Page 68 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 68
r aziskovanje v vzgoji in izobr aževanju
plied the method of grounded theory (Mitev, 2012; Strauss and Glaser, 1967).
With the help of this method, I separated five dimensions, which were: af-
fective dimension, dimension of age, social area, developing, and structure.
Based on the answers, it is clear that the interviewees have definite
visions about the concept, but mostly, these views are blurred among the
existing theories of „lifelong education” and modern „lifelong learning”
concepts. Thus, there are statements that identify the concept of LLL with
learning in adulthood learning and training institutions – interestingly,
there are a lot respondents referring to this approach in the subsample of
pre-service kindergarten teachers. But we can also read a number of texts
that emphasize LLL already in early childhood. These text include special
attention to the development of this approach, and we can also see that the
understanding of „learning” is more widespread in these texts (e.g., in play-
ful activities and spontaneous forms).
The concepts of lifelong education and lifelong learning
in the new paradigm
At the turn of the millennium, it became clear, that the huge changes, in-
duced by globalization, cause many issues in the area of education as well.
With realizing the new needs in learning forms, the concepts of lifelong
education and lifelong learning was born (Delors, 1996). After some revo-
lutions in the communication, logistics, and ICT tools, new opportunities
have been born to gain information and professional knowledge. At this
time, life has accelerated on almost every area, but education was still not
capable of keeping up with the pace in many countries of the world. Tradi-
tional solution failed in public education, because of the rapid changes in
the economy, the labour market and the educational challenges as well. The
concept of lifelong learning offered a good solution to the arisen problem
that renounced teaching declarative knowledge only. This new approach
creates the opportunity to the learners to get prepared to acquire flexible
knowledge contents and skills for future challenges (Delors, 1996; Majzi-
kné, 1997; European Commission, 1997; Németh, 2015; Farkas, 2013).
Keeping up with the pace, in the age of „knowledge-based societies”,
science has even bigger role in developmental processes worldwide. In or-
der to improve our educational system, not only primary and second-
ary schools needs to be examined and improved, but teachers personally,
teacher training institutes, and every other influencing factors and envi-
ronments of individual’s lifelong learning process needs to be examined
68
plied the method of grounded theory (Mitev, 2012; Strauss and Glaser, 1967).
With the help of this method, I separated five dimensions, which were: af-
fective dimension, dimension of age, social area, developing, and structure.
Based on the answers, it is clear that the interviewees have definite
visions about the concept, but mostly, these views are blurred among the
existing theories of „lifelong education” and modern „lifelong learning”
concepts. Thus, there are statements that identify the concept of LLL with
learning in adulthood learning and training institutions – interestingly,
there are a lot respondents referring to this approach in the subsample of
pre-service kindergarten teachers. But we can also read a number of texts
that emphasize LLL already in early childhood. These text include special
attention to the development of this approach, and we can also see that the
understanding of „learning” is more widespread in these texts (e.g., in play-
ful activities and spontaneous forms).
The concepts of lifelong education and lifelong learning
in the new paradigm
At the turn of the millennium, it became clear, that the huge changes, in-
duced by globalization, cause many issues in the area of education as well.
With realizing the new needs in learning forms, the concepts of lifelong
education and lifelong learning was born (Delors, 1996). After some revo-
lutions in the communication, logistics, and ICT tools, new opportunities
have been born to gain information and professional knowledge. At this
time, life has accelerated on almost every area, but education was still not
capable of keeping up with the pace in many countries of the world. Tradi-
tional solution failed in public education, because of the rapid changes in
the economy, the labour market and the educational challenges as well. The
concept of lifelong learning offered a good solution to the arisen problem
that renounced teaching declarative knowledge only. This new approach
creates the opportunity to the learners to get prepared to acquire flexible
knowledge contents and skills for future challenges (Delors, 1996; Majzi-
kné, 1997; European Commission, 1997; Németh, 2015; Farkas, 2013).
Keeping up with the pace, in the age of „knowledge-based societies”,
science has even bigger role in developmental processes worldwide. In or-
der to improve our educational system, not only primary and second-
ary schools needs to be examined and improved, but teachers personally,
teacher training institutes, and every other influencing factors and envi-
ronments of individual’s lifelong learning process needs to be examined
68
