Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Syftet med detta arbete var att skapa en bild av studie- och yrkesvägledares egen syn på behov av och möjligheter till kompetensutveckling, detta i förhållande till de kunskaper och färdigheter som de själva och gällande bestämmelser säger behövs för att klara av yrkets utmaningar. För att uppnå syftet och för att få svar på frågeställningarna valdes en kvalitativ intervjustudie med 15 stycken utbildade yrkesverksamma studie- och yrkesvägledare och 5 stycken skolledare. När det gällde kompetensutveckling uttryckte samtliga respondenter i studien framförallt att för dem innebar det annat än kunskaper som utvecklas genom utbildning. Det de såg som kompetensutveckling var snarare egenskaper, erfarenheter och värderingar hos vägledaren som kunde utvecklas genom arbetet och samspelet med klienter och kollegor. Denna brist på kunskap hos vägledarna själva om de kunskaper de kan utveckla sina kompetenser inom kan ses bero på det faktum att studie- och yrkesvägledare inte har en arbetsbeskrivning för sitt yrke. Hade vägledarna haft en sådan skulle det vara enklare för dem att veta och visa på vilka kunskaper de bör ha i yrket, och vad de behöver kompetensutveckling inom. Att ungefär hälften av respondenterna saknade utvecklingsplan tyder även det på behovet av detta. En utvecklingsplan skulle då kunna kopplas till arbetsbeskrivningen för att få större tyngd. Respondenterna är rörande överens om att grundutbildning, återkommande kompetensutveckling och livslångt lärande tillhör de viktigaste framgångsfaktorerna för dem för att klara sig i sitt yrke i dagens snabbt föränderliga samhälle.

BARRY RAY HANCOCK, for the Doctor of Philosophy degree in WORKFORCE EDUCATION AND DEVELOPMENT, presented on May 9, 2011, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF ILLINOIS COMMUNITY COLLEGE ADMINISTRATORS ON THE IMPACT OF THE U.S. ECONOMIC RECESSION AND STATE FINANCIAL PRESSURES ON PROGRAMS FOR ADULTS MAJOR PROFESSOR: Dr. John S. Washburn The United States economic recession is now in its third year and continues to have a serious impact on the American higher education system, including Illinois' public community colleges. Illinois community colleges are seeing increases in enrollments while at the same time seeing significant decreases in state funding. The purpose of this study was to provide data leading to a systematic understanding of how Illinois community college continuing education programs are delivered in the 21st Century. The analysis included survey data from community colleges presidents and continuing education program managers (CEPMs) and interview data from three presidents and three CEPMs representing urban, suburban and rural community colleges. Several findings and conclusions were discovered as a result of this study, including: (1) respondents indicated offering courses which do not meet profit expectations, but they do and should continue to because they are testing or building new curriculum, (2) primary state funding sources are inadequate and unreliable and secondary funding options, such as grants, endowments, and donations are used to support programs, (3) financial pressures are having an adverse effect on continuing education departments and their budgets, (4) approximately 35% of the state community colleges' enrollment can be attributed to continuing education enrollments, yet most colleges only allocate 1-10% of their institutional budgets to this purpose, (5) about one-quarter of the respondents do not feel their colleges' continuing education program is prepared for the influx of senior citizens. Several general recommendations were made, including dissemination of study results to state associations, community college presidents and CEPMs. The study concludes with recommendations for practice for presidents and CEPMs as well as recommendations for further research.

Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.

This thesis examines the motivation of social workers towards lifelong education. In the first part there is the summary of current state of lifelong education of social workers in the Czech republic, particularly the legislation that includes the obligation of such education. It also consits of other documents that somehow include requirements of lifelong education, proposed changes of so-called professional law and experts' opinions. In the second part, I examine the motivation towards lifeong education, theory of motivation and pros and cons of that education. The thesis also includes a survey which is made of interviews with social workers. The participants were asked about their perception of need of such education in social work, how such education works at their workplace, what works as thier motivation towards it and whether they see any obstacles in getting it.

Lifelong education represents an important theme much discussed by the today's society, which was one of the reasons for choosing the topic of the diploma thesis. The present diploma thesis titled "Approaches of social workers to lifelong education" is divided into two parts: the theoretical part provides a summary of the existing knowledge contained in various literatures related both to lifelong education and education in general. The other, research part concentrates on the objective of the research, the methodology applied, characteristics of the research group, processing and evaluation of data and discussion. The theoretical part is engaged in defining the term of lifelong education, legislation in education, the development of lifelong education. Furthermore, it explores key documents associated with the analysed areas of lifelong education, structural funds and Community programmes, human potential, human resources and human capital. The theoretical part consists of a chapter dealing with the system of initial education, involving formal, non-formal and informal education and further education. The following section of the theoretical part focuses on social workers, who, in compliance with Act No. 108/2006 Coll., on Social Services, as amended, are obligated to pursue further education in order to improve, complement and refresh their qualification. The other section of the theoretical part is concerned with prerequisites for performing the profession of social workers, their further education, accreditation of educational facilities and programmes. The objective of this diploma thesis is outlined in the research part: Determination of approaches of social workers in the South Bohemian Region to the set-up of education in social work. In connection with the objective of the thesis, the following hypothesis was stipulated:The approach of social workers is more positive as to lifelong education directed at practice than theoretical education. To confirm the above hypothesis, a zero hypothesis was established, assuming that, within the final basic group of social workers in the South Bohemian Region, 75% of social workers has a more positive approach to practice-directed education and 25% of social workers has a more positive approach to theoretical education. The research part, in the framework of this diploma thesis, was effected in form of a quantitative research. The required data were derived by the method of interrogation, a questionnaire technique. The prepared questionnaire consisted of 27 questions in total. Closed, semi-closed and open questions were used. The questionnaire was sent by electronic mail to email addresses of facilities and their individual employees. The research group consisted of social workers employed in social services in the South Bohemian Region. The resulting data were assessed and processed by means of contingent tables and graphs in Microsoft Office Excel 2007. Values gained by the research were processed statistically. To verify the hypotheses regarding the structure of the basic research according to one or more indices, Pearson's Chi-Square Test of goodness of fit at the significance level alpha = 0.05 was applied. The research performed within the diploma thesis, supported by the survey based on questionnaires, anwers of the respondents as such and, last but not least, statistical calculations, confirmed the hypothesis that contemplated a more positive approach of social workers to lifelong education aimed at practice. Social workers in the South Bohemian Region taken into consideration, the results of the diploma thesis unquestionably demonstate that social workers prefer practice-directed education. Having assessed all questions in the questionnaire, the author determined the attitudes of social workers as to the set-up of lifelong education in social work and believes that the standpoint of the majority of respondents of lifelong learning is highly positive.

The thesis deals with lifelong adult education with a focus on leisure education. The theoretical framework is described as a developmental stage of maturity of the individual. It is also understood the importance of free time and lifelong adult education. In the research part I'm using questionnaires compared the views of both sides of leisure education - DDM directors and adult participants. The aim of this thesis is to clarify the importance of lifelong adult education with a focus on formal education and then determine whether a particular site (Vysocina Region) and the specific type of educational establishment (House of Children and Youth - DDM) is offering sufficiently diverse and is thus perceived and adult participants . The results of the quantitative survey shows that in the area of education DDM menu also caters to the needs of adult participants. The results also point to a provision in the promotion of programs aimed at adults.

This study aims to investigate learning practices within Time Banks in Spain. Time Banking is a community currency concerned with the exchange of services between members using time as the currency. Parallels can be drawn with Ivan Illich’s ‘Skills Exchange’ model in Deschooling Society (1971b) and this provides the initial motivation for the study of Time Banks from an educational perspective, which is identified as a gap in the literature. Moving on from Illich, the investigation of Time Banks is considered in relation to the wider context of Lifelong Learning and the Learning Society. The heterogeneity of Time Bank models in Spain motivates a comparative research design based on differing organisational logics, whilst the exploratory nature of investigating Time Banks as spaces of learning motivates a case study methodology in order to gain a contextualised understanding of the problem. The study finds that the Time Banks are built on principles of Mutual Aid (Kropotkin, 1902) and, whilst practices and values resonate somewhat with Illich’s critiques of modernism, a skills exchange model does not best represent the learning that takes place in Time Banks. Furthermore, this research finds that in all three Time Banks, the exchange of services forms only a small part of overall activities. Additional activities provide opportunities for the exchange of skills and knowledge between participants. However, the learning highlighted as more important by TB users is learning to participate. That is, learning solidarity and personal and social skills through active participation in the Time Bank. These findings are then positioned within the context of radical adult education and future lines of inquiry are identified.

The diploma thesis deals with the topic of life goals and their relation to the age and generativity of the individual. In the theoretical part, the life goals are presented in the context of motivation and values, personal well-being and meaningfulness of life. Classification of life goals and selected life goals theories and research methods are also presented. In addition, the diploma thesis deals with the subject of lifelong development and significant milestones in relation to life goals. In connection with Erikson's theory of psychosocial development, concept of generativity and parenthood as one of the elements linked to generativity are also introduced. The empirical part of the diploma thesis aims at verifying the relationship between life goals of a person, his / her age and generativity, respectively, whether the preferences of the life goals are more related to the age of the individual or to his / her attained level of generativity, namely in the period of young adulthood and middle-age when generability is developing. Another sub- goal of the empirical part of the thesis is to find out the relation between the preference of life goals and parenthood. For the realization of the selected research task, a quantitative research project was used, using two questionnaire methods - Loyola...