LIFELONG LEARNING AS A VALUE

Authors

  • Lasma Balceraite Rezekne Academy of Technologies (LV)
  • Velta Lubkina Rezekne Academy of Technologies (LV)
  • Svetlana Usca Rezekne Academy of Technologies (LV)

DOI:

https://doi.org/10.17770/er2021.2.6665

Keywords:

adult learning, lifelong learning, motivation, values in education

Abstract

Due to changes in the labour market over the last thirty years adult education has developed significantly. Adult education is becoming an integral part of every person’s life and advancement towards certain goals. Many adults attempt to learn independently, by using information technology. During the Covid-19 pandemic, educational processes could only continue in e-environment, using e-platforms (Zoom, Microsoft Team, etc.) or blended learning (a mix of face-to-face lessons and lessons on e-platforms).

The study was carried out within the framework of the Master`s Thesis “Transformation of Educational Values in Lifelong Learning”. Aim of the research: to seek the views of the Latvian population on the current educational values in lifelong learning in order to compare them in the period before and after the Covid-19 pandemic.

The paper analyses scientific literature and research; analytical reasoning is based on the results of the questionnaire.

Downloads

Download data is not yet available.

References

Austruma, S. (2009). Jauniešu vērtības patērētājsabiedrībā Latvijā. Retrieved from https://dspace.lu.lv/dspace/bitstream/handle/7/4694/21767-Spodra_Austruma_2012.pdf?sequence=1&isAllowed=y

Bostrom, E., & Palm, T. (2020). Expectancy-value theory as an explanatory theory for the effect of professional development programmes in formative assessment on teacher practice. An international journal of teachers' professional development, Vol. 24, 539–558. DOI: 10.1080/13664530.2020.1782975

Castaño Muñoz, J.; Redekers, K., Vuorikari, R., & Pendija, Ī. (2013). Open Education 2030: planning the future of adult learning in Europe. European Commission. Published by Taylor & Francis, Vol. 28, No. 3, 171–186. DOI:10.1080/02680513.2013.871199

Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. JELITA: Journal of English Language Teaching and Literature, Volume 2, Number 1, 38-47. Retrieved from

https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74/52

Howard, C., Boettcher, J., Justice, L., & Schenk, K. (2005). Encyclopaedia of distance learning. Volume 2. Idea Group, USA, Gregory C. Sales. Developing online Faculty competencies.

Izglītības attīstības pamatnostādnes 2021.-2027.gadam “Nākotnes prasmes nākotnes sabiedrībai” (2020). Retrieved from Izglītības un zinātnes ministrija. https://www.izm.gov.lv/sites/izm/files/iap2027_projekta_versija_apspriesana_160720201_2.pdf

Izglītības likums (1998). Pieejams: Latvijas Republikas tiesību akti. Retrieved from https://likumi.lv/ta/id/50759-izglitibas-likums

Izvērtējums par attālinātā darba ietekmi uz produktivitāti ilgtermiņā un priekšlikumu sagatavošana produktivitātes paaugstināšanai attālinātā darba apstākļos (2021). Retrieved from https://www.em.gov.lv/lv/media/4223/download

Latvijas produktivitātes ziņojums (2020). Retrieved from https://www.em.gov.lv/lv/media/ 8753/download

Launch of the 2019 Skills Outlook: Thriving in a Digital World (2019). Retrieved from https://www.oecd.org/education/oecd-skills-outlook-e11c1c2d-en.htm

Lazarides, R., & Raufelder, D. (2021). Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions? British Journal of Educational Psychology, Vol. 91, 127–147. DOI: 10.1111/bjep.12352

Lifelong learning in transformation: promising practices in Southeast Asia (2017). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000253603

Luksa, M. (2020). Pieaugušo izglītība: pārmaiņas norisinās, bet lēni. Retrieved from https://lvportals.lv/norises/314133-pieauguso-izglitiba-parmainas-norisinas-bet-leni-2020

Mallows, D., & Litster, J. (2016). How can we motivate adults to engage in literacy and numeracy learning? Retrieved from https://dera.ioe.ac.uk/28521/1/skills-lifelong-learning-motivating-engagement.pdf

Mirke, E., & Cakula, S. (2019). Adults’ Digital Competence and Readiness for Online Learning: Preliminary Findings on Latvian Adult Learners’ Readiness to Study Online. International Journal of Advanced Trends in Computer Science and Engineering, 8(1), 22–27. DOI: 10.30534.2019.0581.12019

Nodarbināto pieaugušo ar zemu kvalifikāciju efektīvākas iesaistes mācībās izvērtējums (2020). Retrieved from http://petijumi.mk.gov.lv/node/3180

Phan, H.P., Ngu, B.H., Lins, R.-Y., Wang, H.-W. & Shi, S. (2019). Predicting and enhancing students’ positive emotions: An empirical study from a Taiwanese sociocultural context. Heliyon, Vol. 5, No. 10. DOI: h10.1016/j.heliyon.2019.e02550

Pieaugušo digitālās, tehnoloģiju, un valodu prasmes: to attīstīšanas iespējas un izaicinājumi Latvijā (2021). Retrieved from https://www.saeima.lv/petijumi/Pieauguso_ izglitiba_petijums.pdf

Pieaugušo izglītība (2020). Retrieved from https://www.izm.gov.lv/lv/pieauguso-izglitiba

Santana de Oliveira, M.M., Torres Penedo, A.S., & Pereira, V. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia., Vol. 29, 139-152. DOI: 10.5585/dialogia.N29.7661

Schwartz, S.H. (2017) The Refined Theory of Basic Values. Values and Behavior., 51-72. DOI: 10.1007/978-3-319-56352-7_3

Turpina pieaugt interneta izmantošana mājsaimniecībās (2019). Retrieved from https://www.csb.gov.lv/lv/statistika/statistikas-temas/zinatne-ikt/datori-internets/meklet-tema/2580-iedzivotaju-interneta-lietosanas-paradumi

Downloads

Published

21.01.2022

How to Cite

Balceraite, L., Lubkina, V., & Usca, S. (2022). LIFELONG LEARNING AS A VALUE. Education Reform: Education Content Research and Implementation Problems, 2, 16-30. https://doi.org/10.17770/er2021.2.6665