L’éducation tout au long de la vie est aujourd’hui devenue un paradigme porté par L’UNESCO et le conseil de l’Europe en matière éducative. En France, sous l’égide de L’OCDE, les politiques ont privilégié l’instauration de dispositifs de formation tout au long de la vie afin de répondre rapidement aux problématiques de l’emploi plus qu’à un besoin de réorganisation du système éducatif. La loi de 1971 défit l’éducation permanente et s’impose comme un compromis à ces principes qui omettaient l’intégration des adultes dans le système traditionnel.Cette recherche, présentée en trois parties, interroge l’éducation et la formation tout au long de la vie. Plus particulièrement, elle s’intéresse à la manière dont l’individu se façonne et affine sa personnalité dans ce contexte de formation. L’étude est empirique, elle s’appuie sur l’expérience, impliquant dans un premier temps le parcours du chercheur, puis dans un second temps celui d’adultes en reprise de formation. L’approche scientifique, repose sur deux axes de recherche : l’analyse de la réalité de l’éducation pour les adultes en formation selon leur besoin et l’étude de leur parcours afin de mesurer leur niveau d’individuation. Les points qui sont discutés concernent l’enrichissement de la conscience collective qui se nourrit des possibles, de la créativité et du savoir nés de l’agir responsable des individus. Au niveau philosophique, il s’agit de comprendre comment l’Homme singulier devient Total par l’acquisition des compétences qui transforment le savoir en praxis. À partir des observations focalisées sur le projet individuel de l’adulte, l’analyse de terrain explore l’engagement de la personne dans son processus de formation lorsque ce dernier induit des changements et influence son processus d’individuation. Il s’agit de comprendre l’impact de l’éducation tout au long de la vie sur les adultes en reprises d’études et de discuter des transformations identitaires.L’étude s’appuyant sur la théorie ancrée, repose sur 126 récits de vie d’étudiants en licence Sciences de l’éducation et 4 entretiens biographiques non-directifs d’adultes en formation. Le recueil des données a été classé selon dix catégories substantives permettant d’analyser les ressentis des participants face à leur reprise d’études. Les récits de vie délivrent des indices qui apportent une vision empirique des possibles de la réalité de l’éducation tout au long de la vie.Les résultats montrent que l’individu s’engage dans son évolution. Il se forge un capital de connaissances pour se transformer, changer de vie ou se changer la vie. La réalité de l’éducation tout au long de la vie apparaît majoritairement comme un moyen au service du reclassement professionnel et social. Les adultes augmentent leurs compétences et présentent au regard des employeurs un capital qui les valorisent. Ces étudiants/adultes sont engagés dans la course d’un avenir professionnel qui fluctue selon leur désir de promotion et de satisfaction au travail pour atteindre un meilleur niveau de vie et de confort au quotidien. Le processus d’individuation est centré sur l’analyse de l’intensité de leur émancipation et de leur épanouissement. Dans chaque récit, les étudiants expliquent leur prise d’autonomie et manifestent leur enthousiasme suite à la formation, ce qui témoigne de leur transformation identitaire et du niveau de progression de leur individuation en adéquation à l’acte d’apprentissage. / Lifelong learning has become the paradigm of education supported by UNESCO and the Council of Europe. In France, under the aegis of the OECD policies have favored the introduction of continuing education schemes in response to employment problems rather than the recognition that the education system needs an overhaul. The 1971 Act challenged continuing education and imposed itself as a compromise to these principles by omitting the integration of adults into the traditional educational system.This research, presented in three parts, examines continuing education and training. More specifically, it focuses on how the individual shapes and refines their personality in such an educational condition. The study is empirical, based on experience, first concentrating on the course taken by the researcher, then the course taken by adults having resumed their education. The scientific approach is based on two lines of research which will analyze the conditions and needs of adults engaged in continuing education and study their personal course in order to measure their degree of individuation. The thesis will approach such ideas as the enrichment of the collective consciousness feeding on possibilities, and creativity and knowledge brought forth by the responsible actions of the individual. At a philosophical level, it is a matter of understanding how an individual becomes complete through the acquisition of skills transforming knowledge into praxis. Based on observations focused on the adult’s personal project, the field study explores the person's involvement in the training process and how by making changes the individual can influence the individuation process. The aim is to understand the impact of continuing training on adults having resumed their education and to examine how it can result in an identity transformation.The study is a grounded theory and is based on 126 accounts of students studying for a degree in Education Science and 4 biographical interviews led in a self-centered approach of adults engaged in continuing training. The data collected has been classified in ten nominal categories enabling the analysis of the participants feelings regarding their continuing education. The individual accounts deliver clues allowing an empirical view of the possibilities of the conditions in which continuing education is engaged.The results show that the individual is actively involved in his evolution. The person builds a capital of knowledge in order to transform oneself, to change lives, or to bring change to one’s life. The facts of continuing education mostly appear as a means of professional or social reclassification. Adults increase their skills and are therefore better considered by employers. These adult students are engaged on a professional course that shifts according to their desire for promotion or work satisfaction in order to attain a better standard of living and well-being.The results show that the individual is committed to its evolution. The individuation process focuses on the analysis of the degree of their emancipation and development. In each narrative the students explain how they became autonomous and their enthusiasm for the training, which indicates their identity transformation and the level of progress in their individuation process in line with the action of learning.

The primary purpose of this investigation was to examine the perceived development of life-long learning skills of Division I student-athletes and their non-athlete general student peers. Using grade point averages and graduation rates, athletics administrators are constantly evaluating the academic performance and growth of student-athletes by comparing their results with those of non-athlete general students. Though these traditional metrics are useful in many ways, there is little research on the self-reported development of life-long learning skills. Due to a changing global economy, employers are less concerned with the knowledge students possess at graduation and are more interested in a student’s ability to adapt to changes, think critically, and acquire information on their own and apply this new knowledge in an effort to create solutions to existing problems in a team based environment repeatedly over time. Collectively, these skills can be described as life-long learning skills. The Capacity for Life-Long Learning Index (CLLI), which is comprised of fourteen items from the College Student Experiences Questionnaire (CSEQ), purport to measure students’ perceived gains on academic skills relevant to life-long learning. This study compares scores on the CLLI for several different variables, including student-athletes, non-athlete general students, gender, class, and ethnicity to determine whether there were differences in the perceived gains in life-long learning skills. On the basis of the results of this study, the following conclusions seem warranted: 1. There were no significant differences in the CLLI score for student-athletes and non-athlete general students. viii 2. There were significant differences between the CLLI scores for female students, both student-athletes and non-athlete general students, and their male counterparts. 3. There were significant differences between the CLLI scores for senior students, both student-athletes and non-athlete general students, and their freshman student counterparts. 4. There were no significant differences between the CLLI scores among students of different ethnic groups. "

There seems to be a lack of synchronisation between the acquisition of skills, knowledge, values, teaching techniques, and so forth from professional learning interventions and the application thereof in practice by teachers in general and language teachers in particular. Those charged with ensuring that teachers‟ development needs, in terms of Collective Agreement 8 of 2003 (DoE, 2003), receive attention, seem to be complying with that prerequisite without establishing whether such interventions really do address the need for development. This study focuses on the quality assurance of workshops meant to address the professional development needs of language teachers. This was explored in terms of learning theories informing methods used when facilitating professional development workshops for teachers and the assessment of teachers during the workshops, including evaluation of the workshops themselves and the quality assurance of those workshops. The study has found, among others, that the methods used during facilitation are not sourced from a variety of professional learning theories, including different learning styles that accommodate teachers who learn differently from others; a variety of assessment methods is not used to assess language teachers during the workshop sessions and quality assurance of the workshops internally and externally scarcely takes place. / Dissertation (MEd)--University of Pretoria, 2013. / gm2013 / Science, Mathematics and Technology Education / unrestricted

This study was conducted with the purpose of evaluating American community colleges in order to consider their role in the provision of vocational-technical education with specific reference to the Eastern Free State. In order to achieve this, three research methodologies were engaged in. They comprised a documentary study relating to the nature and functioning of American community colleges and to the provision of vocational-technical education in South Africa, an on-site visit to an American community college for the purpose of conducting an in-depth study thereof as well as an empirical investigation undertaken in the Eastern Free State with the purpose of determining the need for the establishment of community colleges in the region. The documentary study of the American community college as well as the on-site visit to a typical American community college have revealed that these educational institutions have been particularly useful to individuals whose educational opportunities have been limited by a variety of circumstances by being plentiful, nearby, inexpensive, offering a variety of programmes and by adhering to an open-door admissions policy that imposes few entry requirements. It has also been revealed that American community colleges have a positive impact on those associated with them, namely, students, commerce and industry, universities and society in general. The documentary study relating to the provision of vocational-technical education in South Africa has revealed that in the past the provision of education in the country has been skewed in favour of the White population, which happened to be in the minority. As a result, the majority of citizens of the country either received little or no education at all. This has resulted in high levels of illiteracy, unemployment and poverty. It has also been found that corrective measures against this state of affairs are currently being undertaken. The empirical investigation undertaken in the Eastern Free State has found that the residents of the Eastern Free State are in favour of the establishment of community colleges in their region. The type of community college that is desired is one that will lead to the upliftment of the educational levels of its students and equip them with marketable skills. Based on the findings of this study, recommendations are made relating to the establishment of community colleges in the Eastern Free State. It has been found that there is no need for the establishment of community colleges alongside the already existing FET colleges in the Eastern Free State. Instead it is recommended that some of the features of American community colleges that have contributed to their success be adopted, adapted where necessary and be integrated into the FET college operating in the Eastern Free State. / Thesis (DPhil)--University of Pretoria, 2005. / Humanities Education / DPhil / Unrestricted

The economic policy of the Czech Republic is battled with rigidities of labour market, which decline its flexibility. One of this rigidities is inconvenient structure of potential skilled labour force. This thesis is also aimed at its analysis compared with actual needs of labour market. In theoretical part of this thesis are presented characteristics of the Czech educational system and qualification structure of population. The practical part is dedicated to the labour market -- its needs and discrepancies between suply and demand, which are caused by inconvenient qaulification structure of population. The pivot of this thesis is emphasis on lifelong learning, which is getting necessity today. As a result of this thesis are suggestions of possible solutions to shortage of skilled labour force.

För att kunna hitta och åtgärda signalfel på Roslagsbanan i Stockholm är det viktigt att de tekniker som arbetar med signalsystemet har rätt kunskaper och känner sig trygga i hur systemet fungerar. En del av säkerhetssystemet på Roslagsbanan kallas ATC (automatic train control) och ger tågföraren information om var tåget framför befinner sig, vilket besked nästa signal ger och hur växlar och vägbommar står. ATC ingriper även genom att bromsa tåget automatiskt om föraren inte stannar vid en stoppsignal. För att effektivisera felsökning i ATCsystemet vill företaget som sköter drift och underhåll av signalsystemet, banan och elförsörjningen på Roslagsbanan, Strukton Rail AB, genomföra utbildningar för sina signaltekniker. De vill ha en mall för hur utbildningar i felsökning kan se ut som kan användas med övningsutrustning, och som kan appliceras på andra tekniska system. För att skapa den här mallen var mina frågeställningar ”Hur kan en pedagogisk modell för utbildning inom felsökning i säkerhetssystemet ATC på Roslagsbanan se ut? Hur påverkar modellen deltagarnas aktivitet jämfört med andra utbildningar inom järnvägsbranschen?”. Det var viktigt från Struktons sida att deltagarna skulle vara aktiva och samarbeta med varandra under utbildningen. Efter att ha läst om det sociokulturella perspektivet på lärande, accelererat lärande och lärande på arbetsplatsen och även hållit intervjuer med två tekniker på Strukton och två utbildare i andra sammanhang i järnvägsbranschen för att höra vad de tycker är bra utbildning har jag skapat en utbildningsmodell för internutbildning i signalsystemet ATC, döpt till Kunimodellen. Modellen baseras på att deltagarna tillsammans löser olika felsökningsfall. Utbildningen börjar med en genomgång av systemet som kan vara olika djupgående beroende på deltagarnas förkunskaper. Sedan löser deltagarna fall genom att sitta i grupper och diskutera fram en plan för hur de ska felsöka och sedan testa sin plan praktiskt i testutrustningen där felet är planterat. Beroende på utbildningsbehov och tillgänglig tid kan de få lösa olika många och olika svåra fall, men fallen bör täcka in så många komponenter i systemet som möjligt. I slutet av utbildningen finns ett reflektionsmoment där deltagarna får berätta för varandra vad de har lärt sig under dagen. För att få en mätbar indikation på om deltagarna har lärt sig något under utbildningen får de fylla i en enkät precis innan och precis efter utbildningen med frågor om hur trygga de känner sig på en femgradig skala att felsöka i de olika komponenterna. Det genomfördes två utbildningar med Kunimodellen, där vardera innehöll två fall att lösa, för sammanlagt sju deltagare. För att mäta deltagaraktiviteten under utbildningarna fyllde jag i ett observationsschema under 20 minuter per timme där jag registrerade om varje deltagare hade talat eller inte under 40 intervall om 30 sekunder var, vilket jag även gjorde på två andra utbildningar som signaltekniker går för att få en kontrollgrupp. Dessutom hölls gruppintervjuer med deltagarna efter utbildningarna för att få höra vad de tyckte om modellen och vad som kan förbättras. Resultaten visar att deltagarna har varit nöjda i intervjuerna och tyckt att det varit en bra modell att arbeta efter, men att det saknades viss teknisk information kring testutrustningen som finns i verkligheten. De ville även ha mer djupgående information i genomgången i början av utbildningen med fokus på bland annat varför ATC-systemet finns. Deltagarnas upplevda trygghet i felsökning ökade i enkäten efter utbildningen, men de var inte entydigt mer aktiva i utbildningar med Kunimodellen än i de utbildningar som jämförts med. Kunimodellen förändrades inte särskilt mycket mellan utbildningarna. Resultaten ska dock bara ses som indikationer på grund av det lilla antalet deltagare, att deltagarna inte nödvändigtvis var representativa för hela gruppen och att alla personer som blev intervjuade kände mig som intervjuade. / To be able to find and solve signal failures in Roslagsbanan in Stockholm, it is important that the maintenance technicians working with the signalling system has the right knowledge and feel confident with how the system works. One part of the safety system at Roslagsbanan is called ATC (automatic train control) which sends information to the train driver about where adjacent trains are located and how upcoming signals, switches and road crossing barriers are set. The ATC also interferes by applying brakes if the driver does not stop at a stop signal. To make troubleshooting of the ATC system more efficient, the company maintaining the signalling system, tracks and power supply at Roslagsbanan, Strukton Rail AB, would like to further educate their maintenance technicians. They want a model for training sessions in troubleshooting that can be used with training equipment and can be applied to other technical systems. To create this model my research questions were ”What could a pedagogical model for troubleshooting education on the safety system ATC at Roslagsbanan look like? How does the model affect the participants’ activity compared to other education sessions in the railway business?”. It was important to Strukton that participants should be active and cooperate with each other during the session. After reading about the sociocultural perspective on learning, accelerated learning and workplace learning and also conducting interviews with two technicians at Strukton and two teachers in other parts of the railway business to hear what they value as good education, I created an educational model for inservice training of the signalling system ATC, named the Kuni model. The model is based on participants solving troubleshooting cases together. An education session starts with an overview of the system that can vary in detail depending on the participants’ previous knowledge. Then the participants solve cases by discussing in groups and agreeing on a plan on how they should troubleshoot, and then try their plan on the test equipment where the error is planted. Depending on their need for education and the available time, they can get a different number of cases on different levels, but the cases should try to cover as many of the system’s components as possible. At the end of the session there is time for reflection where the participants tell each other what they have learnt. To get a measurable indication of if the participants have learned anything, they fill out a questionnaire just before and just after the education with questions on how confident they feel troubleshooting the different components. Two such sessions were held with the Kuni model, each with two cases to solve, for a total of seven participants. To measure participant activity, I filled out an observation form for 20 minutes per hour where I registered whether each participant had spoken or not for 40 intervals of 30 seconds each, which I also did at two other training sessions that signalling technicians attend to get a control group. Additionally, I conducted group interviews with the participants after the sessions to see what they thought of the model and what could be improved. The results from the interviews show that the participants were content and thought it was a good model to work with, but that some technical information about the test equipment that exists in the real world was missing. They also wanted more detailed information in the initial overview with focus on, among other things, why the ATC system exists. The participants’ selfestimated confidence in troubleshooting increased after the session, but they were not significantly more active during training with the Kuni model than the control groups. The Kuni model itself did not change very much between sessions. The results should however only be seen as indications due to the small number of participants, the participants not necessarily being representative for the whole group and since all people interviewed knew me when I interviewed them.

No description available.

Zoologische Gärten (Zoos) haben den Auftrag, zur Bildung für nachhaltige Entwicklung (BNE) beizutragen. Allerdings ist umstritten, welche Wirkung die angebotenen Bildungsmaßnahmen bei Zoobesuchern erzielen. In Anlehnung an Vorgehensweisen aus dem Bereich der persuasiven Werbekommunikation ist das Ziel der vorliegenden Studie die weiterführende Beschreibung der Zielgruppe Zoobesucher anhand kommunikationsrelevanter psychologischer Merkmale ebenso wie die empirische Überprüfung der Wirkung gedruckter Nachhaltigkeitsbotschaften auf Zoobesucher. Dafür wurden 310 Besuchern des Zoologischen Garten Magdeburgs Nachhaltigkeitsbotschaften mit emotional positiv bzw. negativ gefärbten Inhalten, regionalen bzw. überregionalen thematischen Inhalten oder informativen bzw. lösungsorientierten Inhalten an einem Eye-Tracker präsentiert. Dabei wurden das Blickverhalten und die nachhaltige Verhaltensabsichten der Probanden registriert. Demografische und psychologische Merkmale sowie das Erinnerungsvermögen der Probanden an vorab betrachtete Inhalte wurden per Fragebogen erhoben. Im Ergebnis zeigten sich die Probanden als überwiegend erholungs- und freizeitmotiviert und als gegenüber Nachhaltigkeitsthemen gering involviert. Das Blickverhalten der Probanden war unabhängig von der emotionalen Färbung der Nachhaltigkeitsbotschaften. Auch die nachhaltigen Verhaltensabsichten standen nicht in Zusammenhang mit der emotionalen Färbung bzw. dem thematischen Inhalt der Botschaften. Im Vergleich zu lösungsorientierten Inhalten zeigten sich Probanden stärker an informativen Inhalten interessiert und betrachteten diese intensiver. Gleichwohl war ihre Erinnerungsleistung an lösungsorientierte Inhalte besser. Die Ergebnisse werden vor dem Hintergrund der interdisziplinären theoretischen Grundlagen diskutiert und münden in fünf anwendungsorientierten Vorschlägen zur Optimierung gedruckter Nachhaltigkeitsbotschaften in Zoos. / Zoological Gardens (zoos) are mandated to take active part in public conservation education. The true impact of those education efforts on zoo visitors, however, remains subject to discussion. Employing theories from the field of persuasive marketing communication the study aims at broadening the understanding of the target group’s characteristics relevant for successful communication and at empirically investigating the impact of printed conservation messages on zoo visitors. 310 visitors of Zoo Magdeburg were shown presentations containing either emotionally positive or negative content, regionally or globally related content or informative or solution-oriented content. During viewing the participants’ visual attention was recorded using eye tracking. At the end of the presentation participants were requested to indicate their intentions for sustainable behaviour by mouse-click. Their demographic and psychological characteristics as well as their recall ability for viewed content were investigated with a questionnaire. Findings suggest that zoo visitors regard zoos as locations for recreation rather than for education and that they should be considered a low involvement target group with regards to topics concerning sustainability. The visual attention of participants was independent of the contents’ emotional bias. Similarly, intentions for behaving in a sustainable way were neither influenced by the emotional bias nor by the topic portrayed. Participants indicated higher interest for informative content than for solution-oriented content and also looked at informative content more intensively. Nevertheless, the recall test revealed better memorization of solution-oriented content. The findings are discussed with regards to the interdisciplinary theoretical background. As a conclusion five suggestions are made on how to optimize the impact of printed conservation messages in zoos.

The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process. / Magister Bibliothecologiae - MBibl

Over the course of the last few decades, work-life has changed and now includes a higher degree of instability and insecurity. This thesis takes this change as its starting point, aiming to understand the ways in which individuals manage involuntary work-life transitions at the workplace, in terms of learning. The study has a longitudinal focus, based on interviews of twelve people who used to work at the same plant. Seven of the interviewees were laid off during the financial crisis of 2008, five of them were not laid off, but continued their employment throughout the crisis. Theoretically, the approach is a combination of a pragmatic learning perspective, through which learning is seen as a kind of problem-solving activity, and a narrative perspective that provides tools with which to view stories as carriers of meaning. The results show that insecurity is accepted by many as a non-negotiable part of work-life. Work-life is in many aspects affected by market globalisation the discourse of employability, where the individual bears the responsibility for their personal work-life. By preparing as best they can to be financially, socially and employability-wise well equipped, the interviewees do what they can to minimize the negative effects of the bad times that are bound to come at some point. Across time, many of the interviewees are moving between different approaches to dealing with the insecurity of work-life. In the process of making meaningful strategic choices, they are involved in learning. Experience and future plans play a role in which choices are made, and thereby also form the route that is constructed by each individual as they navigate between different points in their work-life. The final discussion aims at pointing out the effects an insecure work-life impose on people. People tell stories of acceptance towards the instability of work-life, not because they find work-life satisfying or well-functioning, but because they need to. In order to match the qualifications of an employable individual, they cannot oppose it. In doing so they would automatically define themselves as not so flexible, not so employable. This is a result of learning in work-life transitions.