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An Emerging Trend in Today’s World for Future Societies: Life-Wide Learning - a Scale Development and Application Study for Undergradutes in Faculties of Education

100%
Aslandağ Soylu B., Yanpar Yelken T.
The New Educational Review
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2014
|
vol. 36
217-228
EN
The recent changes in Europe have changed the understanding of higher education systems in Turkey; as such, higher education institutions have affiliated themselves with a reconstruction period. In this process, it has been emphasized that today’s societies are in need of individuals who are well-developed in personal and professional domains. The concept of life-wide learning has emphasised that the people graduating from universities just with the knowledge of their domains will be inefficient for fulfilling the needs of future societies. This study reflects on the results of research that was designed to develop and test an instrument that could identify the components of an undergraduate’s life-wide learning habits. Since it was difficult to anticipate the components of lifelong learning because of its complex nature, considerable attempts were made in order to handle the process for cognitive, physiological, affective, social, technical and cultural domains. The instrument which was developed - Life-wide Learning Habits Scale- was trialled with 645 undergraduate students studying at the faculty of education across a range of variables. The data was subjected to an explanatory factor analysis, allowing the identification of four dimensions of lifelong learning. These dimensions appear to be capable of differentiating between the personal developmental habits, professional habits, care-based habits, leisure habits of graduates. The developed scale was applied to 296 undergraduate students and the life-wide learning habits of students were assessed regarding their genders, departments and socio-economic situations. Depending on the collected data, lifelong learning habits of university students have been discussed, and some suggestions have been proposed to overcome diffi culties in organizational changes in higher education.
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Uniwersytet Otwarty Uniwersytetu Warszawskiego

51%
Lubryczyńska-Cichocka K., Rogowska-Lasocka E.
Edukacja Ustawiczna Dorosłych
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2014
|
issue 1(84)
47-61
EN
The article explores the role of higher education institutions with regard to development of society of knowledge, key competence of which is self-education. Furthermore, the most important elements of European as well as global strategies concerning the role of higher education in the process of implementation of LLL using Open University of the Warsaw University (OUUW) as a case study are presented. The authors describe the role and activity of the OUUW focusing on the educational offer and the students’ profile. Finally the article identifies the benefits resulting from implementation of various forms of LLL aimed at adults from the outside of academic community.
PL
Uniwersytet Otwarty Uniwersytetu Warszawskiego (UOUW) powstał w połowie 2008 roku. Stał się pierwszym i jak do tej pory największym uniwersytetem otwartym w Polsce. Realizuje w praktyce ideę kształcenia przez całe życie poprzez prowadzenie zajęć dla osób dorosłych bez względu na ich wiek, wykształcenie, doświadczenie edu-kacyjne czy zawodowe. Misją Uniwersytetu Otwartego Uniwersytetu Warszawskiego jest dostarczanie najwyższej jakości usług edukacyjnych przeznaczonych dla osób dorosłych i młodzieży, niezależnie od ich wykształcenia, statusu społecznego czy poglądów społeczno-politycznych.
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