CRUCIAL NEEDS FOR THE DEVELOPMENT OF LIFELONG LEARNING ‐ CONCLUSIONS OF THE INTERNATIONAL SEMINAR ON STRATEGIES FOR LIFELONG LEARNING

In the editorial of the Bulletin concentrating on “Higher Education and the Concept of Lifelong Education” (No.4, Vol.IV, October‐December 1979), we pointed òut that “Adaptation of the concept of lifelong education to existing structures in higher education becomes a natural consequence in the wake of technological and scientific progress together with socio‐economic development and the need for new and updated knowledge”. But life shows that in order to achieve a state of “natural consequence” a number of changes have to be made in educational policies, in the attitude of education in the hope of influencing public opinion. This need for change is emphasized in the conclusions which are presented in the following article of the International Seminar on Strategies for Lifelong Learning which was held from 5 to 10 May 1980 at Brandbjerg Folk High School, Denmark.

The article is based on the draft conclusions of the seminar by Dr. John Robinson.     

经济全球化与中国终身学习体系的构建

经济全球化趋势对提高中国广大劳动者和各类从业人员的素质、构建终身学习体系提出了新的要求。在加强学校教育的同时 ,在职学习、职业培训、继续教育正在成为培养人才的重要途径。终身学习已经成为我国人力资源开发与教育创新的重要方向。应当高度重视教育事业发展和构建终身学习体系在我国社会主义现代化建设中的重要性 ,运用一切可以运用的力量和教育资源 ,努力拓展中国公民受教育和各种学习的机会 ,促使学习型社会逐渐从理想变为现实     

LIFELONG EDUCATION,LIFELONG NEEDS: FUTURE ROLES IN AN AGING SOCIETY

This article proceeds from the assumption that the aging of American society has consequences for the life roles of midlife and older persons. Seven points are developed in support of the assumption. They are as follows: dynamics and demographics of an aging population; education, a critical component of life in the future; a model of education for older adults; new roles for an aging society; literacy for older persons; older persons' activities in pursuit of lifelong education; and a view of the future that includes lifelong education for lifelong needs. The final section offers some speculations about what lifelong education will be like in 2010.     

THE EFFECTIVENESS OF COLOUR IN LEARNING FROM EDUCATIONAL TELEVISION

The author reviews recent research comparing both the relative learning gains and relative attitudes of students using colour or monochrome television material. It is concluded that all users of educational television should resist the temptation to spend large sums on colour television equipment merely because colour is now widely preferred by society at large.     

UNDERSTANDING THE EDUCATIONAL NEEDS OF OLDER ADULTS: A NEW APPROACH

The educational needs of 103 adults aged 55‐75 were investigated. Using an approach that focused on existential needs prior to assessing their educational needs, and adopting a procedure that helped the group to identify their most basic needs, the inquiry found out that the educational needs expressed through this method considerably differed from those found through traditional checklist methods and are closely related with the major problems of older people at and after the retirement period.     

MOTIVATIONS FOR LEARNING AMONG OLDER ADULTS IN A LEARNING IN RETIREMENT INSTITUTE

As the population of older adults increases, the field of adult education needs to respond accordingly. The study reported in this paper examined motivations for learning among older adults actively engaged in formal lifelong learning. One hundred eighty-nine members of a Learning in Retirement institute were surveyed using Boshier's Education Participation Scale. Cognitive interest appeared to be the strongest motivator for learning. Social contact was the second most influential motivator. The findings of this study are consistent with, and add to, our knowledge derived from previous studies pertaining to the participation of older adults in formal learning. Recommendations for future research on older adult learning in different settings are presented.     

PEER TEACHING IN LIFELONG LEARNING INSTITUTES

Forty-eight peer teachers in five different Lifelong Learning Institutes in Maine were interviewed via focus groups. Five methods are used in peer teaching practice: lecture, group discussion, hands-on experiences, various hybrids of these three, and a course coordination approach. Voluntary participation, tolerance of teacher limitations, and interest in developing a sense of community differentiate peer teaching from earlier faculty experiences. Peer teachers encounter a number of special challenges that include dealing with a range of educational backgrounds, subject-matter expertise among selected students, limitations in program structure, the physical changes that accompany aging, and ambivalence concerning Lifelong Learning Institutes' mission.     

HIGHER EDUCATION AND LIFELONG LEARNING IN THE GERMAN DEMOCRATIC REPUBLIC

The scientific, technological and social demand resulting from the GDR's advanced level of development has led to continuously growing tasks not only with regard to the traditional functions of higher education hut also to those which enlarge the possibilities for further professional, social and cultural development. The following article, written for “Higher Education in Europe” by Professor Willi Wolter of the Institute of Higher Education at Humboldt University in Berlin, presents these aspects of the GDR's higher education.     

终身学习背景下培训与继续教育的公平及其政策课题

培训与继续教育在人力资源的持续开发、促进就业、增强劳动者与企业的竞争力、缩小知识与技能差距、促进社会公平方面发挥着不可替代的作用,是我国在构建终身学习体系和学习型社会过程中需要大力加强的领域。本文主要探讨了在我国培训与继续教育需求持续增大且趋向高级化与多样化的背景下,培训与继续教育中不同人群参与机会与成本分担上的差距状况,并从促进培训与继续教育公平的角度,提出应加强制度保障与公共服务体系、完善成本分担机制、促进培训与继续教育机会与内容的多样化等政策建议。     

PROGRAM EVALUATION: MEETING THE APPLIED RESEARCH EDUCATIONAL NEEDS OF MASTER'S LEVEL STUDENTS IN GERONTOLOGY

The research education offered by a master's gerontology program should focus on the career and academic goals of the student population as determined by the nature of the particular program. The purpose of this article is to describe how the Master's of Arts (M.A.) gerontology program at UNCC addresses the research methods needs of its students through a two-course series. The basic research educational needs of the students are addressed in a brief discussion of the first course. The primary focus, however, is on this program's inclusion of a second course on evaluation research. Evaluation research is described as an effective way to address the applied research needs of the students of UNCC M.A. gerontology program, through heightening awareness of accountability to investors of services for older adults, linking both the generator and consumer roles of research, and inculcating a philosophy of professionalization essential to the professional development of the students.     

TEACHING IN CONTEXT: ENHANCING THE PROCESSES OF TEACHING AND LEARNING IN COMMUNITY COLLEGE MATHEMATICS

Teaching in context can be defined as teaching a mathematical idea or process by using a problem, situation, or data to enhance the teaching and learning process. The same problem or situation may be used many times, at different mathematical levels to teach different objectives. A common misconception exists that assigning/teaching applications is teaching in context. While both use problems, the difference is in timing, in purpose, and in student outcome. In this article, one problem situation is explored thoroughly at different levels of understanding and other ideas are suggested for classroom explorations.     

RETIREMENT NEEDS AND PREPARATION OF RURAL MIDDLE-AGED PERSONS

Review of preretirement and retirement literature suggests that attention is placed on similarities of rural and urban persons in their retirement needs and concerns. The existing literature shows a lack of data on perceptions of future retirement needs and retirement actions implemented by rural middle-aged persons (45-64 years old). This study, conducted in three rural counties, had as its purpose to identify the following: (a) issues important in retirement for rural middle-aged persons; (b) preparation plans being made by rural middle-aged persons; (c) rural middle-aged persons perceptions of future needs regarding certain aspects of retirement; and (d) relationship of issues, plans, and perceptions to selected demographic variables. A number of relationships were found between issues identified as Important to Me and items labeled Actions I Have Taken. Study conclusions have implications for those concerned with preretirement education.     

FEDERAL REPUBLIC OF GERMANY: THE POST‐EXPERIENCE STUDY AT THE UNIVERSITY OF AUGSBURG AS A CONCEPT OF LIFELONG LEARNING

The following information, written for “Higher Education in Europe”, discusses the concept and organization of a programme which has been specially developed by the University of Augsburg in view of lifelong education.     

CONNECTING THE LEARNING COMMUNITY AND VOCATION IN THE PUBLIC WORLD

Faith communities have become privatized and secluded from the daily lives of parishioners. Meanwhile secular media raises religious questions. When learning communities visit the vocational worlds of people in the parish, they can listen and learn in the languages people speak there: architecture, real estate, medicine. What are their worldviews, values, belief systems, joys, and struggles? A nurse anesthetist in Eau Claire, a librarian in Colorado Springs, a firefighter in Syracuse reflected theologically on the issues they face and more clearly discerned their callings. Listening to people speak about their faith and life in their terms on their turf helps develop a multilingual learning community.