Learning how to learn

It is a truism that even the best universities in the world cannot accurately predict the skills that will be needed in the workplace 10 years from now, let alone 100 years, hence the importance of teaching university students how to learn, something also referred to as metacognition.

Lifelong learning refers to holistic learning for life and work. It comprises a number of pillars of learning including: learning to know, learning to do, learning to live together, learning to be, learning to earn, and learning how to learn.

Learning how to learn is what universities in Africa need to teach, for this will ensure that when learners are confronted with unique and complex problems, they have the capability to learn, unlearn and re-learn how to address complex problems, as pointed out by Alvin Toffler in his book Future Shock.

https://www.universityworldnews.com/post.php?story=20200902105901846

Professionals as Lifelong Learners

Oxford tells us what many of us already know:

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up to date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented. While it is evident that professionals need to continue their learning, the content areas as well as learning options are continuously being reviewed by accrediting organizations. Various ways of obtaining continuing education credits are presented as well as trends in training modalities.

https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780197506707.001.0001/oxfordhb-9780197506707-e-18

Lifelong Learning: It’s Just Not for the “Mature”

Lifelong Learning is NOT just for the young.

“In academia, we often apply the term “lifelong learner” to mature or non-traditional students, but all students should reframe their higher education experience to include explorative, self-directed and self-initiated learning in order to satisfy their interests and remain engaged with learning.

Lifelong learning is self-initiated and self-directed education focused on personal development and fulfillment. Lifelong learning can be formal or informal and occurs within and outside of educational institutions. Lifelong learning happens on a daily basis, through formal education, socialization, trial and error, and/or self-initiated study, and is based on our natural interests, curiosity and personal motivations. The desire to learn must come from ourselves, not someone else. Lifelong learning is ongoing, occurring throughout one’s lifetime.”

Student Growth and Lifelong Learning: It’s Just Not for the “Mature”

Covid As Catalyst For Lifelong E-Learning

Over a very short period of time, Covid-19 has helped business and education to replace and complement physical face-to-face channels by digital and online ones. This radical change also opened the way for more and better lifelong learning—via e-learning platforms.

Once again, Lifelong Learning is the silver lining in the COVID clouds…

https://www.forbes.com/sites/jeroenkraaijenbrink/2020/09/04/using-covid-19-as-catalyst-for-lifelong-e-learning/#785a2f027e42

OLLI is new opportunity for retired teachers

You would think that by the time teachers retire the last thing they’d want to think about is classes. And yet teachers flock to the Osher Lifelong Learning Institute at Granite State College both as members and as presenters. For some it’s an immediate transition – they couldn’t wait to get in. For others, after a period of rest and relaxation, they find they miss the classroom and find OLLI provides all or most of the good things with few of the pressures.

https://www.concordmonitor.com/teachers-flock-to-OLLI-34918435

Educational Shift

Work is changing and lifelong learning is becoming a requirement. In response, educational systems around the world will have to shift both what they teach and how they’re financed.

Work is changing and lifelong learning is becoming a requirement. In response, educational systems around the world will…

Posted by Quartz on Monday, March 2, 2020

Credentialing for Lifelong Learning?

In the United States, only about 45% of college students graduate with a full degree in four years. That leaves 55% who intended to get a degree but, at the end of a typical college term, do not have one.

The number of people holding a partial degree that grants them little in the eyes of employers is overwhelming. What’s more, by and large, we aren’t effectively enabling learners in our organizations. Every day, the skills gap grows wider and deeper. How can we reverse this trend?

The good news: Within reach is the change I believe can accelerate us into a lifelong learning model. It starts by credentialing every semester of college.

According to Forbes, it is within reach: https://www.forbes.com/sites/forbeshumanresourcescouncil/2020/07/03/a-path-to-lifelong-learning-credentialing-every-semester-of-higher-education/#1a6df24e5ae1