The Experts below are selected from a list of 70536 Experts worldwide ranked by ideXlab platform

Vanessa S. Tchamyou - One of the best experts on this subject based on the ideXlab platform.

  • Foreign Aid, Education and Lifelong Learning in Africa
    Journal of the Knowledge Economy, 2019
    Co-Authors: Simplice A. Asongu, Vanessa S. Tchamyou
    Abstract:

    This study investigates the effect of foreign aid on education and Lifelong Learning in 53 African countries for the period 1996–2010. Three main issues are assessed, notably: (i) the effect of aid on education; (ii) the incremental impact of aid on education and (iii) the effect of aid on Lifelong Learning. Lifelong Learning is measured as the combined knowledge acquired during the primary, secondary and tertiary levels of education. Foreign aid dynamics include total aid, aid from multilateral donors (MD) and aid from the Development Assistance Committee (DAC) countries. The empirical evidence is based on an endogeneity-robust generalized method of moments. The following findings are established. First, the aid variables have positive effects on primary school enrolment and Lifelong Learning, with the exception of aid from MD which positively affects only Lifelong Learning. Second, the positive effect on primary school enrolment consistently has a higher magnitude compared to the corresponding impact on Lifelong Learning. Third, the effects of aid dynamics on secondary and tertiary school enrolments are not significant. We also contribute to the literature by proposing an indicator of Lifelong Learning for developing countries.

Simplice A. Asongu - One of the best experts on this subject based on the ideXlab platform.

  • Foreign Aid, Education and Lifelong Learning in Africa
    Journal of the Knowledge Economy, 2019
    Co-Authors: Simplice A. Asongu, Vanessa S. Tchamyou
    Abstract:

    This study investigates the effect of foreign aid on education and Lifelong Learning in 53 African countries for the period 1996–2010. Three main issues are assessed, notably: (i) the effect of aid on education; (ii) the incremental impact of aid on education and (iii) the effect of aid on Lifelong Learning. Lifelong Learning is measured as the combined knowledge acquired during the primary, secondary and tertiary levels of education. Foreign aid dynamics include total aid, aid from multilateral donors (MD) and aid from the Development Assistance Committee (DAC) countries. The empirical evidence is based on an endogeneity-robust generalized method of moments. The following findings are established. First, the aid variables have positive effects on primary school enrolment and Lifelong Learning, with the exception of aid from MD which positively affects only Lifelong Learning. Second, the positive effect on primary school enrolment consistently has a higher magnitude compared to the corresponding impact on Lifelong Learning. Third, the effects of aid dynamics on secondary and tertiary school enrolments are not significant. We also contribute to the literature by proposing an indicator of Lifelong Learning for developing countries.

Rineke Smilde - One of the best experts on this subject based on the ideXlab platform.

  • Lifelong Learning for Professional Musicians
    The Oxford Handbook of Music Education Volume 2, 2012
    Co-Authors: Rineke Smilde
    Abstract:

    This article explores the meaning of Lifelong Learning for professional musicians. It identifies three interrelated incentives that serve as anchors for musicians' self-identity throughout their lives: informal music-making; improvisation; and high-quality performance. It discusses how institutions and teachers can facilitate attitudes and capacities for Lifelong Learning. It concludes with recommendations for implementing Lifelong Learning in the education of professional musicians.

  • Lifelong Learning for professional musicians
    2012
    Co-Authors: Rineke Smilde
    Abstract:

    In order to meet the challenges of rapidly changing cultural life in the 21st century, professional musicians have to be Lifelong learners, drawing on a wide range of knowledge and skills. To be successful in a variety of roles, they need a reflective and responsive attitude to change. This chapter addresses the concept of Lifelong Learning and its meaning for professional musicians, as well as the ways institutions and teachers can facilitate attitudes and capacities for Lifelong Learning. A biographical perspective will provide a lens through which concepts of Lifelong Learning can be seen through the interconnection of musicians' personal and professional development. Lifelong Learning in the aggregate complex of music education, (i.e., educational organizations and Learning environments, teachers, students, and graduates) is especially relevant and will be addressed. The chapter finishes with some recommendations related to implementing the concept of Lifelong Learning in music education.

Petroula Siminou - One of the best experts on this subject based on the ideXlab platform.

Judith D Chapman - One of the best experts on this subject based on the ideXlab platform.

  • Second International Handbook of Lifelong Learning - Second international handbook of Lifelong Learning
    2012
    Co-Authors: David Aspin, Judith D Chapman, Karen Evans, Richard Bagnall
    Abstract:

    Book synopsis: The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “Lifelong Learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of Lifelong Learning initiatives. Lifelong Learning requires a wholly new philosophy of Learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in Lifelong Learning. It is also a concept that is premised on the understanding of a Learning society in which everyone, independent of race, creed or gender, is entitled to quality Learning that is truly excellent.\ud \ud This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in Lifelong Learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if Lifelong Learning is to become a reality for us all

  • Lifelong Learning participation and equity
    2006
    Co-Authors: Judith D Chapman, Patricia Cartwright, Jacqueline E Mcgilp
    Abstract:

    Education and Equity: Perspectives From OECD.- Ethical Issues in Lifelong Learning and Education.- Participation in Learning: Why, What, Where and How do People Learn?.- Attracting New Groups into Learning: Lessons from Research in England.- Together for a Change: A Partnership Approach to Individual and Community Learning.- Lifelong Learning for All: The Challenge to Adults and Communities.- Older Learners and Engagement with the Labour Market.- Overcoming Barriers that Impede Participation in Lifelong Learning.- Men's Learning in Small and Remote Towns in Australia.- The Generation In-Between: The Participation of Generation X in Lifelong Learning.- Youth Transitions to Work and Further Education in Australia.- Schools And Lifelong Learners.- Lifelong Learning: Helping Address Disadvantage Through Community-Based Learning Projects.- Lifelong Learning and the Arts: "The Arts are not the Flowers, But the Roots of Education".- Lifelong Learning, Family Learning and Equity.- An Analysys of Problems, Issues and Trends in the Provision of Liflong Learning: Lessons Learned.

  • Lifelong Learning and Teacher Education
    2003
    Co-Authors: Judith D Chapman, Ron Toomey, Jacqueline Mcgilp, Maureen Walsh, Elizabeth Warren, Janet Gaff
    Abstract:

    In 2001 this project was undertaken by members of the Centre for Lifelong Learning at [the] Australian Catholic University. The authors were concerned to understand the ways in which Lifelong Learning was conceptualised in Australian teacher education. Their investigation sought to determine how teacher educators’ roles and responsibilities might change in response to the policy challenge of making Lifelong Learning a reality for all. The project had three broad goals: to examine the policies, principles and practices that are shaping the roles and responsibilities of teacher educators as they seek to make Lifelong Learning a reality for all; to identify and analyse changed roles and responsibilities for teacher educators resulting from the current emphasis on Lifelong Learning; and to project the implications for Governments, employing authorities, schools and Faculties of Education as they seek to enable teacher educators to make Lifelong Learning a reality. The report presented the case study findings. It outlined examples of ‘good practice’ in the key areas of: curriculum and new conceptions of knowledge; Learning, teaching and information and communication technology; leading and managing; partnerships and pathways; and standard setting, assessment, reporting and evaluation. Data gathered in the course of the project was collated and an analysis conducted to devise an Action Plan for operationalising Lifelong Learning in Australian teacher education. The project was funded by the Department of Education, Training and Youth Affairs under the Evaluation and Investigation Program (EIP).