Page 69 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 69
iews of primary school and kindergarten teacher students about lifelong learning
and on the base of research results, developmental programs should be ap-
plied (Csapó, 2005).
Taking a look at historical aspect of lifelong learning, we can see that
in the initial ideas from the 20th century, lifelong education had the same
meaning, as the concept literally had: an opportunity to the learners to
widen their possibilities for learning in time. In practice, that meant, that
learning activities became more popular and popular in adulthood as well
(European Council, 2000; Németh, 2001). However, the concept of lifelong
learning in today’s sense has only spread from the 1970s on the initiative of
UNESCO. With the development of the concept of lifelong learning, the fo-
cus widened not only on the temporal levels, but on spatial levels of learn-
ing activities too. According to UNESCO’s definition, the modern term of
lifelong learning covers »all learning activity undertaken throughout life,
with the aim of improving knowledge, skills and competences within a
personal, civic, social and/or employment-related perspective« (European
Commission, 2001).
In this modern interpretation of lifelong learning, learning activities
can take place from childhood to older age. However, this concept has been
widened on a spatial level too. This means, that learning activities must be
acknowledged not only from formal ways (e.g., in schools with paper-qual-
ified degrees), but from nonformal (e.g., on conferences, professional dis-
cussion and other formal mediums of learning without degrees) and infor-
mal (e.g., learning through activities, conversations, etc.) ways too (Farkas,
2013).
Lifelong education and lifelong learning in Hungarian education
system
According to the EU 2020 strategical objectives, Hungarian educational
policy aims to provide the opportunity of lifelong learning for individuals
in every stage of life (United Nations, 2015). With developing the content for
the process of lifelong learning, Hungarian educational system picked this
new approach into documents of public education on various levels (Hun-
garian National Core Curriculum, 2012; National Core Programme of Kin-
dergarten Education, 2012; EMMI, 2012; KKK, 2016) (Figure 5).
The basing phase of lifelong learning in Hungarian education is in a
strong connection with school preparatory phase in our public education
(Harangi, 2011). The foundation of this approach can be done in three main
steps in formal education (Figure 5, Figure 6):
69
and on the base of research results, developmental programs should be ap-
plied (Csapó, 2005).
Taking a look at historical aspect of lifelong learning, we can see that
in the initial ideas from the 20th century, lifelong education had the same
meaning, as the concept literally had: an opportunity to the learners to
widen their possibilities for learning in time. In practice, that meant, that
learning activities became more popular and popular in adulthood as well
(European Council, 2000; Németh, 2001). However, the concept of lifelong
learning in today’s sense has only spread from the 1970s on the initiative of
UNESCO. With the development of the concept of lifelong learning, the fo-
cus widened not only on the temporal levels, but on spatial levels of learn-
ing activities too. According to UNESCO’s definition, the modern term of
lifelong learning covers »all learning activity undertaken throughout life,
with the aim of improving knowledge, skills and competences within a
personal, civic, social and/or employment-related perspective« (European
Commission, 2001).
In this modern interpretation of lifelong learning, learning activities
can take place from childhood to older age. However, this concept has been
widened on a spatial level too. This means, that learning activities must be
acknowledged not only from formal ways (e.g., in schools with paper-qual-
ified degrees), but from nonformal (e.g., on conferences, professional dis-
cussion and other formal mediums of learning without degrees) and infor-
mal (e.g., learning through activities, conversations, etc.) ways too (Farkas,
2013).
Lifelong education and lifelong learning in Hungarian education
system
According to the EU 2020 strategical objectives, Hungarian educational
policy aims to provide the opportunity of lifelong learning for individuals
in every stage of life (United Nations, 2015). With developing the content for
the process of lifelong learning, Hungarian educational system picked this
new approach into documents of public education on various levels (Hun-
garian National Core Curriculum, 2012; National Core Programme of Kin-
dergarten Education, 2012; EMMI, 2012; KKK, 2016) (Figure 5).
The basing phase of lifelong learning in Hungarian education is in a
strong connection with school preparatory phase in our public education
(Harangi, 2011). The foundation of this approach can be done in three main
steps in formal education (Figure 5, Figure 6):
69
