Keičiantis visuomenei, keičiasi ir mokykla, taip pat ir pedagogai, kurie rengia jaunąją kartą gyvenimui. Nuo dabartinių vaikų priklauso ne tik jų pačių, bet ir mūsų ateitis. Formuojat naujos mokyklos įvaizdį, jos vadovams iškyla būtinybė skatinti pedagogus įgyti ne tik profesinių, bet ir vadybos žinių bei įgūdžių.Ir tai gali būti laikoma viena svarbesnių ugdymo proceso modernizavimo ir optimizavimo prielaidų. Norint apsaugoti ugdytinius, juos išauklėti dorais žmonėmis ir ištikimais piliečiais mokytojas turi nuolat mokytis, tobulinti profesinę kvalifikaciją. Darbo tikslas ištirti pedagogų požiūrį į mokymasi visą gyvenimą galimybes sociologiniu aspektu.Tyrimo metu pasitvirtino abi iškeltos hipotezės, t.y.Lietuvoje nėra vieningos motyvuotos sisteminės metodikos, kuri kryptingai užtikrintų pedagogų norą mokytis visą gyvenimą ir tobulėti; mokymasis visą gyvenimą neatsiejamas su asmenybės saviraiškos saviugdos bei perspektyvesnėmis karjeros galimybėmis bei švietimo darbuotojų mokymasis, kvalifikacijos kėlimas yra prioritetiniai sistemos funkcionavimo veiksniai užtikrinantys tikslų bei kokybiškų resultatų efektyvumą.Išanalizavus ir apibendrinus respondentų atsakymus į klausimus, galima teigti, jog iš vadovų patirties pedagogai tobulinant kvalifikaciją susiduria su įvairiais sunkumais:metodų parinkimas seminarų metu,laikas,vieta,dokumentacijų gausa,finansavimas, motyvacija . / Changing society, changing school, including teachers, who are preparing the young for life. Since children today depends not only on their own, but also our future. In shaping the image of the new school, its leaders seem necessary to encourage teachers to acquire not only professional, but also the management of knowledge and skills. And it may be regarded as one of the more important of the educational process of modernization and optimization possibilities. To protect personnel, to educate people honest and loyal citizens, teachers must continually learn, improve their professional qualifications. Aim - To investigate the sociological aspect of teachers attitudes to lifelong learning opportunities for Lithuania. The study confirmed both hypotheses set in the beginning, that Lithuanian schools is not a single substantiated in a systematic methodology that focused teachers willingness to provide lifelong learning and improvement, lifelong learning is integral to personal freedom and self career opportunities and education staff learning and qualifications are the priority system element for ensuring the objectives of quality and performance efficiency. The analysis and synthesis of survey responses to questions, it appears that the leaders of the experience of educators to improve the qualifications are facing various difficulties: the use of selection workshops, time, location of the documentation is abundant, funding, motivation.

Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.

Le sfide connesse con il concetto di sostenibilità rappresentano un segnavia ineludibile per pensare e attuare qualunque politica di sviluppo nazionale e internazionale. Educazione e comunicazione rappresentano i due elementi cardine su cui si è innestato il discorso relativo alla sostenibilità ambientale e agroalimentare sviluppato in questo lavoro di ricerca. Comunicazione e contenuti veicolati, in relazione a stili di vita sostenibili e responsabili, rappresentano elementi chiave nell’orientare i comportamenti personali ma emerge la necessità di fornire informazioni autentiche, scientificamente rilevanti e fondate. “Una comunicazione della sostenibilità pedagogicamente orientata quale contributo educativo può offrire alle persone e alle comunità per suscitare l’adozione di stili di vita responsabili nell’ottica di un’ecologia integrale?” Il riferimento alla pedagogia della comunicazione educativa e i casi emblematici oggetto di studio mettono in luce la necessità di costruire alleanze orientate alla realizzazione di un patto educativo e generativo tra ricerca, istituzioni, imprese e consumatori. L’educazione lungo tutto l’arco della vita – lifelong learning – è l’ineludibile chiave interpretativa che l’accostamento dei temi del presente lavoro di ricerca suggerisce. Investire sui giovani e sugli adulti per metterli in grado di innestare la sensibilità acquisita nelle proprie azioni quotidiane e in quelle della comunità. Essere e agire CollegialMente Green! / Challenges related to the concept of sustainability represent an unavoidable aspect for thinking and implementing any national and international development policy. Education and communication are the two key elements on which is grafted the discourse on environmental and agrofood sustainability that is developed in this research. In relation to sustainable and responsible lifestyles, the communication and its messages can have strong influence on personal behavior but there is a need to provide authentic information, relevant and scientifically founded. “A sustainability communication, pedagogically oriented, what educational contribution can offer to people and communities for the adoption of responsible lifestyles according to integral ecology?” The reference to pedagogy of educational communication and emblematic cases under study highlight the need to build alliances oriented to the creation of an educational and generative agreement between research, institutions, businesses and consumers. Lifelong learning is the inescapable interpretive key that the combination of themes in this research suggests. Invest on young people and adults to enable them to engage the sensitivity acquired in their daily actions and in those of the community. Be and act CollegialMente Green!

The population is getting older. Prognosis predict increasing numbers of people in the age group 65+ in the future. Therefore, it is necessary to think about involving senior citizens in social development and supporting their self-sufficiency up to a higher age. Education is one of the ways to achieve that. The focus of this thesis is on education within the Universities of the Third Age, which it studies from a new point of view. Hardiness is seen as part of personal characteristics which helps the individual cope with stressful situations. Research in this thesis is trying to find out if the senior citizens attending the Universities of the Third Age have a higher scores on hardiness then those who do not attend, and also whether they have a more positive outlook on their health and meaning of their lives. The thesis also studies whether the scores on hardiness depends on gender, formal education level and whether it is connected to perceived social support. The results show that there is no difference in the scores on hardiness resulting from gender. Senior citizens attending the Universities of the Third Age have a more positive outlook on their health and they also perceive their lives as more meaningful. No difference in the scores on hardiness was found between the two groups. Also, no...

This master thesis introduces the issue of individual concepts that affect the psychological and motor processes, occurring at people with physical disabilities. It addresses the definition of the basic concepts within both historical and present context. The thesis considers what kind of connection and relationships exist behind the failures of the body scheme and the human psyche, and in greater detail deals with methods that work to improve the quality of life for a person with a physical disability. The research part establishes the situation of comprehensive rehabilitation in the Czech Republic. It is developed according to the preliminary areas: lifelong learning, the status of the comprehensive rehabilitation and procedures used in caring for a person with a physical disability. KEYWORDS: physical disability, therapeutic methods, psychomotor, neuromotor, lifelong learning, comprehensive rehabilitation.

Annotation: In this diploma thesis I present different forms of socialization of older adults and I also describe ways of patient activation, especially concerning their availability and importance. The theoretical part discusses old age and its general characteristics also mentioning demographical changes and consequences of population ageing. In this part I deal with whole life education and activation of older adults as well. Quantitative questionnaire in the practical part is focused on leisure of the older adults living in Prague and also on the offer of activities accessible by elderly people in general. I analyse the attitude of older adults towards this offer and their evaluation of specific activities. Finally, I found several motivating factors of active attitude towards ageing and, on the other hand, I reveal some of those determining passivity and disengagement of senior citizens.

Introduction: What is meant by the need for education to rest on a scientific basis? According to Skolverket is at the heart of successful school development in education on scientific basis and proven experience. Theoretical starting points: In this section I will highlight the theoretical concepts that include in the work on the scientific basis. The theoretical concepts are: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning. Previous research: In this section I will explain what the research says that education should rest on a scientific basis. Then describe what the research says about school development. Then summarize Fröbels pedagogical philosophy and finally summarize the curriculum theory of the preschool. Forskningen säger att Purpose and issues: The purpose of this essay is to seek answers to what it means to preschool shall rest on a scientific basis and how to apply this to the business. Methods: The study is based on a qualitative data collection. The choice is based on the qualitative method is more appropriate for my study because the research question is about examining how preschool teachers perceive meaning with a scientific basis and how they understand their activities in relation to school laws and curriculum. Results: The result showed that preschool teachers experienced a lack of time, support from preschool managers and too little training. Also, the difficulty of transturning research into practice. Discussion: In the discussion section I discuss what came up in the results linked to previous research. I am debating that the results showed that in preschool It becomes more focus on the organizational, that the business will go around and work, instead of focusing on pedagogical issues and how to work research-based. Keywords: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning

Philosophiae Doctor - PhD / Comparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses. / South Africa

Literature has shown the importance of lifelong learning in the training of today's workforce and the crucial role of Higher Education in preparing graduates for lifelong learning. The aim of the current study is to establish the profile of Medical Radiation Science (MRS) practitioners as lifelong learners and to examine the implications of these findings for MRS undergraduate programs in Australia. The study builds on Candy et. al.'s 1994 report, Developing Lifelong Learners through Undergraduate Education, by drawing on the report's profile of lifelong learners and the features of the undergraduate program that promote lifelong learning. This present study used both quantitative and qualitative approaches, including collating the stakeholders' views on lifelong learning via surveys, one-to-one interviews and focus group discussion.Findings from this study indicate that all stakeholders (MRS practitioners, Heads of MRS Departments, students and teaching staff) viewed lifelong learning to be relevant to the profession and are important attributes for MRS practitioners to attain. However, attributes that were directly related to clinical competencies were more highly valued than attributes which were perceived to be associated with learning competencies. For each of the 25 attributes surveyed, the actual level of attainment fell below the nominated level of importance. Furthermore, the workplace culture was found to be non-supportive of lifelong learning. All MRS courses in Australia promote lifelong learning as one of their course objectives. There is a general trend towards adopting teaching approaches that promote lifelong learning, while assessment methods that promote and evaluate lifelong learning attributes were lagging behind.These findings have implications for both the MRS workplace and the MRS undergraduate courses in Australia. There needs to be greater ++ / dialogue and collaboration between the MRS employers and the universities to address the gap identified in the attributes. A conceptual model integrating lifelong learning in the context of MRS has been introduced to circumnavigate the predicament felt by most respondents that clinical competency must take precedence over all other attributes. Selection criteria by employers for graduates who are entering the workplace for the first time serve as the vital link between the workplace and the universities. By incorporating lifelong learning attributes as an essential part of the selection criteria, students would come to see the relevance of lifelong learning in their undergraduate training. A learning portfolio can be used as a means of demonstrating that the appropriate learning has taken place. There needs to be a closer link between teaching and assessment by aligning the teaching of lifelong learning objectives and activities with the assessment methods. To this end, it is important that teaching staff must be provided with the appropriate professional support to cultivate lifelong learning attributes and to equip them with the appropriate facilitation skills, before the lecturers can be expected to adopt lifelong learning approaches. This research provides a snapshot of lifelong learning in the MRS profession and should assist in the implementation of lifelong learning strategies that would direct the future of the profession.

<p>The aim of this essay is trying to understand the ideological changing process over the last decades and the ideological meaning of the relatively new conception lifelong learning as well, and how it comes that the opportunities offered the individual pre-school child and the individual compulsory-school pupil to assimilate the so important learning, differs so dramatically all though the expressed ambition to offer each and every one equal opportunities. What are the ideological structures that are, and have been in function, that carries and have carried the perceptions of the use and value of fostering and education?</p><p>In a time with the welfare ideology in a hegemonic position, it was seen important that the state took major responsibility for the education of the citizens. In our time, it appears, an economist ideology has taken the hegemonic position, and education is becoming an increasingly economic issue, and equality is decreasing along with, as in general society, the increasing of segregation within the educational system.</p>