίας και του θεσμικού πλαισίου του πανεπιστημίου της νεωτερικότητας. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. Available from: http://hdl.handle.net/10442/hedi/36341
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Université du Luxembourg
11.
Rizzo, Stephen.
The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading.
Degree: 2017, Université du Luxembourg
URL: http://orbilu.uni.lu/handle/10993/32346
► This contemporary historical research calls into question the mentalities that construct the EU lifelong learning policy space in specific ways. By drawing on the Foucauldian…
(more)
▼ This contemporary historical research calls into question the mentalities that construct the EU
lifelong learning policy space in specific ways. By drawing on the Foucauldian concepts of governmentality and genealogy, this thesis analyses selected main EU
lifelong learning policy literature by focusing on how this space has been articulated in governable forms. In line with a Foucauldian interpretation of power, the EU as a
subject is decentred and considered as an epistemological form of assumption so that power and knowledge are analysed according to how they operate in this space. The governmentalist approach explores the technologies of the self and the technologies of government that construct and govern the conduct of conduct of the
subject through the recurrent narratives in this space. In combination with this approach, the genealogical analysis of the episteme
lifelong learning traces the different terminological interpretations which have been systematically reconfigured throughout the years to attain new connotations. These different connotations are problematised not only because the distinctiveness of the definition influenced the trajectory
lifelong learning took throughout the years, but also because
lifelong learning can, at one and the same time, control or liberate people. The distinctive contribution to academic literature that this thesis achieves is that it problematises the unquestionable truths that construct the EU
lifelong learning policy space from a non-normative point of view. The overriding idea is for the actors in this space to make visible the taken-for granted principles and to create the possibility to challenge prevailing power relations and challenge what is uncritically taken as natural.
Advisors/Committee Members: Priem, Karin [superviser], Lenz, Thomas [superviser], Harmsen, Robert [president of the jury], Popkewitz, Thomas [member of the jury], Tröhler, Daniel [member of the jury].
Subjects/Keywords: lifelong learning; lifelong education; adult education; European Union; Foucault; politics of knowledge; policy construction; policy space; governmentality; genealogy; Social & behavioral sciences, psychology :: Sociology & social sciences [H10]; Sciences sociales & comportementales, psychologie :: Sociologie & sciences sociales [H10]; Social & behavioral sciences, psychology :: Education & instruction [H04]; Sciences sociales & comportementales, psychologie :: Education & enseignement [H04]
Record Details
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Share »
Record Details
Similar Records
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« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rizzo, S. (2017). The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/32346
Chicago Manual of Style (16th Edition):
Rizzo, Stephen. “The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading.” 2017. Doctoral Dissertation, Université du Luxembourg. Accessed April 11, 2021.
http://orbilu.uni.lu/handle/10993/32346.
MLA Handbook (7th Edition):
Rizzo, Stephen. “The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading.” 2017. Web. 11 Apr 2021.
Vancouver:
Rizzo S. The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2017. [cited 2021 Apr 11].
Available from: http://orbilu.uni.lu/handle/10993/32346.
Council of Science Editors:
Rizzo S. The politics of knowledge that govern the European Union lifelong learning policy space – A Foucauldian reading. [Doctoral Dissertation]. Université du Luxembourg; 2017. Available from: http://orbilu.uni.lu/handle/10993/32346
12.
Murtagh, Luke.
The Irish adult education policy process since 1997: some lessons for the future .
Degree: 2009, RIAN
URL: http://eprints.maynoothuniversity.ie/1488/
► This thesis examines Irish adult education policy making since 1997 to identify lessons for future development of the sector. It is aimed at adult education…
(more)
▼ This thesis examines Irish adult education policy making since 1997 to identify lessons for future development of the sector. It is aimed at adult education stakeholders, policy makers and researchers to provide them with a deeper understanding of adult education policy making so that they can contribute effectively to its future development. I engaged in the research because of the emerging importance of adult education as part of lifelong learning and my professional and personal interest.
The research involved literature review, interviews and a documentary analysis of published and internal departmental adult education policy documents and revealed a fragmented system with a dysfunctional architecture that remained intact despite ten years of intense policy making. The study also highlighted rivalry between the Department of Education and Science (DES) and the Department of Enterprise Trade and Employment (DETE) for control over adult education policy as well as a lack of capacity in DES to manage the development of adult education policy. Because of the rivalry, resources have been wasted in adult education since 1997 while stakeholders are disenchanted and many adults with literacy problems cannot avail of tuition. The problems revealed by the research were exacerbated by political failure.
The failures are an outcome of a corporatist approach to policy making and are contributed to by interdepartmental rivalry which can be explained by public choice theory. Political failure was facilitated by Coalition Government which tends to encourage an incremental approach to policy making. In addition the Irish public policy system is complex, multi-layered and operates across different planning cycles and sequences.
The outstanding issues for the future include the capacity of senior management in DETE to manage adult education, nominating a lead department, devising an adequate institutional architecture for adult education and the evaluation of the National Adult Literacy Strategy.
The research provides advocacy groups with a reform agenda and will also contribute to the debate about the reform of the Irish public service.
Subjects/Keywords: Adult & Community Education; Adult Education; Ireland; Adult education policy making; Lifelong learning framework; Public policy.
Record Details
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Record Details
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« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murtagh, L. (2009). The Irish adult education policy process since 1997: some lessons for the future . (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/1488/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Murtagh, Luke. “The Irish adult education policy process since 1997: some lessons for the future .” 2009. Thesis, RIAN. Accessed April 11, 2021.
http://eprints.maynoothuniversity.ie/1488/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Murtagh, Luke. “The Irish adult education policy process since 1997: some lessons for the future .” 2009. Web. 11 Apr 2021.
Vancouver:
Murtagh L. The Irish adult education policy process since 1997: some lessons for the future . [Internet] [Thesis]. RIAN; 2009. [cited 2021 Apr 11].
Available from: http://eprints.maynoothuniversity.ie/1488/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Murtagh L. The Irish adult education policy process since 1997: some lessons for the future . [Thesis]. RIAN; 2009. Available from: http://eprints.maynoothuniversity.ie/1488/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Murtagh, Luke.
The Irish adult education policy process since 1997: some lessons for the future .
Degree: 2009, RIAN
URL: http://mural.maynoothuniversity.ie/1488/
► This thesis examines Irish adult education policy making since 1997 to identify lessons for future development of the sector. It is aimed at adult education…
(more)
▼ This thesis examines Irish adult education policy making since 1997 to identify lessons for future development of the sector. It is aimed at adult education stakeholders, policy makers and researchers to provide them with a deeper understanding of adult education policy making so that they can contribute effectively to its future development. I engaged in the research because of the emerging importance of adult education as part of lifelong learning and my professional and personal interest.
The research involved literature review, interviews and a documentary analysis of published and internal departmental adult education policy documents and revealed a fragmented system with a dysfunctional architecture that remained intact despite ten years of intense policy making. The study also highlighted rivalry between the Department of Education and Science (DES) and the Department of Enterprise Trade and Employment (DETE) for control over adult education policy as well as a lack of capacity in DES to manage the development of adult education policy. Because of the rivalry, resources have been wasted in adult education since 1997 while stakeholders are disenchanted and many adults with literacy problems cannot avail of tuition. The problems revealed by the research were exacerbated by political failure.
The failures are an outcome of a corporatist approach to policy making and are contributed to by interdepartmental rivalry which can be explained by public choice theory. Political failure was facilitated by Coalition Government which tends to encourage an incremental approach to policy making. In addition the Irish public policy system is complex, multi-layered and operates across different planning cycles and sequences.
The outstanding issues for the future include the capacity of senior management in DETE to manage adult education, nominating a lead department, devising an adequate institutional architecture for adult education and the evaluation of the National Adult Literacy Strategy.
The research provides advocacy groups with a reform agenda and will also contribute to the debate about the reform of the Irish public service.
Subjects/Keywords: Adult & Community Education; Adult Education; Ireland; Adult education policy making; Lifelong learning framework; Public policy.
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murtagh, L. (2009). The Irish adult education policy process since 1997: some lessons for the future . (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/1488/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Murtagh, Luke. “The Irish adult education policy process since 1997: some lessons for the future .” 2009. Thesis, RIAN. Accessed April 11, 2021.
http://mural.maynoothuniversity.ie/1488/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Murtagh, Luke. “The Irish adult education policy process since 1997: some lessons for the future .” 2009. Web. 11 Apr 2021.
Vancouver:
Murtagh L. The Irish adult education policy process since 1997: some lessons for the future . [Internet] [Thesis]. RIAN; 2009. [cited 2021 Apr 11].
Available from: http://mural.maynoothuniversity.ie/1488/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Murtagh L. The Irish adult education policy process since 1997: some lessons for the future . [Thesis]. RIAN; 2009. Available from: http://mural.maynoothuniversity.ie/1488/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Stirling
14.
Lowe, Janet.
Integrating learning with life: a study of higher education students in a further education college: 2000-2003.
Degree: DE, School of Education, 2005, University of Stirling
URL: http://hdl.handle.net/1893/66
► In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to…
(more)
▼ In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.
Subjects/Keywords: further education college; higher education; integration of learning with life; participation; part-time higher education; lifelong learning policy; college management; retention; student experience; lifelong learning; motivation; HNC/HND; study and work and family life; Lifelong learning Scotland; Students, Part-time Scotland; Education, Higher Management Scotland; Continuing education Scotland; Universities and colleges Scotland
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Lowe, J. (2005). Integrating learning with life: a study of higher education students in a further education college: 2000-2003. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/66
Chicago Manual of Style (16th Edition):
Lowe, Janet. “Integrating learning with life: a study of higher education students in a further education college: 2000-2003.” 2005. Doctoral Dissertation, University of Stirling. Accessed April 11, 2021.
http://hdl.handle.net/1893/66.
MLA Handbook (7th Edition):
Lowe, Janet. “Integrating learning with life: a study of higher education students in a further education college: 2000-2003.” 2005. Web. 11 Apr 2021.
Vancouver:
Lowe J. Integrating learning with life: a study of higher education students in a further education college: 2000-2003. [Internet] [Doctoral dissertation]. University of Stirling; 2005. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/1893/66.
Council of Science Editors:
Lowe J. Integrating learning with life: a study of higher education students in a further education college: 2000-2003. [Doctoral Dissertation]. University of Stirling; 2005. Available from: http://hdl.handle.net/1893/66
15.
Ιντζίδης, Ευάγγελος.
Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη.
Degree: 2013, University of the Aegean; Πανεπιστήμιο Αιγαίου
URL: http://hdl.handle.net/10442/hedi/33033
► This thesis aims at exposing the problematic in the articulation between the communicative skills of the citizen in policies of supranational organizations/institutions -such as the…
(more)
▼ This thesis aims at exposing the problematic in the articulation between the communicative skills of the citizen in policies of supranational organizations/institutions -such as the EU- and its national materializations (focusing on the greek case). More specifically this thesis explores the new communicative skills of the citizen as supranational policies of literacy problematizing the relation between literacy and development as well as social and economic participation. Our research commences from the assumption that literacy is primarily a social interaction and aims at examining the literacy practices as well as the ideological formations of discourse of the political society that chooses to define the new educational skills in the framework of European policies of Lifelong learning. From this angle our main interest is focused in literacy practices of the political society in both the national and supranational level so that we can explore up to what extent the practices emancipating the citizen via his sociopolitical participation as well as his/hers access to the sources of meaning according to his/her social positioning. In this thesis we examine different approaches for supranational - european and national - greek - policy through which the political society communicates its decisions and/or its aspirations and aims in civil society articulating with the theories of the critical literacy for the design of meaning and critical discourse analysis, so that the issues concerning the mechanisms defining the citizen with communicative skills-competences are highlighted. The contribution of this thesis is located exactly at this articulation that opens up a wide field of relevant researches regarding the manners with which meaning is produced from the civil society in order to communicate it with civil society, ultimately contributing in the context of citizenship.
Ο σκοπός της παρούσας διατριβής είναι να προβληματικοποιήσει τη συνάρθρωση ανάμεσα στην επικοινωνιακή δεξιότητα και τον πολίτη στις πολιτικές των υπερεθνικών οργανισμών - κυρίως στην Ευρωπαϊκή Ένωση - και στις εθνικές πραγματώσεις (κυρίως στην ελληνική περίπτωση). Ειδικότερα η παρούσα διατριβή διερευνά τις νέες επικοινωνιακές δεξιότητες του πολίτη ως υπερεθνικές πολιτικές γραμματισμού [literacy] προβληματικοποιώντας τη σχέση του γραμματισμού με την ανάπτυξη, την κοινωνική και πολιτική συμμετοχή. Η διερεύνηση εκκινεί από την παραδοχή πως ο γραμματισμός είναι κοινωνική αλληλεπίδραση με στόχο να εξετασθούν οι πρακτικές γραμματισμού αλλά και οι ιδεολογικοί σχηματισμοί λόγου της πολιτικής κοινωνίας που επιλέγει να ορίσει τις νέες επικοινωνιακές δεξιότητες στο πλαίσιο της ευρωπαϊκής πολιτικής διά βίου μάθησης. Από την άποψη αυτή το ενδιαφέρον εστιάζεται σε πρακτικές γραμματισμού της πολιτικής κοινωνίας τόσο σε υπερεθνικό όσο και εθνικό επίπεδο, ώστε να διερευνηθεί κατά πόσον οι πρακτικές αυτές χειραφετούν τον πολίτη μέσω της κοινωνικοπολιτικής συμμετοχής του αλλά και μέσω της πρόσβασης στους πόρους/πηγές νοήματος με δυνατότητα να μετασχηματίζει το νόημα…
Subjects/Keywords: Επικοινωνιακές δεξιότητες; Ιδιότητα του πολίτη; Διά βίου μάθηση; Νέες σπουδές γραμματισμού; Κριτική ανάλυση λόγου; Ευρωπαϊκή Ένωση; Communicative skills; Citizenship; Lifelong learning; New Literacy Studies; Critical discourse analysis; European Union; Communicative competence; Communication and culture; Communication policy
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APA (6th Edition):
Ιντζίδης, . . (2013). Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη. (Thesis). University of the Aegean; Πανεπιστήμιο Αιγαίου. Retrieved from http://hdl.handle.net/10442/hedi/33033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ιντζίδης, Ευάγγελος. “Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη.” 2013. Thesis, University of the Aegean; Πανεπιστήμιο Αιγαίου. Accessed April 11, 2021.
http://hdl.handle.net/10442/hedi/33033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ιντζίδης, Ευάγγελος. “Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη.” 2013. Web. 11 Apr 2021.
Vancouver:
Ιντζίδης . Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη. [Internet] [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2013. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10442/hedi/33033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ιντζίδης . Οι νέες επικοινωνιακές δεξιότητες στην οικονομική και κοινωνική δράση του πολίτη. [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2013. Available from: http://hdl.handle.net/10442/hedi/33033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Lecourt, Anne-juliette.
Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience.
Degree: Docteur es, Sciences économiques, 2011, Aix-Marseille 2
URL: http://www.theses.fr/2011AIX24021
► Cette thèse analyse les parcours individuels de Validation des Acquis de l’Expérience (VAE), dirigés vers une certification de niveau V. Visant à lutter contre les…
(more)
▼ Cette thèse analyse les parcours individuels de Validation des Acquis de l’Expérience (VAE), dirigés vers une certification de niveau V. Visant à lutter contre les inégalités d’accès à la certification, nous supposons que la création d’un tel droit individuel, confortant la responsabilité de l’individu quant à la valorisation de son expérience, ne fait pas de ce droit une réalité pour tous.L’objectif est d’observer les phénomènes de différenciation du déploiement de la VAE. Nous avons enrichi les hypothèses ressourcistes et utilitaristes empruntées aux théories du marché du travail (Théories du Capital Humain et du Signal), en soulevant la question de la mise en œuvre réelle de ce droit, et en interrogeant autrement la notion d’expérience. En conséquences, dans la perspective de l’Approche par les Capabilités, nous construisons un modèle d’analyse original qui permet d'examiner dans quelles mesures les parcours individuels en VAE dépendent, non pas seulement d’une évaluation de l’expérience exprimée en nombre d’années, comme on l’entend au sein des Théories du Capital Humain et du Signal, mais également de facteurs personnels, environnementaux et sociaux, objectifs et subjectifs. Ces facteurs de conversion environnementaux, sociaux et individuels déterminent la mise en œuvre des ressources et des droits, dont dispose le candidat au sein du dispositif. Cet ensemble forme une structure de contraintes et d’opportunités et dessine le parcours des candidats. L’expérience est multidimensionnelle et diffuse à travers l’ensemble de ces éléments ; on parle d’ensemble expérientiel. Les estimations de la probabilité de validation (versus abandon ou aucune validation) à l’issue du parcours VAE, réalisées à partir de l’enquête DARES-DREES, tendent à confirmer notre modèle et met en exergue des inégalités qui étaient jusque là invisibles, sur-estimées ou sous-estimées, dans le cadre d’une analyse en terme de Capital Humain et de Signal.
This thesis analyses the individual pathways within the process of accreditation of prior experience (VAE), fighting inequalities of qualification access. This new right makes people responsible to put work experience to advantage, through getting qualification on the basis of work and individual experience, without education. But, to open up a new legal way doesn’t make this right a reality. The aim is to observe phenomena of differentiations relative to the display of the VAE. We have enrich ressourcist and utilitarist hypothesis, which have been derived from labour market theories (Human Capital and Signalling Theories). We ask the question of the real display of the individual right of VAE and the notion of experience. Consequently, from the Capability perspective, we built an original framework to understand in what extent individual pathways depend on personal, environmental and social factors, not only experience which is expressed in number of years, as a rule in the Human Capital and Signalling Theories. These environmental, social and individual conversion factors establish the display…
Advisors/Committee Members: Méhaut, Philippe (thesis director).
Subjects/Keywords: Formation tout au long de la vie; Validation des acquis de l’expérience; Certification; Inégalité; Évaluation des politiques publiques; Logiques individuelles de choix et d’action; Lifelong learning, accreditation of prior experience process; Qualification; Inequality; Public policy assessment; Individual logics of choices and actions
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lecourt, A. (2011). Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience. (Doctoral Dissertation). Aix-Marseille 2. Retrieved from http://www.theses.fr/2011AIX24021
Chicago Manual of Style (16th Edition):
Lecourt, Anne-juliette. “Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience.” 2011. Doctoral Dissertation, Aix-Marseille 2. Accessed April 11, 2021.
http://www.theses.fr/2011AIX24021.
MLA Handbook (7th Edition):
Lecourt, Anne-juliette. “Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience.” 2011. Web. 11 Apr 2021.
Vancouver:
Lecourt A. Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience. [Internet] [Doctoral dissertation]. Aix-Marseille 2; 2011. [cited 2021 Apr 11].
Available from: http://www.theses.fr/2011AIX24021.
Council of Science Editors:
Lecourt A. Du capital humain aux capabilités : une analyse des parcours de validation des acquis de l'expérience : From the human capital to capability : an analysis of individual pathways within the french process of accreditation of prior experience. [Doctoral Dissertation]. Aix-Marseille 2; 2011. Available from: http://www.theses.fr/2011AIX24021
17.
Δρακάκη, Μαρία.
Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020».
Degree: 2018, University of Crete (UOC); Πανεπιστήμιο Κρήτης
URL: http://hdl.handle.net/10442/hedi/44993
► The object of the Thesis is the European Policy for Lifelong Learning, Vocational Education and Training and Employability, in the context of the public policy…
(more)
▼ The object of the Thesis is the European Policy for Lifelong Learning, Vocational Education and Training and Employability, in the context of the public policy complex, within the Strategy “Europe 2020”. The Thesis is divided into five main Parts. Firstly, Part I deals with the identification and analysis of the Methodological and Theoretical Framework of our Thesis. Specifically, in the Methodological Framework, we define and analyze the methodological strategy and the framework, which have chosen for the research, analysis and interpretation of our research objects, namely Lifelong Learning and Vocational Education and Training. In addition, in the Theoretical Framework, we analyze the concept of governance and policy planning for the fields of LLL and VET, attempting to conceptually clarify the field of governance and good governance and to define and analyze the Education Policy in the context of the public policies analysis, as well as its function and its scope (intervention field) in the sphere of the public policy complex, and in particular its relationship with Employment Policy and Macroeconomic Policy. Then, Part I concludes with the theoretical and conceptual clarification and delimitation of the fields of LLL and VET. Subsequently, the Part II of the Thesis deals with the European Policy for LLL and VET up to 2010. We initially attempt to review, analyze and interpret the evolution of the European Policies for Education, LLL and VET from the establishment of the European Community up to 2000, and how the modernization of technology as well as the international changes in the economy and the labour market have transformed, over the years, the context, the content and the targets of the fields of LLL and VET.Afterwards, we research and analyze the policy-making of the European Policy for LLL and VET within the EU Lisbon Strategy (2000-2010), as well as the implementation of the “Education" and Training 2010” Work Programme, its key priorities for the fields of LLL and VET and the policy tools, which used in the context of the implementation of the “ET2010”, evaluating, at the end, the Lisbon Strategy in terms of the LLL and VET fields and their relationship with the Employment Policy and the strategic objectives of the Lisbon Strategy. Afterwards, in the Part III, we proceed to research and analyze the new European Policy for LLL and VET within the new European Strategy “Europe 2020” and its relationship with the European Employment Policy and the European Social Agendaby 2017. Initia ly, we analyze the reform agenda of the “EU2020” Strategy, in particular, the trends that determined the agenda setting and policy formulation, its strategic objectives and the key priorities, as well as the flagship initiatives which have been implemented within “EU2020” Strategy. Furthermore, we research and analyze the new “Education and Training 2020” Work Programme, i.e. the new European Policy for LLL and VET, as well as the policy tools, that have been used for itsimplementation, through a comparative analysis and…
Subjects/Keywords: Ευρωπαϊκή πολιτική; Διά βίου μάθηση; Επαγγελματική εκπαίδευση και κατάρτιση; Απασχολησιμότητα; Δημόσιες πολιτικές; Πρόγραμμα εργασίας "Εκπαίδευση και Κατάρτιση 2020"; Στρατηγική "Ευρώπη 2020"; European policy; Lifelong learning; Vocational education and training; Employability; Public policies; Work programme "Education and Training 2020"; "Europe 2020" startegy
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Δρακάκη, . . (2018). Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020». (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/44993
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Δρακάκη, Μαρία. “Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020».” 2018. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed April 11, 2021.
http://hdl.handle.net/10442/hedi/44993.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Δρακάκη, Μαρία. “Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020».” 2018. Web. 11 Apr 2021.
Vancouver:
Δρακάκη . Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020». [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2018. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10442/hedi/44993.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Δρακάκη . Η ευρωπαϊκή πολιτική για τη διά βίου μάθηση, την επαγγελματική εκπαίδευση και κατάρτιση και την απασχολησιμότητα, στο πλέγμα των δημόσιων πολιτικών, στο πλαίσιο της στρατηγικής «Ευρώπη 2020». [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2018. Available from: http://hdl.handle.net/10442/hedi/44993
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Stirling
18.
Pandis, Prokopios.
Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union.
Degree: M. Phil., School of Education, 2006, University of Stirling
URL: http://hdl.handle.net/1893/126
► The research explores the impact of both internal and external institutions on the development of European Union (EU) education policy and the extent of this…
(more)
▼ The research explores the impact of both internal and external institutions on the development of European Union (EU) education policy and the extent of this impact, through the examination of the historic development of European education. In particular, the research attempts to assess the varying degree of influence of, on the one hand, EU institutions such as the European Commission and the European Court of Justice (ECJ) and, on the other, external institutions such as the OECD and UNESCO.
Due to the exploratory nature of this research, a qualitative approach was considered to be the most appropriate, with a focus on mobility policy as a case study through which to explore the influence of these institutions. As a shared policy focus of these institutions, mobility policy lends itself more readily to exploratory analysis, allowing for a more focused examination of the manner in which the four institutions have impacted on development of European education policy. The empirical data was generated by means of seven semi-structured interviews.
The findings of the research tend to suggest a leading role for the European Commission in the development of European education. Moreover, they reveal the catalytic impact of the ECJ during the 1980s. In addition to that, the findings also reveal the, albeit relatively minor, important influence of external institutions in the historical development of European education. More significantly, the findings indicate the growing importance of external institutions, mainly the OECD, in the more recent policy developments in the field of European education
The analysis presented in the research has implications not only for studies of European policy making, but also has relevance for broader political science discussions regarding the varying roles of globalisation and institutions in shaping regional public policy.
Subjects/Keywords: Lifelong learning; European Union; International organizations; Globalization; Institutionalization; OECD; UNESCO; Mobility; European Union Education policy; Education and state Europe; European Union Associations, institutions, etc.
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APA ·
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CSE |
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APA (6th Edition):
Pandis, P. (2006). Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union. (Masters Thesis). University of Stirling. Retrieved from http://hdl.handle.net/1893/126
Chicago Manual of Style (16th Edition):
Pandis, Prokopios. “Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union.” 2006. Masters Thesis, University of Stirling. Accessed April 11, 2021.
http://hdl.handle.net/1893/126.
MLA Handbook (7th Edition):
Pandis, Prokopios. “Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union.” 2006. Web. 11 Apr 2021.
Vancouver:
Pandis P. Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union. [Internet] [Masters thesis]. University of Stirling; 2006. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/1893/126.
Council of Science Editors:
Pandis P. Institutionalization vs. globalization: exploring the internal and external influences on the lifelong learning policies of the European Union. [Masters Thesis]. University of Stirling; 2006. Available from: http://hdl.handle.net/1893/126
Universiteit Utrecht
19.
Kolstee, A.C.E.
The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view.
Degree: 2011, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/217915
Subjects/Keywords: music; pop; jazz; early music; conservatoire; european; entrepreneurship; lifelong learning; skills; higher music education; music education; training; preparation; profession; music profession; music field; cultural field; policy; art policy; education; music student; student
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APA (6th Edition):
Kolstee, A. C. E. (2011). The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/217915
Chicago Manual of Style (16th Edition):
Kolstee, A C E. “The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view.” 2011. Masters Thesis, Universiteit Utrecht. Accessed April 11, 2021.
http://dspace.library.uu.nl:8080/handle/1874/217915.
MLA Handbook (7th Edition):
Kolstee, A C E. “The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view.” 2011. Web. 11 Apr 2021.
Vancouver:
Kolstee ACE. The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2021 Apr 11].
Available from: http://dspace.library.uu.nl:8080/handle/1874/217915.
Council of Science Editors:
Kolstee ACE. The preparation of the conservatoire student for the music profession: How a conservatoire prepares its students from a teacher’s point of view. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/217915
University of Canterbury
20.
White, Stephanie.
Students with dependent children - Their journey through a primary teacher training program and the impact on their families.
Degree: School of Educational Studies and Human Development., 2006, University of Canterbury
URL: http://hdl.handle.net/10092/673
► This paper investigates a group of students with dependent children enrolled at the Christchurch College of Education in the Primary Teaching degree. It uses a…
(more)
▼ This paper investigates a group of students with dependent children enrolled at the Christchurch College of Education in the Primary Teaching degree. It uses a life history methodology to discover the unique individual story of how each student became enrolled in this prescribed, authentic lifelong learning journey to become a Primary School teacher. It discusses what they perceive to be the implications for their children, their wider families, their personal relationships and their financial status. It highlights the importance of their partnerships with the people who help to care for their children, their experiences of flexibility and choices within the College with empathy for their family commitments and the pedagogies of adult education that have made this journey often more positive than their own personal schooling experiences. The significance of this research is that it demonstrates the necessary partners and pathways needed to make this learning journey successful for those adult students with dependent children. As a lifelong learning institution, it gives the College an awareness of the sacrifices these students have to make on both a personal and professional level, to complete tertiary study successfully, as well as investigating the factors that impact on this increasing number of students as they deal with daily family commitments while trying to maintain their studies.
Subjects/Keywords: Lifelong learning; Fields of Research::330000 Education::330100 Education Studies::330104 Educational policy, administration and management; Fields of Research::330000 Education::330100 Education Studies::330103 Sociology of education
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APA ·
Chicago ·
MLA ·
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to Zotero / EndNote / Reference
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APA (6th Edition):
White, S. (2006). Students with dependent children - Their journey through a primary teacher training program and the impact on their families. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/673
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
White, Stephanie. “Students with dependent children - Their journey through a primary teacher training program and the impact on their families.” 2006. Thesis, University of Canterbury. Accessed April 11, 2021.
http://hdl.handle.net/10092/673.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
White, Stephanie. “Students with dependent children - Their journey through a primary teacher training program and the impact on their families.” 2006. Web. 11 Apr 2021.
Vancouver:
White S. Students with dependent children - Their journey through a primary teacher training program and the impact on their families. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10092/673.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
White S. Students with dependent children - Their journey through a primary teacher training program and the impact on their families. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/673
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
AUT University
21.
Steiner, Dirk Marcus.
Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
.
Degree: AUT University
URL: http://hdl.handle.net/10292/11656
► CONTEXT | What should education in the 21st century look like? Which principles should postmodern education be based upon? The unfolding of the Age of…
(more)
▼ CONTEXT | What should education in the 21st century look like? Which principles should postmodern education be based upon? The unfolding of the Age of Knowledge since the late 1990s has caused far-reaching transformations regarding the direction and emphasis of formal education and the way it is facilitated. On a different level, the educational discourse has also advanced in multifarious, knowledge-innovative directions. These developments have opened up a plurality of conceivable, futuristic ways of
learning, particularly in the online-collaborative realm. In short, the meaning of knowledge and
learning have been and continue to be redefined. Besides imparting crucial knowledge, education’s role in developing the human personality and enabling participation in societal life is becoming more complex and, at the same time, more important. This constitutes both a challenge and an opportunity for the sector and its practitioners.
PROBLEM | While the Digital Revolution has yielded a whole new economy, the Knowledge Economy, the effects, globalisation, merged with the new economy, and the technological capabilities of the ICT industry, have had on education systems, is ambiguous and arguably problematic. Under the guise of ‘efficiency’ and ‘professionalism’, a plethora of internal and external expectations are influencing public education systems to deliver.
Policy changes have shifted the focus of public education in the direction of goals, such as the application of new
learning technologies in the classroom, or the securing of superior scores in international benchmarking tests. As a consequence, instead of becoming broader, more versatile, and more pluralistic, curricula have become more linear and unitary, from early childhood education up to and including tertiary education. In short, public education systems have become increasingly streamlined. These developments, which have their origin in the late 1980s, have taken place on a global level, representing some implicit global education reform agenda. This late shift towards economy-driven educational policies has once again reinforced education’s position of being essentially understood as a ‘product’ as opposed to a ‘subjective process of development’. I, therefore, argue that amongst the hype about fast-paced information-technological innovation, education systems have essentially remained based on the authoritarian 19th century (factory model) paradigm.
RATIONALE | Such a materialistic model, which largely leaves the
learning individual out of consideration, seems not appropriate if the intention is to allow young people to develop to the fullest of their potentials and ideally become self-actualised, independent, social, critical, and successful members of society. The initial assumption, that there is a need to resubstantiate education from the ground up in order to better relate to the realities of life and the capabilities of the human being in the 21st century, led me to the central question that drove this philosophical study, namely: How can…
Advisors/Committee Members: Begg, Andy (advisor), Gibbons, Andrew (advisor).
Subjects/Keywords: Education philosophy;
21st-century education;
Education paradigm;
Critical theory of Bildung;
Authentic;
Postmodern;
Post-traditional;
Lasting learning experiences;
Experiential learning;
Constructivism;
21st-century curriculum;
Lifelong learning;
Progressive education;
Right to education;
Fullest development (UN);
Education policy;
Education reform;
Holistic perspective;
Meaningful & sustainable ways of learning
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APA ·
Chicago ·
MLA ·
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Export
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APA (6th Edition):
Steiner, D. M. (n.d.). Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
. (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11656
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Steiner, Dirk Marcus. “Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
.” Thesis, AUT University. Accessed April 11, 2021.
http://hdl.handle.net/10292/11656.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Steiner, Dirk Marcus. “Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
.” Web. 11 Apr 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Steiner DM. Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
. [Internet] [Thesis]. AUT University; [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10292/11656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
Council of Science Editors:
Steiner DM. Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study
. [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11656
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
22.
Πανδής, Προκόπης.
Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας.
Degree: 2009, University of Patras; Πανεπιστήμιο Πατρών
URL: http://hdl.handle.net/10442/hedi/26263
► The purpose of this study is to detect, present and compare the lifelong learning policies in Greece and Ireland. The main aim is to obtain…
(more)
▼ The purpose of this study is to detect, present and compare the lifelong learning policies in Greece and Ireland. The main aim is to obtain an integrated view about the political perceptions, the institutions and the practices of lifelong learning in the national education systems of those two countries. An additional target is to trace the relation between the supra-national education policies and the national educational policies. In order to achieve the forth mentioned targets the comparative method is used. The route of the study is: narration of the phenomena, comprehension and finally interpretation. There are five categories of comparison and analysis between the two countries: historical background, legislative framework, financing, structures, participation in lifelong learning as well as the indicators of the Lisbon Strategy. The conclusions of the study can be summarized in the followings: these two countries began their efforts for the formation of a coherent lifelong learning policy from a totally different starting point, due to their historical background. In the legislative field, Ireland has greater tradition (mainly in education training) but until today has not yet create o coherent legislative framework for lifelong learning. On the other hand, Greece despite the lack of experience has created (in 2005) a coherent legislative framework for lifelong learning. The two countries have also developed similar structures to promote and to develop lifelong learning, following the guidelines from the European Union. The greatest diversification between those two countries is the involvement of the private sector. In Ireland, AONTAS and NALA, which are private-volunteer structures, are mega actors in the field of lifelong learning while in Greece there is almost no interest from the private sector for the lifelong learning policies. Today, the participation percentage in lifelong learning activities shows a 5,5% difference between the two countries, as Ireland has a 7,6% of participation in lifelong learning while Greece has only a 2,1% being the worst country in European Union. Finally, we could say that both countries are very obedient to the wills of European Union and the supra national policies have overruled the national policies.
Η μελέτη αυτή έχει ως βασική επιδίωξη την καταγραφή, τη συστηματική παρουσίαση και τη σύγκριση των πολιτικών Δια βίου μάθησης στην Ελλάδα και την Ιρλανδία. Στόχος είναι να αποκτηθεί ολοκληρωμένη εικόνα για τις πολιτικές αντιλήψεις, τους θεσμούς και τις πρακτικές Δια Βίου μάθησης στα εθνικά εκπαιδευτικά συστήματα των δύο χωρών. Επιπλέον στόχος, η ανίχνευση της σχέσης των πολιτικών της Ευρωπαϊκής Ένωσης (υπερεθνικές πολιτικές) με τις εκπαιδευτικές πολιτικές Ελλάδας και Ιρλανδίας (εθνικές πολιτικές). Για την επίτευξη των στόχων της έρευνας χρησιμοποιείται η συγχρονική συγκριτική μέθοδος, η οποία αφορά τη μελέτη του εκπαιδευτικού φαινομένου σε διαφορετικούς χώρους αλλά στον ίδιο χρόνο. Η διαδρομή που ακολουθεί η έρευνα είναι: αφήγηση των γεγονότων, κατανόηση και ερμηνεία. Οι…
Subjects/Keywords: Δια βίου μάθηση; Εκπαιδευτική πολιτική; Εκπαίδευση ενηλίκων; Ευρωπαϊκή διάσταση, κοινωνία της γνώσης, Ευρώπη της γνώσης; Ενεργός πολίτης, κοινωνική ενσωμάτωση, απασχολησιμότητα; Lifelong learning; Educational policy; Adult education; European dimension, learning society, Europe of Knowledge; Active citizenship, social inclusion, employability
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Πανδής, . . (2009). Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας. (Thesis). University of Patras; Πανεπιστήμιο Πατρών. Retrieved from http://hdl.handle.net/10442/hedi/26263
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Πανδής, Προκόπης. “Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας.” 2009. Thesis, University of Patras; Πανεπιστήμιο Πατρών. Accessed April 11, 2021.
http://hdl.handle.net/10442/hedi/26263.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Πανδής, Προκόπης. “Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας.” 2009. Web. 11 Apr 2021.
Vancouver:
Πανδής . Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας. [Internet] [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2009. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10442/hedi/26263.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Πανδής . Δια βίου μάθηση: Μια συγκριτική μελέτη πολιτικών και πρακτικών στο παράδειγμα Ελλάδας και Ιρλανδίας. [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2009. Available from: http://hdl.handle.net/10442/hedi/26263
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Cook, Suzanne L.
Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees.
Degree: 2010, University of Toronto
URL: http://hdl.handle.net/1807/29690
► The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their…
(more)
▼ The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their career in the paid workforce or whether their volunteer activities represent a completely new direction, and how this influences their career self-concept, as interpreted through Donald Super’s life-span, life-space theory of career development. This study employed a developmental mixed-method design. In Phase 1, qualitative interviews were conducted with 12 participants to better understand retirees’ volunteer experiences. Phase 1 informed the design of an instrument for the Phase 2 survey which examined the issues among a larger sample of 214 retirees. The Phase 2 results supported the Phase 1 findings and indicated that many retirees sought an extension of career in volunteer activities in that they used similar skills and knowledge. Study participants also displayed a desire for lifelong learning.
Retirees relinquished their paid-work career, took on the retiree and volunteer roles, and integrated these roles within their career self-concept to create a new sense of self. These results indicated that the retirees had entered a new stage of life, qualitatively different from ‘retirement’. To better reflect the experiences of these retirees, it was proposed that Donald Super’s life-span, life-space theory of career development be extended to include Redirection. This theorizing is consistent with the finding that retirees both wanted to and are able to integrate previous paid work elements as well as seek out lifelong learning opportunities within their volunteer activities. This study demonstrates that the volunteer role in the lives of retirees can lead to personal renewal and reshaping of the career self-concept, or what is labeled as the stage of Redirection. This study also has implications for volunteer management, retirement planning and social policy, and may be of interest to volunteer managers, nonprofit organizations, career counsellors, financial planners, retirement planning consultants, life coaches and policy planners.
PhD
Advisors/Committee Members: Quarter, Jack, Adult Education and Counselling Psychology.
Subjects/Keywords: volunteers; retirees; older adults; seniors; retirement; lifelong learning; aging; transitions; Donald Super; Life-Span Life-Space Theory of Career Development; career self-concept; aging population; mixed methods; case study; baby boomers; life course perspective; gerontology; volunteer management; formal volunteering; nonprofit organizations; skills; dimensions of learning; adult development; life satisfaction; well-being; later-life; policy; professional knowledge; social role; psychological adjustment; life stages; 0534; 0516; 0351
…65
Lifelong Learning… …67
Lifelong, Lifewide Learning… …of
new interests through the pursuit of lifelong learning. This study is interdisciplinary… …Savickas &
Super, 1996), and lifelong learning to provide a new perspective in the field… …This research should help nonprofits address retirees‟
lifelong learning and career…
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cook, S. L. (2010). Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29690
Chicago Manual of Style (16th Edition):
Cook, Suzanne L. “Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 11, 2021.
http://hdl.handle.net/1807/29690.
MLA Handbook (7th Edition):
Cook, Suzanne L. “Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees.” 2010. Web. 11 Apr 2021.
Vancouver:
Cook SL. Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/1807/29690.
Council of Science Editors:
Cook SL. Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/29690
. 
Open Access Theses and Dissertations
