This thesis deals with the process of corporate education in a particular company for a specific job. The thesis is divided into theoretical and practical part. The theoretical part describes the basics of the system of lifelong learning and corporate training. The practical part is devoted to analyzing the current situation of training secretaries in the company Pražská plynárenská, a.s., this system is evaluated and in conclusion the most appropriate concept of the continuing education of secretaries is proposed.

The thesis addresses the topic of motivation of older adults to study at the university level. The first part deals with the topic of adult education within the context of lifelong learning, defines the concept of older adulthood, and clarifies the concept of motivation as it relates to formal education for older adults. It presents an overview of research carried out in the field of older adults as related to university studies. The second part focuses on qualitative research that answers the following questions: what motivates older adults to study at the university level; how do they describe the motivating factors and other relevant circumstances of their decision to attend university; what criteria do older adults use to assess the benefits of study; and what motivates them to persevere in their studies.

The diploma thesis investigates the current issues of the education structure and the company education system. The main object of the thesis is analysing the education and development process in the selected company, further to characterize and assess the existing processes and give a suggestion for options to improve the present situation.

The diploma thesis deals with the issue of further professional education of professional employees working in the Prison Service of the Czech Republic (VS ČR) and the possibilities of its development. The aim of the diploma thesis is to conceptualize and characterize further vocational education, with emphasis on the analysis and identification of educational needs and motivation of professionals to continue their education. Furthermore, to carry out research aimed at monitoring the use of methods and forms of education and development of employees. The theoretical part of the diploma thesis deals with the definition and relationship of basic concepts in the field of further education, systematic education, analysis of educational needs, organizational structure of VS ČR, description of selected aspects of further vocational education in the context of lifelong learning. Attention is paid to the system of education, structure and identification of educational needs in the field of public administration in the Czech Republic. Furthermore, a description of the model of the concept of management of further education of VS ČR employees is implemented. At the end of the theoretical part of the work we deal with professional training and further education of prison staff abroad. The...

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-04T14:32:46Z No. of bitstreams: 1 arquivototal.pdf: 2240627 bytes, checksum: 3801109fa1081b33b5ea28121b908461 (MD5) / Made available in DSpace on 2017-01-04T14:32:46Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2240627 bytes, checksum: 3801109fa1081b33b5ea28121b908461 (MD5) Previous issue date: 2016-06-03 / The present study intends to investigate lifelong learning related to the third age. The locus of the study is youth and adult education (YAE) as a theoretical and practical field, in which we seek to understand to what extent the phenomenon of ageing has been considered a substantive part of discussions and actions which involve the field. We start from the premise that the different experiences of group learning mentioned above have assumed an important role in the face of the phenomenon of ageing and that this, in its turn, constitutes an inherent part of the discussions which involve lifelong learning since it seeks to offer education without age limits. This concern also has as its background the recognition that the number of elderly people is growing as is life expectancy worldwide, a fact which has raised, amongst other questions, the expansion of studies directed to the theme and the delivery of actions and educational practices destined to this public in the most diverse times and spaces, just like the very universities which have sought to consolidate their mission as an environment which integrates teaching, research and extension through projects and programmes. In that sense, the point of departure for this study was the experience with the elderly from the University of Maturity in Tocantins (UMA). We set out to discuss a subject who is ignored on different fronts (by welfare, sanitary and educational policies). A subject who is unable to find space in the public and state sphere to renew and update his knowledge, and who has encountered in the experience of the university a means of reinventing and reaching a new understanding of him/herself as an incomplete being and, therefore, conscious of his/her incompletion. Methodologically this study is based on bibliographic and, at times, explicative research. Taking the University of Maturity at the Federal University of Tocantins as its reference, the methodology has recourse to the case study and makes use of ethnography as a method of analysis. / O trabalho apresentado tenciona fazer uma investigação acerca da aprendizagem ao longo da vida, relacionada à terceira idade. O lócus de estudo é a Educação de Pessoas Jovens e Adultas (EPJA) enquanto campo teórico e prático, na qual buscamos compreender em que medida o fenômeno do envelhecimento tem sido considerado parte substantiva das discussões e ações que envolvem a EPJA. Partimos da premissa de que as diferentes experiências de aprendizagem do grupo supracitado têm assumido papel importante diante do fenômeno do envelhecimento e que este, por sua vez, constitui parte inerente das discussões que envolvem a aprendizagem ao longo da vida, pois ela busca propiciar uma educação sem limite de idade. Esta preocupação tem como pano de fundo também o reconhecimento de que passamos por um crescente aumento do número de idosos e, consequentemente, da expectativa de vida em todo o mundo, fato que tem acarretado, dentre outras questões, a expansão de estudos voltados ao tema e a execução de ações e práticas educativas destinadas a esse público nos mais diferentes tempos e espaços, a exemplo das próprias universidades que têm buscado se consolidar enquanto um ambiente que integra os processos de ensino, pesquisa e extensão por meio de programas e projetos. Nesse sentido, o ponto de partida para este estudo foi a experiência com idosos oriundos da Universidade da Maturidade do Tocantins (UMA). Buscamos discorrer sobre um sujeito que é ignorado em diferentes frentes (pelas políticas previdenciárias, sanitárias e educacionais). Um sujeito que não encontra no âmbito público e estatal um espaço para renovar e atualizar seus conhecimentos e que tem encontrado na experiência da Universidade um meio para se reinventar e se compreender enquanto ser inconcluso e, portanto, consciente de sua inconclusão. Metodologicamente nosso trabalho faz uma incursão pela pesquisa bibliográfica e, por vezes, explicativa. Por ter a UMA da UFT, no Tocantins como referência, a metodologia é inspirada no estudo de caso e faz uso da etnografia enquanto método de análise.

1 ABSTRACT The thesis discusses possibilities of application of the concept of lifelong education in Basic Art Schools. The goal of the thesis is to propose a basic model of adult education which could be applied in Basic Art Schools. It focuses on the analysis of the literature on lifelong learning, lifewide learning, further education, and also on the analysis of strategic documents of the European Union and the Czech Republic in the field of lifelong learning and further education. Based on the analyses of the documents and external environment, a model of adult education in Basic Art Schools is proposed, the applicability of which is verified by a research investigation. A survey research examines the existence of education of diverse target groups of adults (both laymen and experts) in Basic Art Schools in Prague, the ratio of adult to younger students and the employed methods of their education. Structured interviews among five headteachers of Basic Art Schools in Prague clarify specific details of the process of educating adults in Basic Art Schools and provide more observations on the topic. The thesis contributes to the advancement of the concept of lifelong learning in the sphere of Basic Art Schools. Also, it brings forward possibilities of use of vacancies in Basic Art Schools for adult...

This doctoral thesis provides a comprehensive treatise of contemporary modern methods of education including e-learning. In its preface the author presents its content, purpose, basis and objectives and sets the main goal of the thesis, namely an intention to analyse and evaluate the latest trends in e-learning, modern forms of education and use of information technology in organisation of studies. Sub-objectives of this dissertation relate to the structure of its prime objective and correspond with its individual chapters in which it presents the history of e-learning within the history of science and institutional education, evaluates the position of e-learning and other modern forms of education in the scope of political and legislative priorities of the European Union and of the Czech Republic and presents several core strategic and legislative documents covering this area also in connection with the concept of lifelong learning. The key theoretical part of the thesis contains a detailed overview of main theoretical issues related to e-learning and other modern forms of education in contemporary local and international literature. This part describes e-learning as a part of the concept of lifelong learning, provides basic definitions of e-learning as well as an analysis of related terms,...

This thesis deals with the issue of barriers to participation in adult education. Survey, which investigates the strategies used for overcoming the barriers to participation in adult education by parents on parental leave, has been prepared on the basis of the contemporary theoretical knowledge on barriers to participation in adult education and inequalities in participation in adult education. Parents on parental leave are one of the groups with uneven access to adult education and they are deterred from participation in education because of situational barriers. Research participants (n = 6, M = 34.5) participated in semi-structured interview, which consists of seven topics related to the respondent's personal history, his academic and professional career and the circumstances of his life. Based on the data, the conditions and mechanisms that help to overcome group-specific barriers to participation in adult education were identified. On the basis of the common elements of respondents' answers the economically oriented strategy for overcoming barriers and the alternative strategy for overcoming barriers were defined. Key words: adult education, continuing education, lifelong learning, lifelong education, barriers to participation in adult education, deterrents to participation in adult education,...