Development of a Global Lifelong Learning Index for Future Education

Science.gov (United States)

Kim, JuSeuk

2016-01-01

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a…

Stuttering Severity and Educational Attainment

Science.gov (United States)

O'Brian, Sue; Jones, Mark; Packman, Ann; Menzies, Ross; Onslow, Mark

2011-01-01

Purpose: This study investigated the relationship between self-reported stuttering severity ratings and educational attainment. Method: Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering…

The Lifelong Learning as a Modern Educational Paradigm [In Bulgarian

Directory of Open Access Journals (Sweden)

C. Katansky

2008-06-01

Full Text Available Lifelong learning, life-wide learning, continuing education, vocational education, professional education of adults, formal education, informal education, permanent education, etc. – the author of the present article seeks the relationships between these widely used terms and traces through the history of their introduction in the modern educational theory and practice.

Media and information literacy is lifelong education component

OpenAIRE

Gudilina Svetlana

2016-01-01

Mass communications play an important role in lifelong education. Therefore there is a need for formation of media and information literacy at students. The article also describes the features of the European approach to media and information literacy. The necessity of introduction of integrated media education in formal education for the development of metasubject skills needed for further learning and professional training throughout life. The following priority tasks of media education whi...

Postsecondary Educational Attainment among Whites and Blacks.

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Wolfle, Lee M.

Interracial differences in the educational attainment process between whites and blacks were examined, using Joreskog and Sorbom's (1981) general method for the analysis of covariance structures. The basic model of educational attainment considers education to be a function of father's occupational status and education, mother's education,…

Lifelong Professional Education in the Russian Federation: Personal Aspect

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Ibatova, Aygul Z.; Ippolitova, Natalia V.; Mukhametgaliyeva, Safia Kh.; Rodionova, Anna E.; Yagafarova, Khafiza N.; Ikonnikova, Ludmila N.

2016-01-01

The article analyzes the problem of realization of the postulate of "lifelong education" in the field of professional education in Russia, and reveals its importance for the development of personality of a future specialist. A brief overview and the results of the implementation of this principle in the process of professional training…

Polygenic Influence on Educational Attainment

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Benjamin W. Domingue

2015-08-01

Full Text Available Recent studies have begun to uncover the genetic architecture of educational attainment. We build on this work using genome-wide data from siblings in the National Longitudinal Study of Adolescent to Adult Health (Add Health. We measure the genetic predisposition of siblings to educational attainment using polygenic scores. We then test how polygenic scores are related to social environments and educational outcomes. In Add Health, genetic predisposition to educational attainment is patterned across the social environment. Participants with higher polygenic scores were more likely to grow up in socially advantaged families. Even so, the previously published genetic associations appear to be causal. Among pairs of siblings, the sibling with the higher polygenic score typically went on to complete more years of schooling as compared to their lower-scored co-sibling. We found subtle differences between sibling fixed-effect estimates of the genetic effect versus those based on unrelated individuals.

Some Trends and Reforms in the Educational Policy of Norway in the Light of the Concept of Life-Long Education.

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Udjus, Ingelise

An emphasis on planned and completed educational reforms in Norway which reflect the attitude that education is a lifelong process is presented in this document. A study is made of some of the trends in the development of the formal school system which have been influenced by the concept of life-long education. This study includes primary,…

Indigenous Educational Attainment in Canada

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Catherine E. Gordon

2014-06-01

Full Text Available In this article, the educational attainment of Indigenous peoples of working age (25 to 64 years in Canada is examined. This diverse population has typically had lower educational levels than the general population in Canada. Results indicate that, while on the positive side there are a greater number of highly educated Indigenous peoples, there is also a continuing gap between Indigenous and non-Indigenous peoples. Data also indicate that the proportion with less than high school education declined, which corresponds with a rise of those with a PSE; the reverse was true in 1996. Despite these gains, however, the large and increasing absolute numbers of those without a high school education is alarming. There are intra-Indigenous differences: First Nations with Indian Status and the Inuit are not doing as well as non-Status and Métis peoples. Comparisons between the Indigenous and non-Indigenous populations reveal that the documented gap in post-secondary educational attainment is at best stagnant. Out of the data analysis, and based on the history of educational policy, we comment on the current reform proposed by the Government of Canada, announced in February of 2014, and propose several policy recommendations to move educational attainment forward.

Sibship Size and Educational Attainment

DEFF Research Database (Denmark)

Jæger, Mads Meier

2009-01-01

have a negative effect on educational attainment most studies cannot distinguish empirically between the CM and the RDH. In this paper I use the different theoretical predictions in the CM and RDH on the role of cognitive ability as a partial or complete mediator of the effect of sibship size......Studies on family background often explain the negative effect of sibship size on educational attainment by one of two theories: the Confluence Model (CM) or the Resource Dilution Hypothesis (RDH). However, as both theories - for substantively different reasons - predict that sibship size should...... to distinguish the two theories and to identify a unique RDH effect on educational attainment. Using sibling data from the Wisconsin Longitudinal Study (WLS) and a random effect Instrumental Variable model I find that, in addition to a negative effect on cognitive ability, sibship size also has a strong negative...

E-LEARNING AND LIFELONG LEARNING

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George S. MOUZAKITIS

2011-01-01

Full Text Available It is supported that the object of education is to provide results. Hence, it is of crucial importance to economic development globally. In our era, globalization is a highly disputable event with strong persuasive arguments and equally solid disagreements. The impact of globalization in our everyday activities has been increased. In parallel, technological developments have contributed considerably to dramatic changes in economic, social and educational sectors. Globalization trends and technological developments demand from enterprises and educational organizations innovative ways of business practices and educational delivery in order to cope with the real market demands. Educational planners and policy makers have been trying to design new curricula in an attempt to adequately prepare the workforce to meet the current market requirements. Yet, the anticipated results have not been attained mainly because traditional educational systems proved to be inadequate to link the supply of knowledge and skills with the contemporary needs. This paper will connect e-learning educational/training courses delivery with lifelong learning (LLL. It will further analyze certain factors from the professional and educational point of view and provide recommendations on how to accelerate the implementation of LLL supported by e-learning.

Inequality and Educational Attainment: Evidence from Massachusetts

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Papay, John P.; Murnane, Richard J.; Willett, John B.

2013-01-01

In the past thirty years educational attainments in the United States have stagnated, particularly for low-income Americans. As a result, income-related gaps in educational attainments have grown. These gaps are important because education has historically been the key mechanism for intergenerational socio-economic mobility in the U.S. While the…

Does Sibship Size Affect Educational Attainment?

DEFF Research Database (Denmark)

Jæger, Mads Meier

This paper implements a test of the Resource Dilution Hypothesis (RDH) stating that sibship size has a negative causal effect on educational attainment. Most existing studies using conventional methods support the RDH. This paper implements an Instrumental Variable (IV) approach to testing...... the claim of a negative causal relationship between sibship size and educational attainment. Analyzing data from the Wisconsin Longitudinal Study, the empirical analysis demonstrates, first, that conventional OLS regression estimates sibship size to have a negative effect on educational attainment equal...... to about one-tenth of a year of schooling per sibling. Second, when applying the IV method to account for potential endogeneity, the negative effect of sibship size increases substantially to about one-third of a year of schooling per sibling....

Life-Long Education in the Peruvian Revolution: Meaning, Realizations and Perspectives.

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Pando Pacheco, Edgardo

Lifelong education is one of the leading principles of Peru's Educational Reform, part of the general post-revolutionary transformation of Peruvian society. The idea that state obligation to the child begins with the school age has been done away with. The three levels of Peruvian education are divided into modalities to allow for special…

Educational attainment, perceived control and the quality of women's diets.

Science.gov (United States)

Barker, Mary; Lawrence, Wendy; Crozier, Sarah; Robinson, Siân; Baird, Janis; Margetts, Barrie; Cooper, Cyrus

2009-06-01

Data from the Southampton Women's Survey have established that women of lower educational attainment have poorer quality diets than those of higher educational attainment. This relationship is strong and graded such that for every increase in level of educational qualification, there is an increase in the likelihood that a woman will have a better quality diet. It is not wholly explained by socio-economic status. Qualitative research carried out in Southampton suggests that women of lower educational attainment may have a poorer diet because they feel they lack control over the food choices they make for themselves and their families. We set out to investigate the relationship between educational attainment, perceived control and quality of diet in a sample of women from Southampton. Cross-sectional study using structured interviews in which women's diet, educational attainment and perceived control were assessed. 19 Children's Centres and baby clinics in Southampton, UK. 372 women, median age 28 years. Quality of diet assessed by prudent diet score produced from principal components analysis of 20-item food frequency questionnaire, and perceived control assessed by a validated questionnaire. Women of lower educational attainment tended to have lower prudent diet scores and lower perceived control scores than women of higher educational attainment. Having a lower prudent diet score was associated with consuming fewer vegetables and vegetable dishes, less wholemeal bread and vegetarian food, and more chips and roast potatoes, meat pies, Yorkshire puddings and pancakes, crisps and snacks, white bread and added sugar. In a regression model both lower educational attainment and lower perceived control were associated with lower prudent diet scores, independent of the effects of confounding factors. However there was an interaction effect such that lower perceived control was only related to prudent diet score in the group of women of lower educational attainment. Women

Groundwater arsenic and education attainment in Bangladesh.

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Murray, Michael P; Sharmin, Raisa

2015-10-26

Thousands of groundwater tube wells serving millions of Bangladeshis are arsenic contaminated. This study investigates the effect of these wells on the education attainment and school attendance of youths who rely on those wells for drinking water. The analysis combines data from the 2006 Bangladesh Multiple Indicator Cluster Survey (2006 MICS) and the National Hydrochemical Survey (NHS) of Bangladeshi tube wells' contamination conducted between 1998 and 2000. The study uses multiple regression analysis to estimate the differences in education attainment and school attendance among the following: (i) youths who live where tube wells are safe, (ii) youths who live where tube wells are unsafe but who report drinking from an arsenic-free source, and (iii) youths who live where tube wells are unsafe but who do not report drinking from an arsenic-free source. Controlling for other determinants of education attainment and school attendance, young Bangladeshi males who live where tube wells are unsafe (by Bangladeshis standards) but who report drinking from arsenic-free sources are found to have the same education attainment (among 19- to 21-year-olds) and school attendance (among 6- to 10-year-olds), on average, as corresponding young Bangladeshi males who live where wells are safe. But young Bangladeshi males who live where tube wells are unsafe and who do not report drinking from an arsenic-free source attain, on average, a half-year less education (among 19- to 21-year-olds) and attend school, on average, five to seven fewer days a year (among 6- to 10-year-olds) than do other Bagladeshi males of those ages. The estimated effects for females are of the same sign but much smaller in magnitude. Bangladeshi public health measures to shift drinking from unsafe to safe wells not only advance good health but also increase males' education attainment.

Teaching Ethics beyond the Academy: Educational Tourism, Lifelong Learning and Phronesis

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Pitman, Tim; Broomhall, Susan; Majocha, Elzbieta

2011-01-01

Universities traditionally construct ethical, as well as educational goals in their mission, which they attempt to promote not only through their graduates, but sometimes directly to the wider community. This study explores how targeting lifelong learners through the medium of educational tourism might be one such way in which universities can…

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

Media and information literacy is lifelong education component

Directory of Open Access Journals (Sweden)

Gudilina Svetlana

2016-01-01

Full Text Available Mass communications play an important role in lifelong education. Therefore there is a need for formation of media and information literacy at students. The article also describes the features of the European approach to media and information literacy. The necessity of introduction of integrated media education in formal education for the development of metasubject skills needed for further learning and professional training throughout life. The following priority tasks of media education which are identified through experimental research are under discussion: formation of critical thinking, development of information security skills, ethics, etiquette, morality and responsibility. To implement an integrated media education, the strategic actions are: inclusion of the concept of “media education” or “media and information literacy” in the regulations for the formal education, a need to create media education environment as a part of education environment of education institutions, including media education training of students in activity of pedagogical institutions.

Lifelong Education of Teachers: The Gap between Reality and Awareness

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Đula Borozan

2010-07-01

Full Text Available By providing the acquisition of knowledge and skills matching the demands of the modern times, education has a major impact on the development of economy and society in general. However, in order to have such significance, education has to constantly and consistently improve its quality. Teachers have a key role in this process and accordingly have to look after their professional development. The basic aim of this paper was to research the attitudes of teachers in the Brčko District in Bosnia and Herzegovina about lifelong education, their willingness and involvement in different types of lifelong education, and the satisfaction with their profession. The field research was conducted by surveying 101 elementary school teachers in the Brčko District in 2009. In some ways, the results of this piece of research were consistent with the results of the research conducted in developed countries, and in other ways, they were not. The results are consistent when it comes to the levels of satisfaction with working in their profession. However, there are some differences when it comes to the question of evaluating the level of one’s knowledge and educational skills, as well as the knowledge and educational skills of fellow teachers, and also when it comes to the question of participating in different types of professional development. Unlike most of the teachers surveyed in developed countries, the majority of teachers in the Brčko District are very satisfied with their knowledge and skills, with how they are equipped with the literature for both personal and professional development, and they do not identify the way the schools are equipped with literature as a problem. Even though most of the teachers are aware of the importance of lifelong education in their own professional development and the development of society in general, they rarely take part in different types of organized professional advancement opportunities and many of them do not

Can We Meet the Sustainability Challenges? The Role of Education and Lifelong Learning

Science.gov (United States)

Wals, Arjen E. J.; Benavot, Aaron

2017-01-01

Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the 2016 Global Education Monitoring Report,…

Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited

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Byun, Soo-yong; Meece, Judith L.; Irvin, Matthew J.

2013-01-01

Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth's college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the likelihood of bachelor's degree attainment. Yet results confirmed that rural students lagged behind nonrural students in attaining a bachelor's degree largely due to their lower socioeconomic background. The findings present a more comprehensive picture of the complexity of geographic residence in shaping college enrollment and degree attainment. PMID:24285873

Can we meet the sustainability challenges? The role of education and lifelong learning

NARCIS (Netherlands)

Wals, Arjen E.J.; Benavot, Aaron

2017-01-01

Education and lifelong learning are increasingly being mobilised to address the global environmental crisis and accompanying sustainability challenges. This article discusses the many roles of education about and for sustainable development, drawing on evidence and arguments put forward in the

Preschool education as a determinant of educational attainment: An analysis of Serbia

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Vuksanović Nemanja

2017-01-01

Full Text Available The subject of this paper is preschool education as a determinant of students’ educational attainment in Serbia and factors that influence whether a Serbian child is included in preschool programmes. This paper aims 1 to assess how attendance of preschool programmes in Serbia affects a student’s educational attainment in terms of mathematical, reading, and scientific literacy; 2 to explore how preschool education differs for students who occupy different positions in the distribution of educational attainment; and 3 to examine the determinants of a child in Serbia receiving preschool education. The analysis is based on data from PISA2012 testing. In order to assess the significance and nature of the effect of preschool education on educational attainment in terms of mathematical, reading, and scientific literacy we use unconditional quantile regression. To analyse factors that affect whether a child is included in the preschool programme we apply probit regression. Unconditional quantile regression results suggest that the sign and intensity of the effect of preschool education for more than a year are positive and increasing. The results of the probit regression show that socio-economic family background and parental status in the labour market are the factors that determine whether the student will attend preschool education for more than a year. The results indicate that the educational system in Serbia reproduces poverty and social exclusion.

An "education for life" requirement to promote lifelong learning in an internal medicine residency program.

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Panda, Mukta; Desbiens, Norman A

2010-12-01

Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning ("Education for Life" requirement), and to compare the modalities residents intended to use with their reported educational activities. Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive.

Educational Attainment in the United States: 2003. Population Characteristics

Science.gov (United States)

Stoops, Nicole

2004-01-01

The population in the United States is becoming more educated, but significant differences in educational attainment remain with regard to age, sex, race, and origin. Nevertheless, the educational attainment of young adults (25 to 29 years), which provides a glimpse of our country's future, indicates dramatic improvement by groups who have…

Lifelong Education and Community Learning: Three Case Studies in India. UIE Monographs, 7.

Science.gov (United States)

Patel, V; Shukla, N. N.

Three case studies of educational practices in India illustrate that lifelong learning (1) is not confined to childhood; (2) encompasses a large number of sources outside formal education; and (3) can lead to improvement of everday life. These three educational activities, all at semi-rural institutions, and directed toward improving aborigines'…

Constraints on food choices of women in the UK with lower educational attainment

DEFF Research Database (Denmark)

Barker, M.; Lawrence, W. T.; Skinner, T. C.

2008-01-01

Objective: Women of lower educational attainment have less balanced and varied diets than women of higher educational attainment. The diets of women are vital to the long-term health of their offspring. The present study aimed to identify factors that influence the food choices of women with lower...... educational attainment and how women could be helped to improve those choices. Design: We conducted eight focus group discussions with women of lower educational attainment to identify these factors. We contrasted the results of these discussions with those from three focus group discussions with women...... of higher educational attainment. Setting: Southampton, UK. Subjects: Forty-two white Caucasian women of lower educational attainment and fourteen of higher educational attainment aged 18 to 44 years. Results: The dominant theme in discussions with women of lower educational attainment was their sense...

Why women of lower educational attainment struggle to make healthier food choices

DEFF Research Database (Denmark)

Lawrence, Wendy; Skinner, Chas; Haslam, Cheryl

2009-01-01

Women of lower educational attainment are more likely to eat unhealthy diets than women of higher educational attainment. To identify influences on the food choices of women with lower educational attainment, 11 focus groups (eight with women of lower, and three with women of higher educational...... attainment) were held. Using a semi-structured discussion guide, environmental, social, historical and psychological factors known to be associated with food choice were explored. Audio recordings were transcribed verbatim and thematically analysed. Compared to women of higher educational attainment, women...... of lower educational attainment had less control over their families' food choices, less support for attempts to eat healthily, fewer opportunities to observe and learn good food-related practices, more negative affect, more perceived environmental constraints and more ambiguous beliefs about...

Lifelong Learning: Concept, Policy, Instruments and Implementation

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Metin TOPRAK

2012-01-01

Full Text Available European Union has started an education & training initiative under the umbrella of lifelong learning to achieve the 2020 Agenda targets. Th is initiative has nearly half of a century time horizon, and all designed policies and measures have been consolidated under this initiative. Turkish Education authorities have been monitoring this European eff ort closely and made important legal and institutional regulations in recent couple of years. Th is study examines the primary aspects of lifelong learning in detail: conceptual and philosophical background; recognition strategies; the place of formal, non-formal and informal learning in the lifelong learning approach; financing and measurement ways of lifelong learning; and variety of perspectives of international institutions. In addition, education and training strategy of the Europe’s 2020 vision of lifelong learning is also evaluated in detail. Th e human resources vision of the Europe considers education, occupation and economic activities together to allow authorities to plan the future of the European societies. Th e updating mechanisms of this approach are designed both domestically at national and internationally at European levels. It is concluded, in this study, that the lifelong learning policy and implementation of the Europe should be taken as benchmark.

Mapping local variation in educational attainment across Africa

Science.gov (United States)

Graetz, Nicholas; Friedman, Joseph; Osgood-Zimmerman, Aaron; Burstein, Roy; Biehl, Molly H.; Shields, Chloe; Mosser, Jonathan F.; Casey, Daniel C.; Deshpande, Aniruddha; Earl, Lucas; Reiner, Robert C.; Ray, Sarah E.; Fullman, Nancy; Levine, Aubrey J.; Stubbs, Rebecca W.; Mayala, Benjamin K.; Longbottom, Joshua; Browne, Annie J.; Bhatt, Samir; Weiss, Daniel J.; Gething, Peter W.; Mokdad, Ali H.; Lim, Stephen S.; Murray, Christopher J. L.; Gakidou, Emmanuela; Hay, Simon I.

2018-03-01

Educational attainment for women of reproductive age is linked to reduced child and maternal mortality, lower fertility and improved reproductive health. Comparable analyses of attainment exist only at the national level, potentially obscuring patterns in subnational inequality. Evidence suggests that wide disparities between urban and rural populations exist, raising questions about where the majority of progress towards the education targets of the Sustainable Development Goals is occurring in African countries. Here we explore within-country inequalities by predicting years of schooling across five by five kilometre grids, generating estimates of average educational attainment by age and sex at subnational levels. Despite marked progress in attainment from 2000 to 2015 across Africa, substantial differences persist between locations and sexes. These differences have widened in many countries, particularly across the Sahel. These high-resolution, comparable estimates improve the ability of decision-makers to plan the precisely targeted interventions that will be necessary to deliver progress during the era of the Sustainable Development Goals.

Educational attainment and obesity: A systematic review

Science.gov (United States)

Cohen, Alison K.; Rai, Manisha; Rehkopf, David H.; Abrams, Barbara

2013-01-01

Background Although previous systematic reviews considered the relationship between socioeconomic status and obesity, almost 200 peer-reviewed articles have been published since the last review on that topic, and this paper focuses specifically on education, which has different implications. Methods The authors systematically review the peer-reviewed literature from around the world considering the association between educational attainment and obesity. Databases from public health and medicine, education, psychology, economics, and other social sciences were searched, and articles published in English, French, Portuguese, and Spanish were included. Results This paper includes 289 articles that report on 410 populations in 91 countries. The relationship between educational attainment and obesity was modified by both gender and the country's economic development level: an inverse association was more common in studies of higher-income countries and a positive association was more common in lower-income countries, with stronger social patterning among women. Relatively few studies reported on lower-income countries, controlled for a comprehensive set of potential confounding variables, and/or attempted to assess causality through the use of quasi-experimental designs. Conclusions Future research should address these gaps to understand if the relationship between educational attainment and obesity may be causal, thus supporting education policy as a tool for obesity prevention. PMID:23889851

Lifelong learning and special libraries

OpenAIRE

Marjeta Oven; Vlasta Zabukovec

2005-01-01

Lifelong learning is becoming an important part in the development of modern society.In the lifelong learning society endeavours are being made for the education of all individuals regardless of their social and/or economic background. Lifelong learning should,therefore, be regarded as a permanent activity and as such, a significant element of socialization, inspired by common values. It represents a dynamic interaction with cultural, working and social environment. In this respect, the role ...

Age at Immigration and Educational Attainment of Young Immigrants

NARCIS (Netherlands)

van Ours, J.C.; Veenman, J.M.C.

2005-01-01

For immigrants who arrive in a country at a young age it is easier to assimilate than for teenagers.This paper investigates up to what immigration age the educational attainment of young immigrants in the Netherlands is similar to the educational attainment of secondgeneration immigrants, who were

Lifelong learning policy in two national contexts

DEFF Research Database (Denmark)

Rasmussen, Palle

2014-01-01

of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively......This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies...... have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries...

DNA methylation signatures of educational attainment

Science.gov (United States)

van Dongen, Jenny; Bonder, Marc Jan; Dekkers, Koen F.; Nivard, Michel G.; van Iterson, Maarten; Willemsen, Gonneke; Beekman, Marian; van der Spek, Ashley; van Meurs, Joyce B. J.; Franke, Lude; Heijmans, Bastiaan T.; van Duijn, Cornelia M.; Slagboom, P. Eline; Boomsma, Dorret I.; BIOS consortium

2018-03-01

Educational attainment is a key behavioural measure in studies of cognitive and physical health, and socioeconomic status. We measured DNA methylation at 410,746 CpGs (N = 4152) and identified 58 CpGs associated with educational attainment at loci characterized by pleiotropic functions shared with neuronal, immune and developmental processes. Associations overlapped with those for smoking behaviour, but remained after accounting for smoking at many CpGs: Effect sizes were on average 28% smaller and genome-wide significant at 11 CpGs after adjusting for smoking and were 62% smaller in never smokers. We examined sources and biological implications of education-related methylation differences, demonstrating correlations with maternal prenatal folate, smoking and air pollution signatures, and associations with gene expression in cis, dynamic methylation in foetal brain, and correlations between blood and brain. Our findings show that the methylome of lower-educated people resembles that of smokers beyond effects of their own smoking behaviour and shows traces of various other exposures.

Educational attainment and obesity: a systematic review.

Science.gov (United States)

Cohen, A K; Rai, M; Rehkopf, D H; Abrams, B

2013-12-01

Although previous systematic reviews considered the relationship between socioeconomic status and obesity, almost 200 peer-reviewed articles have been published since the last review on that topic, and this paper focuses specifically on education, which has different implications. The authors systematically review the peer-reviewed literature from around the world considering the association between educational attainment and obesity. Databases from public health and medicine, education, psychology, economics, and other social sciences were searched, and articles published in English, French, Portuguese and Spanish were included. This paper includes 289 articles that report on 410 populations in 91 countries. The relationship between educational attainment and obesity was modified by both gender and the country's economic development level: an inverse association was more common in studies of higher-income countries and a positive association was more common in lower-income countries, with stronger social patterning among women. Relatively few studies reported on lower-income countries, controlled for a comprehensive set of potential confounding variables and/or attempted to assess causality through the use of quasi-experimental designs. Future research should address these gaps to understand if the relationship between educational attainment and obesity may be causal, thus supporting education policy as a tool for obesity prevention. © 2013 The Authors. obesity reviews © 2013 International Association for the Study of Obesity.

Why Online Education Will Attain Full Scale

Science.gov (United States)

Sener, John

2010-01-01

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in…

The Meaning of Life-long Education for Contemporal' Industrial Production

Directory of Open Access Journals (Sweden)

Janez Tušek

2001-12-01

Full Text Available The article shows the significance of and the need for permanent education of the people employed in industry who want to update production, implement novelties, monitor competition, and constantly increase productivity. Besides general needs and principles of life-long education there are some basic and general needs of education for modern industrial production. There is a special emphasis on education for overall quality, the significance of standardisation, protection of the environment, job satisfaction, safety at work, and dealing with customers. One chapter is dedicated to training for development and improvement of products, patent protection of new products, learning from competition, use of internet and other sources. At the end there are some cases of successful education in Slovenian industry.

Lifelong learning strategies in nursing: A systematic review.

Science.gov (United States)

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

The Relationship of Educational Attainment with Pulmonary Emphysema and Airway Wall Thickness.

Science.gov (United States)

Gjerdevik, Miriam; Grydeland, Thomas B; Washko, George R; Coxson, Harvey O; Silverman, Edwin K; Gulsvik, Amund; Bakke, Per S

2015-06-01

Low educational attainment is a risk factor of chronic obstructive pulmonary disease (COPD). There is limited knowledge on the relationship between educational level and computed tomography measures of emphysema and airway wall thickness (AWT). We hypothesized that low educational attainment is associated with increased emphysema and AWT in ever-smokers with and without COPD. We included 462 and 485 ever-smokers with and without COPD in a cross-sectional study, aged 40-86 years. The sample was divided into groups reflecting educational attainment: primary, secondary, and university. We performed linear regression to examine associations between educational attainment and both emphysema and AWT separately for those with and without COPD. We adjusted for sex, age, smoking status, age of onset of smoking, pack-years, height, and body mass index. Compared with university education, in subjects with COPD, primary education was associated with a 68.1% (95% confidence interval = 14.2-147.6%; P = 0.01) relative increase in emphysema and secondary education was associated with a 50.6% (95% confidence interval = 5.7-114.6%; P = 0.02) relative increase. There was a nonsignificant trend toward an association between lower educational attainment and increased emphysema among those without COPD (P = 0.18), yet greater age appeared to modify this association (P = 0.01). We did not detect significant linear relationships between educational attainment and AWT in subjects with or without COPD. Lower educational attainment was associated with increased emphysema among adults with COPD. Among those without COPD, this association was more pronounced with increasing age. No significant linear relationship between educational attainment and AWT was found. Clinicians treating adults with emphysema should keep in mind that factors related to low education beyond that of smoking and occupational dust exposure might be of importance to the disease.

Religious Background and Educational Attainment: The Effects of Buddhism, Islam, and Judaism

Science.gov (United States)

Sander, William

2010-01-01

The effects of Buddhism, Islam, and Judaism on educational attainment in the United States are examined. OLS estimates of educational attainment and Probit estimates of college attainment are undertaken. It is shown that Islam and Judaism have similar positive effects on attainment relative to Protestants and Catholics. The effect of Buddhism is…

Attractiveness Compensates for Low Status Background in the Prediction of Educational Attainment.

Science.gov (United States)

Bauldry, Shawn; Shanahan, Michael J; Russo, Rosemary; Roberts, Brent W; Damian, Rodica

2016-01-01

People who are perceived as good looking or as having a pleasant personality enjoy many advantages, including higher educational attainment. This study examines (1) whether associations between physical/personality attractiveness and educational attainment vary by parental socioeconomic resources and (2) whether parental socioeconomic resources predict these forms of attractiveness. Based on the theory of resource substitution with structural amplification, we hypothesized that both types of attractiveness would have a stronger association with educational attainment for people from disadvantaged backgrounds (resource substitution), but also that people from disadvantaged backgrounds would be less likely to be perceived as attractive (amplification). This study draws on data from the National Longitudinal Study of Adolescent to Adult Health-including repeated interviewer ratings of respondents' attractiveness-and trait-state structural equation models to examine the moderation (substitution) and mediation (amplification) of physical and personality attractiveness in the link between parental socioeconomic resources and educational attainment. Both perceived personality and physical attractiveness have stronger associations with educational attainment for people from families with lower levels of parental education (substitution). Further, parental education and income are associated with both dimensions of perceived attractiveness, and personality attractiveness is positively associated with educational attainment (amplification). Results do not differ by sex and race/ethnicity. Further, associations between perceived attractiveness and educational attainment remain after accounting for unmeasured family-level confounders using a sibling fixed-effects model. Perceived attractiveness, particularly personality attractiveness, is a more important psychosocial resource for educational attainment for people from disadvantaged backgrounds than for people from advantaged

Lifelong Learning

DEFF Research Database (Denmark)

Krogh, Lone; Jensen, Annie Aarup

2010-01-01

Master education for adults has become a strategy for Lifelong Learning among many well-educated people in Denmark. This type of master education is part of the ‘parallel education system' in Denmark. As one of the first Danish universities who offered this type of Master education, Aalborg...... the intended as well as the unintended effects (personal and professional) of the master education. The data have been gathered among graduates from a specific master education, Master in Learning Processes, and the paper will draw on results from a quantitative survey based on a questionnaire answered by 120...

Genome-wide association study identifies 74 loci associated with educational attainment

DEFF Research Database (Denmark)

Okbay, Aysu; P. Beauchamp, Jonathan; Alan Fontana, Mark

2016-01-01

-nucleotide polymorphisms associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural......Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals1. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends...... development. Our findings demonstrate that, even for a behavioural phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because educational attainment is measured in large numbers of individuals...

Lifelong learning and special libraries

Directory of Open Access Journals (Sweden)

Marjeta Oven

2005-01-01

Full Text Available Lifelong learning is becoming an important part in the development of modern society.In the lifelong learning society endeavours are being made for the education of all individuals regardless of their social and/or economic background. Lifelong learning should,therefore, be regarded as a permanent activity and as such, a significant element of socialization, inspired by common values. It represents a dynamic interaction with cultural, working and social environment. In this respect, the role of motivation should be specifically emphasized, as it can explain the causes for human behaviour.

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

Science.gov (United States)

Ryberg, Renee; Bauldry, Shawn; Schultz, Michael A.; Steinhoff, Annekatrin; Shanahan, Michael

2018-01-01

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents’ and child’s educational attainment and this meditational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personal characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 seventeen to twenty-five year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits — openness, neuroticism, and conscientiousness — are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course. PMID:28707154

Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany.

Science.gov (United States)

Ryberg, Renee; Bauldry, Shawn; Schultz, Michael A; Steinhoff, Annekatrin; Shanahan, Michael

2017-10-01

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents' and child's educational attainment and this mediational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personality characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 17 to 25 year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits-openness, neuroticism, and conscientiousness-are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.

Contemporary Perspectives in Adult Education and Lifelong Learning -- Andragogical Model of Learning

Science.gov (United States)

Blaszczak, Iwona

2013-01-01

Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as "knowledge society" and "knowledge-based economy" exist in a great number of the Polish and European Union papers and documents and they are not only the…

e-Learning for Lifelong Learning in Denmark

DEFF Research Database (Denmark)

Buhl, Mie; Andreasen, Lars Birch

2010-01-01

The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

Globalisation and lifelong learning

DEFF Research Database (Denmark)

Rasmussen, Palle Damkjær

2006-01-01

The paper discusses how concepts and practises of lifelong learning interact with the multiple processes of globalisation that characterise the present. Three types of interaction are discussed: the role of international organisations in educational policies, the development of international...... educational markets and the unintended consequences of globalisation for education and learning....

Biology Education Delivery for Attaining Health-specific Millennium ...

African Journals Online (AJOL)

Biology Education Delivery for Attaining Health-specific Millennium ... PROMOTING ACCESS TO AFRICAN RESEARCH ... This study investigated the strategies for ensuring effective delivery of Biology Education at the secondary school level ...

On educational attainment in transition economies

Czech Academy of Sciences Publication Activity Database

Duczynski, Petr

2001-01-01

Roč. 10, č. 2 (2001), s. 163-173 ISSN 1210-0455 R&D Projects: GA AV ČR KSK9058117 Institutional research plan: CEZ:AV0Z7085904 Keywords : transition economies * educational attainment Subject RIV: AH - Economics

Fertility and the changing female educational attainment in Croatia

Directory of Open Access Journals (Sweden)

Čipin Ivan

2016-01-01

Full Text Available This paper investigates the aggregate relationship between cohort fertility and female educational attainment in Croatia. Numerous demographic studies have examined the link between fertility and the level of education. However, newer research indicates that the field of education might also play a role when trying to explain fertility behavior. We contribute to existing literature on macro-level factors related to reproductive outcomes by considering both the level and field of education as possible sources of cohort fertility differentials. The main goal of the present study is to assess the effect of structural changes in educational attainment on cohort fertility decline by means of demographic decomposition techniques. Our analysis is based on detailed 2011 Census data, which provide information on the number of livebirths by mother’s year of birth, birth order, marital status and educational attainment (i.e. the level and field of education. The results of our decomposition analyses reveal the dominance of the structural effect in explaining the overall completed fertility decline in Croatia. We assumed that the changing distribution of women by field of education at least partially accounts for the observed patterns in completed fertility but found no strong evidence in support of the outlined hypothesis.

Conceptualising Lifelong Learning: A Reflection on Lifelong Learning at Lund University (Sweden) and Middlesex University (UK)

Science.gov (United States)

Abukari, Abdulai

2005-01-01

Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it…

Reinvestigating the Determinants of Lifelong Learning: Can Pedagogy for Critical Thinking Contribute to Developing Lifelong Learners?

Directory of Open Access Journals (Sweden)

Homayounzadeh Maryam

2015-06-01

Full Text Available The aim of the current study is to investigate practically the determining factor(s affecting the students’ inclination to become lifelong learners and further to verify the potential effect of pedagogy for critical thinking to play a significant role in this respect. Participants in the study were 80 freshman English majors, found mostly through the Intrinsic Motivation Inventory (IMI questionnaire to be amotivated as learners. Primarily, significant variables, identified in the literature to affect the students’ inclination to grow as lifelong learners, were specified. The criteria were applied in practice to investigate their relative contribution in making a group of amotivated freshman English majors motivated as lifelong learners. Various instruments and materials from questionnaires to student writings were used to collect data concerning the identified variables so as to identify through both quantitative and qualitative analyses the most determining one(s in educating lifelong learners. The results suggested critical thinking as the most consequential variable involved. Implications of the study for pedagogy in higher education were discussed and questions were raised for future studies to take into account.

Lifelong Learning as Social Need and as Policy Discourse

DEFF Research Database (Denmark)

Rasmussen, Palle

2009-01-01

Lifelong learning is a key concept in EU policy documents not only on education, but also on economic competitiveness and social cohesion. The discourse on lifelong learning has been strongly criticised by educational researchers, who document that it often reflects narrow notions of learning and...

Context matters when striving to promote active and lifelong learning in medical education.

Science.gov (United States)

Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2018-01-01

WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self-regulated learning (SRL), as well as situated learning, workplace affordances, self-determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. ENTRY TO PRACTICE, VOCATIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT: Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self-regulated learning in undergraduate medical education

Regional Disparities in Education Attainment Level in the European Union: A Spatial Approach

Directory of Open Access Journals (Sweden)

Chocholatá Michaela

2017-10-01

Full Text Available This article deals with the analysis of education attainment level across the 252 NUTS 2 regions of the European Union (EU with consideration of the spatial aspect. Since the individual EU regions cannot be seen as isolated, the main aim of this article is to assess the impact of location on the education attainment level (percentage of population aged 25–64 with at least upper secondary education during the period 2007–2015, as well as to investigate the impact of regional growth 2014/2007 on the education attainment level in 2015. The spatial analysis proved the existence of positive spatial autocorrelation and persistence of disparities in education attainment level across EU regions during the analysed period. The results of econometric analysis confirmed the expected positive impact of economic growth on education attainment level as well as the necessity to incorporate the spatial dimension into the model.

Educational attainment, formal employment and contraceptives ...

African Journals Online (AJOL)

Based on this, the study examines educational attainment, formal employment and contraceptives practices among working women in Lagos State University. Survey design was adopted for the study. Using Stratified and simple random sampling techniques, quantitative data was gathered through the administration of ...

Genome-wide association study identifies 74 loci associated with educational attainment

NARCIS (Netherlands)

A. Okbay (Aysu); J.P. Beauchamp (Jonathan); Fontana, M.A. (Mark Alan); J.J. Lee (James J.); T.H. Pers (Tune); Rietveld, C.A. (Cornelius A.); P. Turley (Patrick); Chen, G.-B. (Guo-Bo); V. Emilsson (Valur); Meddens, S.F.W. (S. Fleur W.); Oskarsson, S. (Sven); Pickrell, J.K. (Joseph K.); Thom, K. (Kevin); Timshel, P. (Pascal); R. de Vlaming (Ronald); A. Abdellaoui (Abdel); T.S. Ahluwalia (Tarunveer Singh); J. Bacelis (Jonas); C. Baumbach (Clemens); Bjornsdottir, G. (Gyda); J.H. Brandsma (Johan); Pina Concas, M. (Maria); J. Derringer; Furlotte, N.A. (Nicholas A.); T.E. Galesloot (Tessel); S. Girotto; Gupta, R. (Richa); L.M. Hall (Leanne M.); S.E. Harris (Sarah); E. Hofer; Horikoshi, M. (Momoko); J.E. Huffman (Jennifer E.); Kaasik, K. (Kadri); I.-P. Kalafati (Ioanna-Panagiota); R. Karlsson (Robert); A. Kong (Augustine); J. Lahti (Jari); S.J. van der Lee (Sven); Deleeuw, C. (Christiaan); P.A. Lind (Penelope); Lindgren, K.-O. (Karl-Oskar); Liu, T. (Tian); M. Mangino (Massimo); J. Marten (Jonathan); E. Mihailov (Evelin); M. Miller (Mike); P.J. van der Most (Peter); C. Oldmeadow (Christopher); A. Payton (Antony); N. Pervjakova (Natalia); W.J. Peyrot (Wouter ); Qian, Y. (Yong); O. Raitakari (Olli); Rueedi, R. (Rico); Salvi, E. (Erika); Schmidt, B. (Börge); Schraut, K.E. (Katharina E.); Shi, J. (Jianxin); A.V. Smith (Albert Vernon); R.A. Poot (Raymond); B. St Pourcain (Beate); A. Teumer (Alexander); G. Thorleifsson (Gudmar); N. Verweij (Niek); D. Vuckovic (Dragana); Wellmann, J. (Juergen); H.J. Westra (Harm-Jan); Yang, J. (Jingyun); Zhao, W. (Wei); Zhu, Z. (Zhihong); B.Z. Alizadeh (Behrooz); N. Amin (Najaf); Bakshi, A. (Andrew); S.E. Baumeister (Sebastian); G. Biino (Ginevra); K. Bønnelykke (Klaus); P.A. Boyle (Patricia); H. Campbell (Harry); Cappuccio, F.P. (Francesco P.); G. Davies (Gail); J.E. de Neve (Jan-Emmanuel); P. Deloukas (Panagiotis); I. Demuth (Ilja); Ding, J. (Jun); Eibich, P. (Peter); Eisele, L. (Lewin); N. Eklund (Niina); D.M. Evans (David); J.D. Faul (Jessica D.); M.F. Feitosa (Mary Furlan); A.J. Forstner (Andreas); I. Gandin (Ilaria); Gunnarsson, B. (Bjarni); B.V. Halldorsson (Bjarni); T.B. Harris (Tamara); E.G. Holliday (Elizabeth); A.C. Heath (Andrew C.); L.J. Hocking; G. Homuth (Georg); M. Horan (Mike); J.J. Hottenga (Jouke Jan); P.L. de Jager (Philip); P.K. Joshi (Peter); A. Juqessur (Astanand); M. Kaakinen (Marika); M. Kähönen (Mika); S. Kanoni (Stavroula); Keltigangas-Järvinen, L. (Liisa); L.A.L.M. Kiemeney (Bart); I. Kolcic (Ivana); Koskinen, S. (Seppo); A. Kraja (Aldi); Kroh, M. (Martin); Z. Kutalik (Zoltán); A. Latvala (Antti); L.J. Launer (Lenore); Lebreton, M.P. (Maël P.); D.F. Levinson (Douglas F.); P. Lichtenstein (Paul); P. Lichtner (Peter); D.C. Liewald (David C.); A. Loukola (Anu); P.A. Madden (Pamela); R. Mägi (Reedik); Mäki-Opas, T. (Tomi); R.E. Marioni (Riccardo); P. Marques-Vidal; Meddens, G.A. (Gerardus A.); G. Mcmahon (George); C. Meisinger (Christa); T. Meitinger (Thomas); Milaneschi, Y. (Yusplitri); L. Milani (Lili); G.W. Montgomery (Grant); R. Myhre (Ronny); C.P. Nelson (Christopher P.); D.R. Nyholt (Dale); W.E.R. Ollier (William); A. Palotie (Aarno); L. Paternoster (Lavinia); N.L. Pedersen (Nancy); K. Petrovic (Katja); D.J. Porteous (David J.); K. Räikkönen (Katri); Ring, S.M. (Susan M.); A. Robino (Antonietta); O. Rostapshova (Olga); I. Rudan (Igor); A. Rustichini (Aldo); V. Salomaa (Veikko); Sanders, A.R. (Alan R.); A.-P. Sarin; R. Schmidt (Reinhold); R.J. Scott (Rodney); B.H. Smith (Blair); J.A. Smith (Jennifer A); J.A. Staessen (Jan); E. Steinhagen-Thiessen (Elisabeth); K. Strauch (Konstantin); A. Terracciano; M.D. Tobin (Martin); S. Ulivi (Shelia); S. Vaccargiu (Simona); L. Quaye (Lydia); F.J.A. van Rooij (Frank); C. Venturini (Cristina); A.A.E. Vinkhuyzen (Anna A.); U. Völker (Uwe); Völzke, H. (Henry); J.M. Vonk (Judith); D. Vozzi (Diego); J. Waage (Johannes); E.B. Ware (Erin B.); G.A.H.M. Willemsen (Gonneke); J. Attia (John); D.A. Bennett (David A.); Berger, K. (Klaus); L. Bertram (Lars); H. Bisgaard (Hans); D.I. Boomsma (Dorret); I.B. Borecki (Ingrid); U. Bültmann (Ute); C.F. Chabris (Christopher F.); F. Cucca (Francesco); D. Cusi (Daniele); I.J. Deary (Ian J.); G.V. Dedoussis (George); C.M. van Duijn (Cornelia); K. Hagen (Knut); B. Franke (Barbara); L. Franke (Lude); P. Gasparini (Paolo); P.V. Gejman (Pablo); C. Gieger (Christian); H.J. Grabe (Hans Jörgen); J. Gratten (Jacob); P.J.F. Groenen (Patrick); V. Gudnason (Vilmundur); P. van der Harst (Pim); C. Hayward (Caroline); D.A. Hinds (David A.); W. Hoffmann (Wolfgang); E. Hypponen (Elina); W.G. Iacono (William); B. Jacobsson (Bo); M.-R. Jarvelin (Marjo-Riitta); K.-H. JöCkel (Karl-Heinz); J. Kaprio (Jaakko); S.L.R. Kardia (Sharon); T. Lehtimäki (Terho); Lehrer, S.F. (Steven F.); P.K. Magnusson (Patrik); N.G. Martin (Nicholas); M. McGue (Matt); A. Metspalu (Andres); N. Pendleton (Neil); B.W.J.H. Penninx (Brenda); M. Perola (Markus); N. Pirastu (Nicola); M. Pirastu (Mario); O. Polasek (Ozren); D. Posthuma (Danielle); C. Power (Christopher); M.A. Province (Mike); N.J. Samani (Nilesh); Schlessinger, D. (David); R. Schmidt (Reinhold); T.I.A. Sørensen (Thorkild); T.D. Spector (Timothy); J-A. Zwart (John-Anker); U. Thorsteinsdottir (Unnur); A.R. Thurik (Roy); Timpson, N.J. (Nicholas J.); H.W. Tiemeier (Henning); J.Y. Tung (Joyce Y.); A.G. Uitterlinden (André); Vitart, V. (Veronique); P. Vollenweider (Peter); D.R. Weir (David); J.F. Wilson (James F.); A.F. Wright (Alan); Conley, D.C. (Dalton C.); R.F. Krueger; G.D. Smith; Hofman, A. (Albert); D. Laibson (David); S.E. Medland (Sarah Elizabeth); M.N. Meyer (Michelle N.); J. Yang (Joanna); M. Johannesson (Magnus); P.M. Visscher (Peter); T. Esko (Tõnu); Ph.D. Koellinger (Philipp); D. Cesarini (David); D.J. Benjamin (Daniel J.)

2016-01-01

textabstractEducational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that

Genome-wide association study identifies 74 loci associated with educational attainment

NARCIS (Netherlands)

Okbay, A.; Beauchamp, J.; Fontana, M.A.; Lee, J.J.; Pers, T.H.; Rietveld, C.A.; Turley, P.; Chen, G.B.; Emilsson, V.; Meddens, S.F.W.; de Vlaming, R.; Abdellaoui, A.; Peyrot, W.; Vinkhuyzen, A.A.E.; Hottenga, J.J.; Willemsen, G.; Boomsma, D.I.; Penninx, B.W.J.H.; Laibson, D.; Medland, S.E.; Meyer, M.N.; Yang, J.; Johannesson, M.; Visscher, P.M.; Esko, T.; Koellinger, P.D.; Cesarini, D.; Benjamin, D.J.

2016-01-01

Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our

Genome-wide association study identifies 74 loci associated with educational attainment

NARCIS (Netherlands)

Okbay, Aysu; Beauchamp, Jonathan P.; Fontana, Mark Alan; Lee, James J.; Pers, Tune H.; Rietveld, Cornelius A.; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S. Fleur W.; Oskarsson, Sven; Pickrell, Joseph K.; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S.; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H.; Concas, Maria Pina; Derringer, Jaime; Furlotte, Nicholas A.; Galesloot, Tessel E.; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M.; Harris, Sarah E.; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E.; Kaasik, Kadri; Kalafati, Ioanna P.; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J.; de Leeuw, Christiaan; Lind, Penelope A.; Lindgren, Karl-Oskar; Liu, Tian; van der Most, Peter J.; Verweij, Niek; Alizadeh, Behrooz Z.; Vonk, Judith M.; Bultmann, Ute; Franke, Lude; van der Harst, Pim; Penninx, Brenda W. J. H.

2016-01-01

Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals(1). Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends

Lifelong Learning Strategies and Practice in Latvia and Thailand

Science.gov (United States)

Luka, Ineta; Sungsri, Sumalee

2015-01-01

The importance of lifelong learning has been recognized for many years and consequently many countries, disregarding their geographical location, differences in education systems and traditions, have adopted their lifelong learning policies to develop the lifelong learning system. The goal of the present comparative research is to study the…

Educational attainment moderates the associations of diabetes education with health outcomes.

Science.gov (United States)

Kim, Su Hyun

2016-10-01

Diabetes education is a critical element of care for people with diabetes. However, the associations between diabetes education and self-care or health outcomes have not been clearly demonstrated at a national level. The aims of this study were to examine the associations of attendance of diabetes education classes with health behaviours and glycaemic control, and to understand whether these associations were moderated by level of educational attainment. Data were analysed for 456 adults from the 2012 Korea National Health and Nutrition Examination Survey V, collected from January 2010 to December 2012. No significant differences were observed between patients who had attended diabetes education classes and those who had never attended for factors such as smoking, drinking, exercise, nutrition therapy or glycaemic control. There was a significant interaction effect between receiving diabetes education and level of educational attainment on obtaining optimal glycaemic control. Attending diabetes education was positively associated with optimal glycaemic control among patients with more than a high school education but was negatively associated with it among those with less than middle school education. Diabetes education programmes need to be tailored to the needs and cognitive capacities of the target population. © 2016 John Wiley & Sons Australia, Ltd.

Assessment of Adolescents’ Motivation for Educational Attainment

Science.gov (United States)

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2015-01-01

The Adolescent Motivation for Educational Attainment Questionnaire is a 32-item questionnaire (we drew 20 items from 3 subscales of the Educational Motivation Questionnaire; Murdock, 1999) that was developed to measure multiple potential dimensions of adolescents’ motivation to complete high school and enroll in post-secondary education, including competence and effort beliefs; perceived value of education; and peer, teacher, and parent support for educational attainment. We assessed a multiethnic sample (N = 569) of low-achieving students who started 1st grade together in 1 urban and 2 small city school districts. Participants were assessed over 2 consecutive years (Grades 8 and 9 given prior grade retention, or Grades 9 and 10 if not retained). Exploratory factor analyses identified 4 correlated dimensions underlying the questionnaire responses. Subsequent confirmatory factor analyses provided support for a bifactor model, which includes a general factor of students’ basic educational motivation, and specific factors of (a) teacher educational expectations, (b) peer aspirations, and (c) value of education. Measurement invariance of the bifactor model was established across students’ gender and ethnicity (Caucasian, African American, and Hispanic) and year of testing. Criterion-related validity of the general and specific factors with students’ school belonging, student–teacher warmth and conflict, disciplinary practices, letter grade, conduct problems, and behavioral engagement was examined. Practical implications of the measure are discussed. PMID:24588748

Candlestick and Faces: Aspects of Lifelong Learning.

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Hunt, Cheryl

1999-01-01

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

Lifelong Learning in the Public Interest.

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Kurland, Norman D.

In this paper, the author notes that lifelong learning is at the confluence of a number of separate streams from the recent past, each of which flows into the broad concept of lifelong learning and brings its own set of concerns that have helped generate a need to consider where the streams are going. These streams, or educational areas, are…

Identification of Gene Loci That Overlap Between Schizophrenia and Educational Attainment

DEFF Research Database (Denmark)

Le Hellard, Stéphanie; Wang, Yunpeng; Witoelar, Aree

2017-01-01

. Here we investigated the shared genetic architecture between SCZ and educational attainment, which is regarded as a "proxy phenotype" for cognitive abilities, but may also reflect other traits. We applied a conditional false discovery rate (condFDR) method to GWAS of SCZ (n = 82 315), college...... completion ("College," n = 95 427), and years of education ("EduYears," n = 101 069). Variants associated with College or EduYears showed enrichment of association with SCZ, demonstrating polygenic overlap. This was confirmed by an increased replication rate in SCZ. By applying a condFDR threshold ... of these loci had effects in opposite directions. Our results provide evidence for polygenic overlap between SCZ and educational attainment, and identify novel pleiotropic loci. Other studies have reported genetic overlap between SCZ and cognition, or SCZ and educational attainment, with negative correlation...

LIFELONG LEARNING AS A STRATEGY FOR EDUCATING GLOBAL CITIZENS WITHIN HIGHER EDUCATION

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Ele HOLVOET

2010-01-01

Full Text Available Recent research emphasizes the need for educa tion on global citizenship (GC within higher education (Davis, Evans Reid, 2005; Ibrahim, 2008; Schultz, 2007. However, GC is an ill- defined concept (Schultz, 2007 and its position in university policies is unclear (Holvoet, 2007. Therefore, the GC concept is difficult to impl ement within universities’ educational practice (Fullan, 2002; Hargreaves Goodson, 2006. In order to overcome possible impediments, the reported research aimed at elucidating visions of policy makers on the role of higher education institutes with regard to positioning GC in society. The findings resulted from a two round Delphi inqu iry and in-depth interviews with 20 key figures in the field of academic policy making in five Fl emish universities, representatives of the Flemish government’s education department and members of GC education agencies. Respondents reported two components as basic conditions for universities to educate their students as global citizens: the need for a reflexive learning approach and an international learning environment. Conditions and difficu lties in creating such environments were distinguished. As lifelong learning is defined as “a way of empowering people for active engagement with important personal, social and global issues” (European Commission, 2001, this concept is considered as appropriate to supply a framework for GC.

Schooling or Social Origin? The Bias in the Effect of Educational Attainment on Social Orientations

NARCIS (Netherlands)

Sieben, I.J.P.; Graaf, P.M. de

2004-01-01

The strong relationship between educational attainment and social attitudes and behaviour is often explained as an effect of schooling. However, educational attainment also reflects social origins. In order to obtain a view of the unbiased effect of educational attainment on social orientations,

Lifelong Education and Learning, Societal Project and Competitive Advantage: Tensions and Ambivalences in Policy and Planning of Educational Change in Portugal

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Antunes, Fátima; Guimarães, Paula

2014-01-01

Both the Portuguese appropriation of the lifelong learning policy proposed by the European Union since the mid-1990s and the definition of adult education policy in Portugal were based on a discourse that emphasised an "unacceptable educational deficit" for democracy. The role of the State in the "governance" of the public…

Essentials of University Strategy Development in the Field of Lifelong Learning

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Alina Irina POPESCU

2012-06-01

Full Text Available The process of strategy development reflects, in any organisation, the clarity of the purpose of the organisation’s mere existence. Although many organisations may decide ‘to go with the flow’, in the current economic context it is advisable that organisations, including higher education institutions, go through a thorough strategy development process. The lifelong learning approach brings a shift in the paradigm of education, and was considered to be the manner in which individuals get educated in the knowledge-based society. The most active players in the higher education market embraced this approach by developing lifelong learning strategies, either separated or incorporated in the overall university strategy. In this context, the study presents guidelines for the development of strategies in universities, and attempts to investigate to which extent three public universities representative for different regions of Romania have embraced the lifelong learning approach in their university strategies so far. The investigation uses the framework of the principles of university lifelong learning presented in the Universities‘ Charter on Lifelong Learning (2008.

Lifelong Learning and its support with new technologies

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Kalz, Marco

2014-01-01

This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong

Educational Attainment and Gestational Weight Gain among U.S. Mothers.

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Cohen, Alison K; Kazi, Chandni; Headen, Irene; Rehkopf, David H; Hendrick, C Emily; Patil, Divya; Abrams, Barbara

2016-01-01

Education is an important social determinant of many health outcomes, but the relationship between educational attainment and the amount of weight gained over the course of a woman's pregnancy (gestational weight gain [GWG]) has not been established clearly. We used data from 1979 through 2010 for women in the National Longitudinal Survey of Youth (1979) cohort (n = 6,344 pregnancies from 2,769 women). We used generalized estimating equations to estimate the association between educational attainment and GWG adequacy (as defined by 2009 Institute of Medicine guidelines), controlling for diverse social factors from across the life course (e.g., income, wealth, educational aspirations and expectations) and considering effect measure modification by race/ethnicity and prepregnancy overweight status. In most cases, women with more education had increased odds of gaining a recommended amount of gestational weight, independent of educational aspirations and educational expectations and relatively robust to sensitivity analyses. This trend manifested itself in a few different ways. Those with less education had higher odds of inadequate GWG than those with more education. Among those who were not overweight before pregnancy, those with less education had higher odds of excessive GWG than college graduates. Among women who were White, those with less than a high school degree had higher odds of excessive GWG than those with more education. The relationship between educational attainment and GWG is nuanced and nonlinear. Copyright © 2016 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

Sibling Composition and Child Educational Attainment: Evidence from Native Amazonians in Bolivia

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Zeng, Wu; Undurraga, Eduardo A.; Eisenberg, Dan T. A.; Rubio-Jovel, Karla; Reyes-Garcia; Victoria; Godoy, Ricardo

2012-01-01

Evidence from industrial nations suggests that sibling composition is associated with children's educational attainment, particularly if parents face resource constraints. If sibling composition is associated with educational attainment, then those associations should be stronger in poor societies of developing nations. We use data from a…

Intergenerational transmission of educational attainment: Three levels of parent-child communication as mediators.

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Chi, Liping

2013-04-01

Although the intergenerational transmission of educational attainment has been confirmed by many researchers, its mechanism still remains controversial. Parent-child communication has been regarded as one of the important mediators. The present study primarily aimed to examine the potentially mediating role of parent-child communication in the transmission of educational attainment, based on a sample of 366 Chinese fifth and sixth graders. Parent-child communication was measured against the three levels of the parents' communication ability, the quality of the father-child and mother-child communications, and the relation between the two dyadic communications. The results duplicated the positive effect of parents' educational attainment on children's academic achievement. Moreover, it was found that parents' communication ability alone played a mediating role, and that the three levels of parent-child communication constructed a "mediator chain" between the parents' educational attainment and the children's academic achievement. Finally, the intergenerational transmission of educational attainment in China and the mediating role of the three levels of parent-child communication were discussed. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

Learners or Participants? The Pros and Cons of "Lifelong Learning"

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Mantie, Roger

2012-01-01

Whereas adult education used to be the preferred concept for those studying adult music-making, there is now an increasing trend away from this and towards lifelong learning. Uncritically adopting government lifelong learning discourses, however, blurs the line between educational ideals and political ones. Although there may be merit in the…

Attaining Success for Beginning Special Education Teachers.

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McCabe, Marjorie; And Others

1993-01-01

Three case studies are presented that highlight problem scenarios relating to beginning special education intern teachers and explain how the teachers attained success. The cases focus on classroom management, adaptation of the core curriculum, and knowledge of instructional practices. (JDD)

Sufficient education attainment for a decent standard of living in modern Australia

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Emily Joy Callander

2012-06-01

Full Text Available Education attainment will impact upon an individual’s capacity to engage in the labour force, their living standards and hence their poverty status. As such, education should be included in measures of poverty. However, it is not known what a sufficient level of education to have a decent standard of living is. Using the 2003 Survey of Disability, Ageing and Carers different levels of education attainment were tested for their association with labour force participation and income. Based upon this, it was concluded that Year 12 or higher is a sufficient level of education attainment for 15 to 64 year olds; and Year 10 or higher for people over the age of 65 years. This is in line with current government policies to improve Year 12 completion rates. Knowing what a ‘sufficient level of education attainment’ is, allows education to be included in multidimensional measures of poverty that view education as a key dimension of disadvantage.

The long-term consequences of parental divorce for children's educational attainment

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Fabrizio Bernardi

2014-05-01

Full Text Available Background: In this paper we study the long-term consequences of parental divorce in a comparative perspective. Special attention is paid to the heterogeneity of the consequences of divorce for children's educational attainment by parental education. Objective: The study attempts to establish whether the parental breakup penalty for tertiary education attainment varies by socioeconomic background, and whether it depends on the societal context. Methods: Data are drawn from the first wave of the Generations and Gender Survey, covering 14 countries. We estimate multi-level random-slope models for the completion of tertiary education. Results: The results show that parental divorce is negatively associated with children's tertiary education attainment. Across the 14 countries considered in this study, children of separated parents have a probability of achieving a university degree that is on average seven percentage points lower than that of children from intact families. The breakup penalty is stronger for children of highly educated parents, and is independent of the degree of diffusion of divorce. In countries with early selection into educational tracks, divorce appears to have more negative consequences for the children of poorly educated mothers. Conclusions: For children in most countries, parental divorce is associated with a lower probability of attaining a university degree. The divorce penalty is larger for children with highly educated parents. This equalizing pattern is accentuated in countries with a comprehensive educational system. Comments: Future research on the heterogeneous consequences of parental divorce should addressthe issue of self-selection into divorce, which might lead to an overestimation of the negative effect of divorce on students with highly educated parents. It should also further investigate the micro mechanisms underlying the divorce penalty.

Lifelong Learners in the Literature: Adventurers, Artists, Dreamers, Old Wise Men, Technologists, Unemployed, Little Witches, and Yuppies; A Bibliographical Survey.

Science.gov (United States)

Giere, Ursula

1994-01-01

Discusses several models for lifelong learning, including permanent education, lifelong education, recurrent education, learning society, and deschooling society. Describes practices of lifelong education throughout the world. Includes a selected bibliography providing a chronological overview of works representing the lifelong education discourse…

Coping with unemployment: does educational attainment make any difference?

DEFF Research Database (Denmark)

Christensen, Ulla; Schmidt, Lone; Kriegbaum, Margit

2006-01-01

AIMS: The aim of this study was to examine the cross-sectional association between educational attainment and coping strategies with unemployment in a random sample of 37- to 56-year-old Danish men and women in long-term unemployment. METHODS: Data were based on a survey among 575 men and 1......,064 women who had been unemployed at least 70% of the time during a three-year period (October 1996 to October 1999). The outcome measures were two scales for coping with unemployment, one for problem-solving coping, and one for avoidant coping. Educational attainment was measured by years of vocational...

The role of mentor type and timing in predicting educational attainment.

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Fruiht, Veronica M; Wray-Lake, Laura

2013-09-01

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

Lifelong Learning Key Competence Levels of Graduate Students

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Adabas, Abdurrahman; Kaygin, Hüseyin

2016-01-01

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…

Lifelong Adaptability: A Cultural Literacy Perspective (Revised Edition)

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Moyer, John Thayer

2011-01-01

This revised 1997 ex post facto study attempted to identify a lifelong adaptability curriculum from a cultural literacy perspective. It investigated students' lifelong adaptability ratings of 15 general school subjects as predicted by family structure, parental age, parental educational level, student cultural literacy, and student gender;…

Disparities in Disability by Educational Attainment Across US States.

Science.gov (United States)

Montez, Jennifer Karas; Zajacova, Anna; Hayward, Mark D

2017-07-01

To examine how disparities in adult disability by educational attainment vary across US states. We used the nationally representative data of more than 6 million adults aged 45 to 89 years in the 2010-2014 American Community Survey. We defined disability as difficulty with activities of daily living. We categorized education as low (less than high school), mid (high school or some college), or high (bachelor's or higher). We estimated age-standardized disability prevalence by educational attainment and state. We assessed whether the variation in disability across states occurs primarily among low-educated adults and whether it reflects the socioeconomic resources of low-educated adults and their surrounding contexts. Disparities in disability by education vary markedly across states-from a 20 percentage point disparity in Massachusetts to a 12-point disparity in Wyoming. Disparities vary across states mainly because the prevalence of disability among low-educated adults varies across states. Personal and contextual socioeconomic resources of low-educated adults account for 29% of the variation. Efforts to reduce disparities in disability by education should consider state and local strategies that reduce poverty among low-educated adults and their surrounding contexts.

Lifelong learning in restaurant business

OpenAIRE

Rakicevik, Gabriela; Miladinoski, Sofronija; Strezoska, Jagoda

2008-01-01

Lifelong learning is the reality in all successful service industries. In the field of the hotel and tourism industry, it is very important to implement this concept. That will assure to achieve high level of quality - to be competitive on the market, and as feedback to get a big number of satisfied guests. There are different issues to discuss for the concept of lifelong learning. One of the most important thing is the need and interest for permanent education from both sides: employee and e...

Conception of Lifelong Education as a Factor of Life Quality Improving for Third Age People (by the example of Education in Poland

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Z V Boyko

2014-12-01

Full Text Available The problem of the third age people’s education is considered in the article. The conception of lifelong education as well as its realization in Western European countries is analyzed. The situation of creating and developing universities for the third age people is examined by the example of Poland.

The Promise of Lifelong Learning

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Gouthro, Patricia A.

2017-01-01

This paper explores how Peter Jarvis's work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors--psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he…

Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment

DEFF Research Database (Denmark)

Lesley, Andres; Adamuti-Trache, Maria; Yoon, Ee-Seul

2007-01-01

1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educ...

Educational Attainment: Success to the Successful

Science.gov (United States)

Anthony, Peter; Gould, David; Smith, Gina

2013-01-01

Systems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent of this study was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Data covering 1990 to 2009…

Social media for lifelong learning.

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Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Educational Inequality in the Minority Regions of Present Day China and Suggestions for the Government Regarding the Education Policy

Institute of Scientific and Technical Information of China (English)

Ding Yueya

2006-01-01

Based on the research of new educational inequality in the minority regions of preset day China,this article points out the importance of educational equality principle in government's decision making and suggests tha ti tshould give top priority to ethnic minorities when distributing education resources,to develop their compulsory education and broaden meir opportunities to enter into postcompulsory education by the"differentiated but equal"principle.Perfect education policies and mechanism and lifelong education system are also pivotal for the attainment of the goal of educational equality.

Lifelong learning in nursing: a Delphi study.

Science.gov (United States)

Davis, Lisa; Taylor, Heidi; Reyes, Helen

2014-03-01

In order to foster a culture of lifelong learning in nursing, it is important to identify what the concept means in the nursing profession as well as the characteristics of a lifelong learner. The purpose of this Delphi study was to conceptualize lifelong learning from the perspective of nursing, and to identify characteristics and essential elements of lifelong learning. A Delphi Study technique in three phases was completed using an online survey tool. Data were analyzed for conceptual description, ratings of characteristics and attributes, and expert consensus in these three phases. An online survey tool was used in this study. Recognized experts in nursing education, administration and public policy participated in this study. Lifelong learning in nursing is defined as a dynamic process, which encompasses both personal and professional life. This learning process is also both formal and informal. Lifelong learning involves seeking and appreciating new worlds or ideas in order to gain a new perspective as well as questioning one's environment, knowledge, skills and interactions. The most essential characteristics of a lifelong learner are reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge, and engaging in learning by actively seeking learning opportunities. Keeping the mind active is essential to both lifelong learning and being able to translate knowledge into the capacity to deliver high quality nursing care. It is hoped that a clearer understanding of lifelong learning in nursing will foster more discussion and research about intentional, active inclusion of lifelong learning behaviors in nursing curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

Expanding the frontiers of national qualifications frameworks through lifelong learning

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Owusu-Agyeman, Yaw

2017-10-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Participation in Job-Related Lifelong Learning among Well-Educated Employees in the Nordic Countries

Science.gov (United States)

Tikkanen, Tarja; Nissinen, Kari

2016-01-01

The purpose of this study was to explore participation in job-related lifelong learning (LLL) among well-educated mature workers and compare it across four Nordic countries. Although this group generally is very active in LLL, the centrality of knowledge work in society, rapid pace of skills-renewal and rising learning demands for all…

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

Science.gov (United States)

Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

2007-08-15

To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

A survey-based analysis of life-long learning patterns of young entrepreneurs

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Rînciog Johana

2017-07-01

Full Text Available Our approach, in this paper, is focused on life-long learning tools that are available for young Romanian entrepreneurs, in their early career stages. Life-long learning in the case of entrepreneurs is not a topic widely covered in scientific literature up to this moment. Most of the scientific papers related to entrepreneurship focus on the idea of innovation and creativity that characterizes entrepreneurship. On the other side, the scientific literature that considers life-long learning, discusses the case of employees or managers, who are required to improve their knowledge and skills in order to perform at the work place. For the current paper, it was aimed to survey the lifelong learning tools available to young Romanian people and to evaluate their efficiency with the help of interviews with young entrepreneurs on their educational path. Otherwise stated, we intended to provide more insights on the learning methods and practices of entrepreneurs, and to establish whether the current formal education represents a strong basis for entrepreneurs’ life-long learning. The research that we performed revealed that young Romanian entrepreneurs practice indeed a lifelong learning based not as much on formal education, as on learning by practicing and networking. Starting from the observations obtained, it was conceived, based on current European best practices and projective discussions with the same young entrepreneurs, a set of life-long learning initiatives that may be promoted in the entrepreneurial community, and we identify the actual steps to be taken by life-long learning education providers in order to implement these initiatives. This paper’s conclusions serve as both a state of the art analysis, in a field which is vital for entrepreneurs surviving in competitive environments, and as a prospective guide for improving the present market of life-long learning programs.

COMMUNICATION OF EDUCATIONAL ATTAINMENT AND INCOMES: THE REASONS AND DISCREPANCY CONSEQUENCES

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Yriy Chistyakov

2012-01-01

Full Text Available According to the theory of human capital improvement of education attainment results in increase of income of human capital’s owner. This issue is interest to majority of wage earners, all the more at the economic crisis. Authors of this paper analyze presence and closeness of connection between worker’s education attainment and amount of salary on data of Kaluga region. In the paper probable reasons and discrepancy of revealed issue.

Birth order, family size and educational attainment

NARCIS (Netherlands)

de Haan, M.

2010-01-01

This paper investigates the effect of family size and birth order on educational attainment. An instrumental variables approach is used to identify the effect of family size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment.

Science.gov (United States)

Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah; Skinner, Timothy C; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Cooper, Cyrus; Barker, Mary

2011-02-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children's Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women of lower educational attainment, the effect of general self-efficacy on quality of diet was mediated through perceptions of control and through food involvement, but that there were also direct effects of social support for healthy eating and having positive outcome expectancies. There was no effect of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control-related factors are more important in determining dietary quality in women of lower educational attainment than in women of higher educational attainment. Copyright © 2010 Elsevier Ltd. All rights reserved.

Genome-wide association study identifies 74 loci associated with educational attainment

OpenAIRE

Okbay, Aysu; Beauchamp, Jonathan; Fontana, M.A. (Mark Alan); Lee, James J.; Pers, Tune; Rietveld, C.A. (Cornelius A.); Turley, Patrick; Chen, G.-B. (Guo-Bo); Emilsson, Valur; Meddens, S.F.W. (S. Fleur W.); Oskarsson, S. (Sven); Pickrell, J.K. (Joseph K.); Thom, K. (Kevin); Timshel, P. (Pascal); Vlaming, Ronald

2016-01-01

textabstractEducational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our earlier discovery sample of 101,069 individuals to 293,723 individuals, and a replication study in an independent sample of 111,349 individuals from the UK Biobank. We identify 74 geno...

Learning technologies and the lifelong learner: armament or disarmament?

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Jane Seale

1999-12-01

Full Text Available In a general context, lifelong learning appears to be about increasing access to education and supporting individual development. In the specific context of the United Kingdom, lifelong learning is about converting people to a culture of learning in order that the nation can produce creative, enterprising scholars (Blunkett, 1998. In both contexts, it is considered that learning needs to be a lifelong commitment, in order that individuals can fulfil their potential and improve themselves.

Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the TRAILS Study

Science.gov (United States)

Veldman, Karin; Bültmann, Ute; Stewart, Roy E.; Ormel, Johan; Verhulst, Frank C.; Reijneveld, Sijmen A.

2014-01-01

Background This study examines if mental health problems at age 11 and changes in mental health problems between age 11 and 16 predict educational attainment of adolescents at age 19, overall and stratified by gender. Methods Data from 1711 adolescents (76.8% from initial cohort) of the Tracking Adolescents' Individual Lives Survey (TRAILS), a Dutch prospective cohort study with 9year follow-up, were used. Mental health problems (externalizing, internalizing and attention problems) were measured by the Youth Self Report and the Child Behavior Checklist at ages 11 and 16. Difference scores for mental health problems between age 11 and 16 were calculated. Educational attainment was assessed at age 19. Results Externalizing, internalizing and attention problems at age 11 were significantly associated with low educational attainment at age 19 (crude model). When adjusted for demographic variables and the other mental health problems, only the association for attention problems remained significant (odds ratio (OR), 95% confidence interval: 3.19, 2.11–4.83). Increasing externalizing problems between age 11 and 16 also predicted low educational attainment at age 19 (OR 3.12, 1.83–5.32). Among girls, increasing internalizing problems between age 11 and 16 predicted low educational attainment (OR 2.21, 1.25–3.94). For boys, no significant association was found for increasing internalizing problems and low educational attainment. For increasing attention problems between age 11 and 16 no significant association with low educational attainment was found. Conclusions Externalizing, internalizing and attention problems at age 11 and an increase of these problems during adolescence predicted low educational attainment at age 19. Early treatment of these mental health problems may improve educational attainment, and reduce socioeconomic health differences in adulthood. PMID:25047692

Birth Order, Family Size and Educational Attainment

OpenAIRE

Monique de Haan

2005-01-01

This paper investigates the effect of sibship size and birth order on educational attainment, for the United States and the Netherlands. An instrumental variables approach is used to identify the effect of sibship size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth order is identified, by examining the relation with years of education for different family sizes separately; this avoids the problem that estimated ef...

Elderly Korean Learners' Participation in English Learning through Lifelong Education: Focusing on Motivation and Demotivation

Science.gov (United States)

Kim, Tae-Young; Kim, Yoon-Kyoung

2015-01-01

This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what…

Educational attainment and risk of HIV infection, response to antiretroviral treatment, and mortality in HIV-infected patients

DEFF Research Database (Denmark)

Legarth, Rebecca; Omland, Lars H; Kronborg, Gitte

2014-01-01

.0 (95% CI 1.2-3.4) for population controls with low educational attainment compared with medium and high educational attainment. CONCLUSION: With free and equal access to healthcare, low educational attainment might increase risk of HIV infection among heterosexual individuals, but was not associated......OBJECTIVE: To estimate association between educational attainment and risk of HIV diagnosis, response to HAART, all-cause, and cause-specific mortality in Denmark in 1998-2009. DESIGN: Prospective, population-based cohort study including 1277 incident HIV-infected patients without hepatitis C virus...... or intravenous drug abuse identified in the Danish HIV Cohort Study and 5108 individually matched population controls. METHODS: Data on educational attainment, categorized as low, medium, or high, were identified in The Danish Attainment Register. Logistic and Poisson regression were used to estimate odds ratios...

Lifelong Learning Policy in Two National Contexts

DEFF Research Database (Denmark)

Rasmussen, Palle

in different life phases. In this paper I discuss the state of lifelong learning policy in two European societies with different educational contexts, histories, system models and development issues, Denmark and Portugal. As part of the paper will give a brief overview of EU policies and initiatives...... in the area of lifelong learning and discuss how national policies in the two contexts are influenced by EU policies and funding....

Nurses and Lifelong Learning: Creating "Makers and Shapers" or "Users and Choosers"?

Science.gov (United States)

Butcher, Diane; Bruce, Anne

2016-04-01

How have the meaning and goals of lifelong learning for nurses shifted under neoliberal political policy? This article critically scrutinizes the political undercurrents of lifelong learning. While the original intent of lifelong learning was to foster intellectual, critical, social, and political citizen engagement (creating "makers and shapers" of social policy), instrumental learning-learning to meet practical economic ends-has taken priority and is instead creating marketable workers (creating "users and choosers"). International educational neoliberal policy reform has altered the very nature of education. Under pervasive neoliberal political influence, lifelong learning has become distorted as the goals of learning have shifted towards creating marketable workers who are expected, while unsupported, to engage in learning to ensure ongoing employability in an open market. By examining new understandings of lifelong learning, nurses can make informed choices as to whether they aspire to be a "user and chooser" or "maker and shaper" of lifelong learning in their workplaces. © 2015 Wiley Periodicals, Inc.

Implications of Educational Attainment Trends for Labor Market Outcomes. ACT Research Report Series, 2012 (7)

Science.gov (United States)

Buddin, Richard

2012-01-01

Well-educated workers have higher wages, higher wage growth, and lower unemployment rates than workers with lower levels of educational attainment. While earnings have traditionally grown with educational attainment, the gaps have become more pronounced in recent years. While returns to education have increased, this research shows that…

Use of the Semantic Web to solve some basic problems in Education: Increase flexible, distributed lifelong learning, decrease teacher's workload

NARCIS (Netherlands)

Koper, Rob

2003-01-01

Please refer to: Koper, R. (2004). Use of the Semantic Web to Solve Some Basic Problems in Education: Increase Flexible, Distributed Lifelong Learning, Decrease Teacher's Workload. Journal of Interactive Media in Education, 2004 (6). Special Issue on the Educational Semantic Web. ISSN:1365-893X [

Promoting Lifelong Physical Activity and High Level Performance: Realising an Achievable Aim for Physical Education

Science.gov (United States)

MacNamara, Aine; Collins, Dave; Bailey, Richard; Toms, Martin; Ford, Paul; Pearce, Gemma

2011-01-01

Background: Even though all school-aged children in most countries experience some form of curricular physical education many do not maintain a lifelong involvement in sport or physical activity. From a theoretical perspective, the development models that dominate sport are limited by their staged and linear approaches to development (e.g. Cote's…

Adolescent Family Experiences and Educational Attainment during Early Adulthood

Science.gov (United States)

Melby, Janet N.; Conger, Rand D.; Fang, Shu-Ann; Wickrama, K. A. S.; Conger, Katherine J.

2008-01-01

In this study, the authors investigated the degree to which a family investment model would help account for the association between family of origin socioeconomic characteristics and the later educational attainment of 451 young adults (age 26) from 2-parent families. Parents' educational level, occupational prestige, and family income in 1989…

Women of lower educational attainment have lower food involvement and eat less fruit and vegetables

DEFF Research Database (Denmark)

Barker, M.; Lawrence, W.; Woadden, J.

2008-01-01

Women who leave school with few or no educational qualifications are less likely to have diets that meet current recommendations than women who attain more qualifications at school. We hypothesise that lower 'food involvement', meaning that food has a lower level of importance in their lives......, explains the poorer quality diets of women of lower educational attainment. We administered Bell and Marshall [(2003). The construct of food involvement in behavioral research: Scale development and validation. Appetite, 40, 235-244.] Food Involvement scale to 242 women of varied educational attainment......, of whom 127 were also asked how often they ate fruit and vegetables. Women's food involvement decreased with decreasing educational attainment. Forty-two percent of women who had no educational qualifications were in the lowest quarter of the food involvement score, compared with 12% of women with degrees...

Birth Order, Family Size and Educational Attainment

Science.gov (United States)

de Haan, Monique

2010-01-01

This paper investigates the effect of family size and birth order on educational attainment. An instrumental variables approach is used to identify the effect of family size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth order is identified, by examining the relation…

National Differences in Intelligence and Educational Attainment

Science.gov (United States)

Lynn, Richard; Mikk, Jaan

2007-01-01

We examine the correlations between the national IQs of Lynn and Vanhanen (Lynn, R. and Vanhanen, T. (2002). "IQ and the wealth of nations". Westport, CT: Praeger. Westport, CT: Praeger, Lynn, R. and Vanhanen, T. (2006). "IQ and global inequality". Athens, GA: Washington Summit Books.) and educational attainment scores in math and science for 10-…

Lifelong learning of Chinese rural physicians: preliminary psychometrics and influencing factors.

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Li, Honghe; Wang, Ziwei; Jiang, Nan; Liu, Yang; Wen, Deliang

2015-10-30

There are more than 4.9 million rural health workers undertaking the health care need of rural population of over 629 million in China. The lifelong learning of physicians is vital in maintaining up-to-date and qualified health care, but rural physicians in many developing countries lack adequate medical professional developments. There has also been no empirical research focused on the lifelong learning of rural physician populations. The purpose of this study was to investigate the primary levels of lifelong learning of the rural physicians and to analyze group differences. We conducted a cross-sectional study on 1197 rural physicians using the Jefferson Scale of Physician Lifelong Learning (JSPLL). Cronbach's α coefficient, exploratory factor analysis, independent sample t-test, and one-way ANOVA followed by Student-Newman-Keuls test were performed to analyze the data. For Chinese rural physicians, the JSPLL was reliable (Cronbach's α coefficient = 0.872) and valid, with exploratory factor analysis fitting a 3-factor model and accounting for a total of 60.46 % of the variance. The mean lifelong learning score was 45.56. Rural physicians generally performed worse in the technical skills in seeking information domain. Rural physicians with 21-30 working years have a lower score of lifelong learning (P < 0.05) than other phases of working years. Career satisfaction and professional titles had a significantly positive influence on physicians' orientation towards lifelong learning (P < 0.05). The overall lifelong learning scores of physicians who received more training after completion of medical school were higher than those with less additional post-medical school training (P <0.05). The JSPLL is effective for the Chinese rural physician population. In order to cope with impacting factors on rural physicians' lifelong learning, the results of the study reinforced the importance of continuing medical education and career satisfaction for lifelong

Understanding the Educational Attainment of Sexual Minority Women and Men.

Science.gov (United States)

Mollborn, Stefanie; Everett, Bethany

2015-09-01

National studies have not analyzed sexual identity disparities in high school completion, college enrollment, or college completion in the United States. Using Add Health data, we document the relationship between adult sexual orientation and each of these outcomes. Many sexual minority respondents experienced disadvantages in adolescent academic achievement, school experiences, and social environments. This translates into educational attainment in complex, gendered ways. We find that the socially privileged completely heterosexual identity predicts higher educational attainment for women, while for men it is often a liability. Mostly heterosexual and gay identities are educationally beneficial for men but not women. There are college completion disparities between gay and mostly heterosexual women and their completely heterosexual counterparts. Bisexual respondents, especially women, have particularly problematic outcomes. Adolescent experiences, attitudes, and social contexts explain some of these differences. From adolescence through college, sexual minority groups, but especially females, need intervention to reduce substantial educational disparities.

Associations of educational attainment, occupation, social class and major depressive disorder among Han Chinese women.

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Jianguo Shi

Full Text Available The prevalence of major depressive disorder (MDD is higher in those with low levels of educational attainment, the unemployed and those with low social status. However the extent to which these factors cause MDD is unclear. Most of the available data comes from studies in developed countries, and these findings may not extrapolate to developing countries. Examining the relationship between MDD and socio economic status in China is likely to add to the debate because of the radical economic and social changes occurring in China over the last 30 years.We report results from 3,639 Chinese women with recurrent MDD and 3,800 controls. Highly significant odds ratios (ORs were observed between MDD and full time employment (OR = 0.36, 95% CI = 0.25-0.46, logP = 78, social status (OR = 0.83, 95% CI = 0.77-0.87, logP = 13.3 and education attainment (OR = 0.90, 95% CI = 0.86-0.90, logP = 6.8. We found a monotonic relationship between increasing age and increasing levels of educational attainment. Those with only primary school education have significantly more episodes of MDD (mean 6.5, P-value = 0.009 and have a clinically more severe disorder, while those with higher educational attainment are likely to manifest more comorbid anxiety disorders.In China lower socioeconomic position is associated with increased rates of MDD, as it is elsewhere in the world. Significantly more episodes of MDD occur among those with lower educational attainment (rather than longer episodes of disease, consistent with the hypothesis that the lower socioeconomic position increases the likelihood of developing MDD. The phenomenology of MDD varies according to the degree of educational attainment: higher educational attainment not only appears to protect against MDD but alters its presentation, to a more anxious phenotype.

Europe: Strategies and agendas for lifelong learning at time of crisis

DEFF Research Database (Denmark)

Milana, Marcella

2014-01-01

A complete overview of lifelong learning strategies in Europe, at both international and national levels, calls for understanding the processes through which these strategies take shape. Accordingly, in this contribution, lifelong learning strategies are analyzed through a critical lens...... and the OECD, with important consequences for lifelong learning policy. Evidence is found, for instance, in the formation of a reductionist skills agenda, joint between the EU and the OECD; an agenda capable of influencing future governmental thinking about lifelong learning and adult education in Europe....

Political globalization and the shift from adult education to lifelong learning

Directory of Open Access Journals (Sweden)

Marcella Milana

2012-10-01

Full Text Available This article reflects on the shift in vocabulary from (adult and continuing education to (lifelong learning and the ideological and purposive orientations it carries. It does so by critically addressing the changes occurred in policy discourses concerned with the education of adults after WWII at transnational level. The main argument is that the shift in vocabulary has been favoured by an increased voice acquired by transnational and inter-states entities (i.e. OECD, UNESCO, EU in educational matters, however in combination with a change in political emphasis, at least within the European Union, from creating jobs opportunities towards securing that citizens acquire marketable skills. While both trends seems to point at the demise of the nation state as a guarantor for social justice, more research is needed to deepen our understandings of the interplay between transnational and nation-state levels; thus the article concludes by suggesting a research agenda to move in this direction.

Parental interest in children's education, children's self-esteem and locus of control, and later educational attainment: twenty-six year follow-up of the 1970 British Birth Cohort.

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Flouri, Eirini

2006-03-01

Few studies have investigated if mother's interest and father's interest in child's education are linked to educational attainment via their impact on child's self-esteem and locus of control. (1) To investigate (after controlling for known confounding factors) the long-term effect of mother's and father's interest in child's education at age 10 and child's locus of control and self-esteem at age 10 in educational attainment at age 26; and (2) to explore if mother's interest and father's interest in child's education are linked to child's educational attainment via their effect in increasing child's self-esteem and internal locus of control. The study used longitudinal data from sweeps of the 1970 British Cohort Study (BCS70). The initial sample was those 1,737 men and 2,033 women with valid data on age 10 self-esteem, locus of control, father's interest, mother's interest, and age 26 educational attainment. Of these, 1,326 men and 1,578 women were included in the final analysis. The birth to age 10 factors that were controlled for were birth weight, parental social class, socio-economic disadvantage, emotional/behavioural problems, cognitive ability, and mother's educational attainment. At the multivariate level, internal locus of control and mother's interest (but not self-esteem) were significantly related to educational attainment in both men and women. Father's interest was a significant predictor of educational attainment only in women. Parent's interest was not linked to educational attainment via its impact on child's self-esteem or locus of control. Self-esteem predicted educational attainment in both genders by increasing internal locus of control, and fathers' interest predicted educational attainment in men by increasing mother's involvement. Although mothers' and fathers' interest in their children's education were not linked to educational attainment via their impact on children's self-esteem or locus of control, they were significant predictors of

The Long-term Impact of Birth Order on Health and Educational Attainment

OpenAIRE

Barclay, Kieron

2014-01-01

This doctoral thesis examines the long-term impact of birth order on health, and educational attainment. Swedish register data is used to link individuals to their siblings, thereby allowing members of the sibling group to be compared to one another. This thesis consists of an introductory chapter summarizing empirical research on the relationship between birth order and educational attainment, intelligence, health, and personality, as well the theoretical frameworks that have been developed ...

The role of partners' educational attainment in the association between HIV and education amongst women in seven sub-Saharan African countries.

Science.gov (United States)

Harling, Guy; Bärnighausen, Till

2016-01-01

Individuals' educational attainment has long been considered as a risk factor for HIV. However, little attention has been paid to the association between partner educational attainment and HIV infection. We conducted cross-sectional analysis of young women (aged 15-34) in 14 Demographic and Health Surveys from seven sub-Saharan Africa (SSA) countries with generalized HIV epidemics. We measured the degree of similarity in educational attainment (partner homophily) in 75,373 partnerships and evaluated the correlation between homophily and female HIV prevalence at the survey cluster level. We then used logistic regression to assess whether own and partner educational attainment was associated with HIV serostatus amongst 38,791 women. Educational attainment was positively correlated within partnerships in both urban and rural areas of every survey (Newman assortativity coefficients between 0.09 and 0.44), but this correlation was not ecologically associated with HIV prevalence. At the individual level, larger absolute differences between own and partner educational attainment were associated with significantly higher HIV prevalence amongst women. This association was heterogeneous across countries, but not between survey waves. In contrast to other women, for those aged 25-34 who had secondary or higher education, a more-educated partner was associated with lower HIV prevalence. HIV prevalence amongst women in SSA is associated not only with one's own education but also with that of one's partner. These findings highlight the importance of understanding how partners place individuals at risk of infection and suggest that HIV prevention efforts may benefit from considering partner characteristics.

The role of partners’ educational attainment in the association between HIV and education amongst women in seven sub-Saharan African countries

Science.gov (United States)

Harling, Guy; Bärnighausen, Till

2016-01-01

Introduction Individuals’ educational attainment has long been considered as a risk factor for HIV. However, little attention has been paid to the association between partner educational attainment and HIV infection. Methods We conducted cross-sectional analysis of young women (aged 15–34) in 14 Demographic and Health Surveys from seven sub-Saharan Africa (SSA) countries with generalized HIV epidemics. We measured the degree of similarity in educational attainment (partner homophily) in 75,373 partnerships and evaluated the correlation between homophily and female HIV prevalence at the survey cluster level. We then used logistic regression to assess whether own and partner educational attainment was associated with HIV serostatus amongst 38,791 women. Results Educational attainment was positively correlated within partnerships in both urban and rural areas of every survey (Newman assortativity coefficients between 0.09 and 0.44), but this correlation was not ecologically associated with HIV prevalence. At the individual level, larger absolute differences between own and partner educational attainment were associated with significantly higher HIV prevalence amongst women. This association was heterogeneous across countries, but not between survey waves. In contrast to other women, for those aged 25–34 who had secondary or higher education, a more-educated partner was associated with lower HIV prevalence. Conclusions HIV prevalence amongst women in SSA is associated not only with one's own education but also with that of one's partner. These findings highlight the importance of understanding how partners place individuals at risk of infection and suggest that HIV prevention efforts may benefit from considering partner characteristics. PMID:26902392

Analysis of European Discourses on Adult Education and Training and Lifelong Learning

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Manuela Terrasêca

2011-10-01

Full Text Available In the most recent years, the European Union published a set of documents with diverse statutes that have been setting the agenda of the so-called "European dimension of education", in particular concerning to education, training and lifelong learning. Several analyses are being produced on these European discourses with emphasis on the criticism about: i its political pragmatism (Canário, R., 2003, ii its vocational bias, iii the transformation of State, Work and Citizenship relations induced by these European texts (Lima, L., 2003, Medina, T., 2002. In this article the authors intend to identify and to characterize the “profiles” of Citizen, State and Labor that emerge from the European discourses. The aim is to highlight how these discourses produce and induce a legitimate framework and meaning for the field and policies on adult education.

Lifelong learning and advancement in a company: Experience from Serbia

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Mllutinović Olivera

2014-01-01

Full Text Available Lifelong learning concept is the concept that brings humanism in both everyday and business life of people. It promotes education, learning, cooperation and advancement in people's lives. During last two decades it became obvious that it is important to implement this concept, particularly in the field of economy in order to achieve better economic results. The aim of this paper is to find out if there is an actual implementation of lifelong learning concept in Serbia. Besides that it will also show if there are instances of advancement for employees in the companies that are implementing lifelong learning concept. The paper contains empirical research that was conducted in 15 companies in Serbia, primarily state-owned. This research gathered the opinion of 492 individuals, both female and male, with every type of education possible in Serbia. By analyzing the given results, the authors of this paper will give a proposal for future improved implementation of lifelong learning concept in Serbia.

University and workplace cultures: their impact on the development of lifelong learners

International Nuclear Information System (INIS)

Sim, J.; Zadnik, M.G.; Radloff, A.

2003-01-01

Purpose: Literature has shown the importance of lifelong learning in the education of today's workforce and the crucial role of Higher Education in preparing graduates for lifelong learning. A national study on lifelong learning in the medical radiation science (MRS refers to all aspects of diagnostic imaging and radiation therapy) profession in Australia and undergraduate courses was conducted in 1999. Based on the results of this study, this paper focuses on the relationship between university and workplace culture and evaluates how these cultures impact on the development of lifelong learners in the profession. Methods: Both qualitative and quantitative approaches were used to determine the importance of lifelong learning amongst stakeholders in the universities and the workplace. These included conducting a survey of heads of MRS schools, focus group discussion and interviews with MRS academics, and nationwide surveys of MRS students, practitioners and heads of clinical departments. Results: While Australian MRS schools are supportive of lifelong learning in terms of their course objectives, teaching approaches and assessment methods, the workplace culture in MRS for lifelong learning was not supportive. This is evidenced in the failure to provide a supportive learning environment, inadequate support for research initiatives and the exclusion of lifelong learning attributes from the job selection criteria for new graduates entering the workforce. Conclusions: The discrepancy between university and workplace culture represents a major obstacle in the development of lifelong learning attributes amongst MRS students and practitioners. Universities assume a vital role in the development and promotion of lifelong learning among students. However, it is equally important that the workplace culture also provides an environment that supports lifelong learning

Understanding the Educational Attainment of Sexual Minority Women and Men*

Science.gov (United States)

Mollborn, Stefanie; Everett, Bethany

2015-01-01

National studies have not analyzed sexual identity disparities in high school completion, college enrollment, or college completion in the United States. Using Add Health data, we document the relationship between adult sexual orientation and each of these outcomes. Many sexual minority respondents experienced disadvantages in adolescent academic achievement, school experiences, and social environments. This translates into educational attainment in complex, gendered ways. We find that the socially privileged completely heterosexual identity predicts higher educational attainment for women, while for men it is often a liability. Mostly heterosexual and gay identities are educationally beneficial for men but not women. There are college completion disparities between gay and mostly heterosexual women and their completely heterosexual counterparts. Bisexual respondents, especially women, have particularly problematic outcomes. Adolescent experiences, attitudes, and social contexts explain some of these differences. From adolescence through college, sexual minority groups, but especially females, need intervention to reduce substantial educational disparities. PMID:26257457

Biological and socio-cultural factors during the school years predicting women’s lifetime educational attainment

Science.gov (United States)

Hendrick, C. Emily; Cohen, Alison K.; Deardorff, Julianna

2015-01-01

BACKGROUND Lifetime educational attainment is an important predictor of health and well-being for women in the United States. In the current study, we examine the roles of socio-cultural factors in youth and an understudied biological life event, pubertal timing, in predicting women’s lifetime educational attainment. METHODS Using data from the National Longitudinal Survey of Youth 1997 cohort (N = 3889), we conducted sequential multivariate linear regression analyses to investigate the influences of macro-level and family-level socio-cultural contextual factors in youth (region of country, urbanicity, race/ethnicity, year of birth, household composition, mother’s education, mother’s age at first birth) and early menarche, a marker of early pubertal development, on women’s educational attainment after age 24. RESULTS Pubertal timing and all socio-cultural factors in youth, other than year of birth, predicted women’s lifetime educational attainment in bivariate models. Family factors had the strongest associations. When family factors were added to multivariate models, geographic region in youth and pubertal timing were no longer significant. CONCLUSION Our findings provide additional evidence that family factors should be considered when developing comprehensive and inclusive interventions in childhood and adolescence to promote lifetime educational attainment among girls. PMID:26830508

Vocational Studies, Lifelong Learning and Social Values: Investigating Education, Training and NVQs under the New Deal. Monitoring Change in Education [Series].

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Hyland, Terry

This book examines the New Labour policy on lifelong learning in Great Britain. Special attention is paid to developments surrounding the University for Industry and the New Deal initiatives and the issue of upgrading the British vocational education and training (VET) system to match those of Britain's European competitors. The following are…

Models of Educational Attainment: A Theoretical and Methodological Critique

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Byrne, D. S.; And Others

1973-01-01

Uses cluster analysis techniques to show that egalitarian policies in secondary education coupled with high financial inputs have measurable payoffs in higher attainment rates, based on Max Weber's notion of power'' within a community. (Author/JM)

Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

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Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

2014-10-01

Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children's access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia's formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward.

The Effect of Migraine Headache on Educational Attainment

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Rees, Daniel I.; Sabia, Joseph J.

2011-01-01

Despite the fact that migraine headaches are common and debilitating, little is known about their effect on educational attainment. Using data drawn from the National Longitudinal Study of Adolescent Health, we estimate the relationship between migraine headache and three outcomes: high school grade point average, the probability of graduating…

Change and the Challenges of Lifelong Learning

NARCIS (Netherlands)

Smilde, Rineke; Bennett, D.

2012-01-01

Professional musicians and music educators are faced with a lot of change in the profession, which in the end reflects change in society. This creates a huge challenge for institutions training future music performers and educators. In the Netherlands the research group Lifelong Learning in Music

The Sports Participation Effect on Educational Attainment of Black Males

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Harris, Paul C.

2014-01-01

The purpose of this study is to explore the direct, indirect, and total effects of high school sports participation on educational attainment for Black males using the Educational Longitudinal Study (2002/2006), a large, nationally representative, database. A path analysis procedure for determining underlying causal relationships between variables…

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

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Charungkaittikul, Suwithida; Henschke, John A.

2017-01-01

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance…

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

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Stephen L. Morgan

2014-09-01

Full Text Available After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1st, 1.5th, 2nd, and 3rd+ generation Mexican immigrant students, in comparison to 3rd+ generation students who self-identify as non-Hispanic whites and students who self-identify as non-Hispanic blacks or African Americans. The results suggest that the dissonant acculturation mechanism associated with the segmented assimilation perspective is mostly unhelpful for explaining patterns of educational attainment, especially for the crucial groups of 1.5th and 2nd generation Mexican immigrant students. Instead, standard measures of family background can account for large portions of group differences in bachelor’s degree attainment, with or without additional adjustments for behavioral commitment to schooling, occupational plans, and educational expectations. The broad structure of inequality in the United States, as well as the rising costs of bachelor’s degrees, should be the primary source of concern when considering the prospects for the incorporation of the children of recent Mexican immigrants into the mainstream.

Dependency of Quality Education for Attaining the Health-related ...

African Journals Online (AJOL)

AJRH Managing Editor

Dependency of Quality Education for Attaining the Health-related. Sustainable Development Goals in Africa. Peter A. Okebukola. Chairman of Council, Crawford University, Igbesa,Ogun State, Nigeria; former Executive Secretary, National Universities. Commission, Nigeria; and Special Adviser to the Vice-Chancellor, ...

Parental media socialization and educational attainment: Resource or disadvantage?

NARCIS (Netherlands)

Notten, N.J.W.R.; Kraaykamp, G.L.M.

2010-01-01

This article analyzes the long-term effects of parental media socialization on children's educational attainment. Data on 8316 individuals from 3257 families in the Netherlands is used to estimate hierarchical models that distinguish between family-specific (socialization) and individual-level

Parental media socialization and educational attainment : resource or disadvantage?

NARCIS (Netherlands)

Notten, N.; Kraaykamp, G.

2010-01-01

This article analyzes the long-term effects of parental media socialization on children’s educational attainment. Data on 8316 individuals from 3257 families in the Netherlands is used to estimate hierarchical models that distinguish between family-specific (socialization) and individual-level

Easing Access for Lifelong Learners: A Comparison of European Models for University Lifelong Learning

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Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara; Yndigegn, Carsten

2015-01-01

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the…

Life-Long Cyberlearning System: A Pilot Project for the "Learning Society" in the ROC.

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Han, Huei-Wen; Wang, Yen-Chao

1999-01-01

Provides an overview of the implementation of lifelong learning in Taiwan, Republic of China (ROC) as part of its educational reform policy and describes a pilot project, the Lifelong Cyberlearning System. Highlights include planning architecture, Web-based learning technology, professional education, industrial and corporate assistance, and…

Social Support System in Learning Network for lifelong learners: A Conceptual framework

NARCIS (Netherlands)

Nadeem, Danish; Stoyanov, Slavi; Koper, Rob

2009-01-01

Nadeem, D., Stoyanov, S., & Koper, R. (2009). Social support system in learning network for lifelong learners: A Conceptual framework [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 19(4/5/6), 337-351.

Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

Science.gov (United States)

Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2014-01-01

This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

Trends in Educational Attainment by Race/Ethnicity, Nativity, and Sex in the United States, 1989–2005

Science.gov (United States)

EVERETT, BETHANY G.; ROGERS, RICHARD G.; HUMMER, ROBERT A.; KRUEGER, PATRICK M.

2012-01-01

Despite the importance of education for shaping individuals’ life chances, little research has examined trends and differences in educational attainment for detailed demographic subpopulations in the United States. We use labor market segmentation and cohort replacement theories, linear regression methods, and data from the National Health Interview Survey to understand educational attainment by race/ethnicity, nativity, birth cohort, and sex between 1989 and 2005 in the United States. There have been significant changes in educational attainment over time. In support of the cohort replacement theory, we find that across cohorts, females have enjoyed greater gains in education than men, and for some race/ethnic groups, recent cohorts of women average more years of education than comparable men. And in support of labor market segmentation theories, foreign-born Mexican Americans continue to possess relatively low levels of educational attainment. Our results can aid policymakers in identifying vulnerable populations, and form the base from which to better understand changing disparities in education. PMID:22649275

Educational Attainment Influences Levels of Homozygosity through Migration and Assortative Mating

Science.gov (United States)

Abdellaoui, Abdel; Hottenga, Jouke-Jan; Willemsen, Gonneke; Bartels, Meike; van Beijsterveldt, Toos; Ehli, Erik A.; Davies, Gareth E.; Brooks, Andrew; Sullivan, Patrick F.; Penninx, Brenda W. J. H.; de Geus, Eco J.; Boomsma, Dorret I.

2015-01-01

Individuals with a higher education are more likely to migrate, increasing the chance of meeting a spouse with a different ancestral background. In this context, the presence of strong educational assortment can result in greater ancestry differences within more educated spouse pairs, while less educated individuals are more likely to mate with someone with whom they share more ancestry. We examined the association between educational attainment and F roh (= the proportion of the genome consisting of runs of homozygosity [ROHs]) in ~2,000 subjects of Dutch ancestry. The subjects’ own educational attainment showed a nominally significant negative association with F roh (p = .045), while the contribution of parental education to offspring F roh was highly significant (father: p migration rates among more educated parents. Parental education also showed a high spouse correlation (Spearman’s ρ = .66, p = 3 × 10-262). We show that less educated parents are less likely to mate with the more mobile parents with a higher education, creating systematic differences in homozygosity due to ancestry differences not directly captured by ancestry-informative principal components (PCs). Understanding how behaviors influence the genomic structure of a population is highly valuable for studies on the genetic etiology of behavioral, cognitive, and social traits. PMID:25734509

PARRISE, Promoting Attainment of Responsible Research and Innovation in Science Education, FP7 : Rethinking science, rethinking education

NARCIS (Netherlands)

Knippels, M.C.P.J.; van Dam, F.W.

The PARRISE (Promoting Attainment of Responsible Research & Innovation in Science Education) project aims at introducing the concept of Responsible Research and Innovation in primary and secondary education. It does so by combining inquiry-based learning and citizenship education with

Foundations of Life-Long Sexual Health Literacy

Science.gov (United States)

Graf, Allyson Stella; Patrick, Julie Hicks

2015-01-01

Purpose: Sexual education in adolescence may represent the only formal sexual information individuals ever receive. It is unclear whether this early educational experience is sufficient to promote lifelong sexual health literacy. The purpose of this paper is to examine the influence of the timing and source of sexual knowledge on current safe sex…

Delirium in elderly patients: association with educational attainment.

Science.gov (United States)

Martins, Sónia; Paiva, José Artur; Simões, Mário R; Fernandes, Lia

2017-04-01

Among cognitive reserve markers, educational attainment is the most widely studied, with several studies establishing a strong association with risk of dementia. However, it has not yet been fully examined in delirium. This study aims to analyse the relationship between educational attainment and delirium. The study included elderly hospitalised patients admitted (≥48 h) into an intermediate care unit (IMCU) of Intensive Care Medicine Service. Exclusion criteria were as follows: Glasgow Coma Scale (total≤11), blindness/deafness, inability to communicate or to speak Portuguese. The European Portuguese Version of the Confusion Assessment Method (CAM) was used for delirium assessment. The final sample (n=157) had a mean age of 78.8 (SD=7.6) the majority being female (52.2%), married (51.5%) and with low educational level (49%). According to CAM, 21% of the patients had delirium. The delirium group presented the fewest years of education (median 1 vs. 4), with statistical significance (p=0.003). Delirium was more frequent among male patients [odds ratio (OR) 0.32; 95% confidence interval (CI) 0.12-0.86; p=0.023], as well as those patients with lower education (OR 0.76; 95% CI 0.62-0.95; p=0.016), and with respiratory disease (OR 3.35; 95% CI 1.20-9.33; p=0.020), after controlling for age and medication. Similar to previous studies, these findings point to a negative correlation between education and delirium. This study appears as an attempt to contribute to the knowledge about the role of cognitive reserve in risk of delirium, particularly because is the first one that has been carried out in an IMCU, with lower educated elderly patients. Further studies are needed to clarify this relationship considering other markers (e.g. cognitive activities), which can contribute to the definition of preventive strategies.

Why women of lower educational attainment struggle to make healthier food choices: the importance of psychological and social factors.

Science.gov (United States)

Lawrence, Wendy; Skinner, Chas; Haslam, Cheryl; Robinson, Sian; Inskip, Hazel; Barker, David; Cooper, Cyrus; Jackson, Alan; Barker, Mary

2009-11-01

Women of lower educational attainment are more likely to eat unhealthy diets than women of higher educational attainment. To identify influences on the food choices of women with lower educational attainment, 11 focus groups (eight with women of lower, and three with women of higher educational attainment) were held. Using a semi-structured discussion guide, environmental, social, historical and psychological factors known to be associated with food choice were explored. Audio recordings were transcribed verbatim and thematically analysed. Compared to women of higher educational attainment, women of lower educational attainment had less control over their families' food choices, less support for attempts to eat healthily, fewer opportunities to observe and learn good food-related practices, more negative affect, more perceived environmental constraints and more ambiguous beliefs about the consequences of eating a nutritious diet. These findings provide a starting point for taking forward the design of an intervention to improve the diets of young women.

Lifelong Learning for All in Asian Communities: ICT Based Initiatives

Science.gov (United States)

Misra, Pradeep Kumar

2011-01-01

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run…

The "Life-Long Draught": From Learning to Teaching and Back

Science.gov (United States)

Gardner, Philip

2007-01-01

A significant but seldom explored feature of social change brought about by popular education in the modern period lies in its intimate and complex association with the humanizing idea of the "lifelong". At a moment when the idea of "lifelong learning" exercises a considerable policy influence, it is perhaps timely to reflect on the relation of…

Specific psychological variables predict quality of diet in women of lower, but not higher, educational attainment

DEFF Research Database (Denmark)

Lawrence, Wendy; Schlotz, Wolff; Crozier, Sarah

2011-01-01

Our previous work found that perceived control over life was a significant predictor of the quality of diet of women of lower educational attainment. In this paper, we explore the influence on quality of diet of a range of psychological and social factors identified during focus group discussions......, and specify the way this differs in women of lower and higher educational attainment. We assessed educational attainment, quality of diet, and psycho-social factors in 378 women attending Sure Start Children's Centres and baby clinics in Southampton, UK. Multiple-group path analysis showed that in women...... of self-efficacy, perceived control or outcome expectancies on the quality of diet of women of higher educational attainment, though having more social support and food involvement were associated with improved quality of diet in these women. Our analysis confirms our hypothesis that control...

Educational Attainment by Life Course Sexual Attraction: Prevalence and Correlates in a Nationally Representative Sample of Young Adults

Science.gov (United States)

Walsemann, Katrina M.; Lindley, Lisa L.; Gentile, Danielle; Welihindha, Shehan V.

2014-01-01

Researchers know relatively little about the educational attainment of sexual minorities, despite the fact that educational attainment is consistently associated with a range of social, economic, and health outcomes. We examined whether sexual attraction in adolescence and early adulthood was associated with educational attainment in early adulthood among a nationally representative sample of US young adults. We analyzed Waves I and IV restricted data from the National Longitudinal Study of Adolescent Health (n=14,111). Sexual orientation was assessed using self-reports of romantic attraction in Waves I (adolescence) and IV (adulthood). Multinomial regression models were estimated and all analyses were stratified by gender. Women attracted to the same-sex in adulthood only had lower educational attainment compared to women attracted only to the opposite-sex in adolescence and adulthood. Men attracted to the same-sex in adolescence only had lower educational attainment compared to men attracted only to the opposite-sex in adolescence and adulthood. Adolescent experiences and academic performance attenuated educational disparities among men and women. Adjustment for adolescent experiences also revealed a suppression effect; women attracted to the same-sex in adolescence and adulthood had lower predicted probabilities of having a high school diploma or less compared to women attracted only to the opposite-sex in adolescence and adulthood. Our findings challenge previous research documenting higher educational attainment among sexual minorities in the US. Additional population-based studies documenting the educational attainment of sexual minority adults are needed. PMID:25382888

Professionals calling in lifelong learning centers

Directory of Open Access Journals (Sweden)

Victor Manuel Monteiro Seco

2013-06-01

Full Text Available Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies:  adequate  material  conditions  plus  a  meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee’s work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

Lifelong Learning in Colombia and Denmark

DEFF Research Database (Denmark)

Olesen, Henning Salling

2004-01-01

The article examines education and learning opportunities in Colombia against the backdrop of Danish modernisation and reform experiences from second half of 20th Century. The article discusses possibilities to learn from Danish experiences in the development of a Colombian lifelong learning policy...

Field Theory in Cultural Capital Studies of Educational Attainment

DEFF Research Database (Denmark)

Krarup, Troels; Munk, Martin D.

2016-01-01

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years, and a theoretical problem, since cultural capital is seen as a simple hypothesis about...

Field Theory in Cultural Capital Studies of Educational Attainment

DEFF Research Database (Denmark)

Munk, Martin D.; Krarup, Troels Magelund

2012-01-01

This article argues that there is a double recession in international mainstream research in cultural capital and educational attainment: an empirical recession, since few new insights have been gained within recent years, and a theoretical recession, since cultural capital is now seen as a simple...

Comparative Study of Parental Involvement and Private Tuition regarding Educational Attainment of Students

OpenAIRE

Malik Amer Atta; Shabnam Razzaq Khan; Shehla Sheikh; Fahmida Akbar

2014-01-01

This research work was focused on the “comparative study of parental involvement and private tuition regarding educational attainments of students at secondary school level”. A sample of 80 students of 10th class from ten different secondary schools was taken. To analyze the results t-test was used. In this comparison it was conducted that parental involvement turn out significant effect on student educational attainments as compared to private tuition. On the bases of results researcher has ...

Educational status and organizational safety climate: does educational attainment influence workers' perceptions of workplace safety?

OpenAIRE

Gyekye, Seth; Salminen, Simo

2009-01-01

From a practical perspective, understanding the impact of education on perceptions of workplace safety would benefit management’s decisions regarding workers’ adaptability, general work effectiveness, accident frequency, implementation of safety management policies, and handling of education-related accident characteristics. The current study thus examined the relationship between educational attainment and (i) safety perception, (ii) job satisfaction, (iii) compliance with safety management ...

Lifelong learning in an age of measurement

DEFF Research Database (Denmark)

Kauffmann, Oliver

2013-01-01

There has been a shift in interest from ‘lifelong education’ to ‘lifelong learning’ in the Western world since the 1990s. This shift is closely related to strategies for securing the competitiveness of national economies. For this purpose one of the tools applied by educational policy makers has...... been to invoke ‘the golden standard(s)’ of evidence based research into the domain of learning. A number of problems with this approach are that the very conception of learning is broad, vague, ambiguous and does not in itself give us a normative handle which can help us with education. There might...... be one particular area, however, where evidence based learning research might be thought to have a strong foothold: in the brain sciences. And certainly a rapidly growing interest in ‘educational neuroscience’ has emerged within the last 10 years. But is it possible to bridge the gap between ‘studying...

Educational Attainment in the United States: 2015. Population Characteristics. Current Population Reports. P20-578

Science.gov (United States)

Ryan, Camille L.; Bauman, Kurt

2016-01-01

This report provides a portrait of educational attainment in the United States based on data collected from the Current Population Survey (CPS). The report examines educational attainment of the adult population by demographic and social characteristics such as age, sex, race and Hispanic origin, and disability status, as well as differences in…

The effects of adolescent intimate partner violence on women's educational attainment and earnings.

Science.gov (United States)

Adams, Adrienne E; Greeson, Megan R; Kennedy, Angie C; Tolman, Richard M

2013-11-01

Intimate partner violence (IPV) is a serious, widespread problem that negatively affects women's lives, including their economic status. The current study explored whether the financial harm associated with IPV begins as early as adolescence. With longitudinal data from a sample of 498 women currently or formerly receiving welfare, we used latent growth curve modeling to examine the relationships between adolescent IPV, educational attainment, and women's earnings. We found that women who had been victimized by a partner during adolescence obtained less education compared with nonvictimized women, with victimization indirectly influencing women's earnings via educational attainment. The findings support the need for intervention strategies aimed at preventing IPV and promoting women's educational and career development over the life course.

Effect of retention in elementary grades on grade 9 motivation for educational attainment.

Science.gov (United States)

Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2015-02-01

This study investigated the effect of grade retention in elementary school on students' motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained=177) and continuously promoted students (68.45%, npromoted=384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West & Im, 2014). This model consists of a General factor (student's overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than those of the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Educational Attainment and the Gender Wage Gap: Evidence from the 1986 and 1991 Canadian Censuses.

Science.gov (United States)

Christie, Pamela; Shannon, Michael

2001-01-01

Uses Canadian census data to examine effects of gender differences in educational attainment on the gender earnings gap for full-time, full-year Canadian workers. These educational attainment differences account for virtually none of the gender earnings gap in 1985 and 1990. Gender differences in field of study matter somewhat more. (Contains 17…

FACT SHEET ON EDUCATIONAL ATTAINMENT OF NONWHITE WOMEN.

Science.gov (United States)

Women's Bureau (DOL), Washington, DC.

NONWHITE WOMEN AND MEN HAVE MADE SIGNIFICANT PROGRESS IN RAISING THEIR LEVEL OF EDUCATIONAL ATTAINMENT OVER THE LAST SEVERAL DECADES. THE MEDIAN YEARS OF SCHOOL COMPLETED BY NONWHITE WOMEN AND MEN 25 YEARS OF AGE AND OVER IN MARCH 1966 WERE 9.6 YEARS AND 8.8 YEARS RESPECTIVELY. COMPARABLE MEDIANS IN APRIL 1940 WERE 6.1 YEARS AND 5.4 YEARS. MOST…

Educational Attainments of Immigrant Offspring: Success or Segmented Assimilation?

Science.gov (United States)

Boyd, Monica

2002-01-01

Examined the educational attainments of adult offspring of immigrants age 20-64 years, analyzing data from Canada's 1996 Survey of Labour and Income Dynamics. Contrary to second generation decline and segmented underclass assimilation found in the United States, Canadian adult visible-minority immigrant offspring did not have lower educational…

Returns on vocational education over the life cycle: Between immediate labour market preparation and lifelong employability

Science.gov (United States)

Lavrijsen, Jeroen; Nicaise, Ides

2017-04-01

An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career. The authors of this article examine whether this results in a trade-off between short-term gains and long-term losses by considering differences in the labour market careers of vocationally and generally educated respondents in the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). Their results suggest that early labour market benefits of vocational specialisation decrease over time; the authors relate this to its lower ability to equip secondary school students - future employees - with skills for lifelong learning.

Funding and the Attainment of Transformation Goals in South Africa's Higher Education

Science.gov (United States)

Wangenge-Ouma, Gerald

2010-01-01

The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or…

Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

Science.gov (United States)

Solmaz, Dilek Yaliz

2017-01-01

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

Parental Educational Attainment and Offspring Subjective Well-being and Self-Beliefs in Older Adulthood.

Science.gov (United States)

Sutin, Angelina R; Stephan, Yannick; Terracciano, Antonio

2018-07-01

This research examines whether parental educational attainment and subjective childhood socioeconomic status (SES) is associated with adult offspring well-being and self-beliefs (broadly defined). Participants from the Health and Retirement Study were included if they completed the leave-behind questionnaire in 2006 or 2008 ( N =10,827; M age =68.38; SD =9.81; range=50-101). Participants reported on their own and both parents educational attainment, subjective childhood financial situation, and financial difficulties in childhood at study entry and on well-being in 2006/2008. Linear regression was used to examine the association between offspring education, parental education, childhood SES and three aspects of well-being and self-beliefs: positive affect (e.g., positive emotions, optimism), negative affect (e.g., loneliness, hostility), and cognitive evaluation (e.g., life satisfaction). Participants with more education reported higher well-being (median β=.12). Parental educational attainment, subjective childhood SES, and a significant financial event during childhood were associated with more positive affect, less negative affect, and higher life satisfaction (median β=.05); these associations held controlling for offspring education. The educational and financial environment of childhood may hamper well-being into older adulthood; the offspring's own experiences and achievements do not completely attenuate the association with these aspects of the childhood environment.

Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education.

Science.gov (United States)

Hilty, Donald M; Turvey, Carolyn; Hwang, Tiffany

2018-03-12

Psychiatric practice continues to evolve and play an important role in patients' lives, the field of medicine, and health care delivery. Clinicians must learn a variety of clinical care systems and lifelong learning (LLL) is crucial to apply knowledge, develop skills, and adjust attitudes. Technology is rapidly becoming a key player-in delivery, lifelong learning, and education/training. The evidence base for telepsychiatry/telemental health via videoconferencing has been growing for three decades, but a greater array of technologies have emerged in the last decade (e.g., social media/networking, text, apps). Clinicians are combining telepsychiatry and these technologies frequently and they need to reflect on, learn more about, and develop skills for these technologies. The digital age has solidified the role of technology in continuing medical education and day-to-day practice. Other fields of medicine are also adapting to the digital age, as are graduate and undergraduate medical education and many allied mental health organizations. In the future, there will be more online training, simulation, and/or interactive electronic examinations, perhaps on a monthly cycle rather than a quasi-annual or 10-year cycle of recertification.

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment.

Science.gov (United States)

Schulz, Wiebke; Schunck, Reinhard; Diewald, Martin; Johnson, Wendy

2017-10-01

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children's cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children's cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

The Heterogeneous Impacts of Business Cycles on Educational Attainment

Science.gov (United States)

Boffy-Ramirez, Ernest

2017-01-01

This study examines the impact of fluctuations in the unemployment rate before high school graduation on educational attainment measured 30 years later. I find evidence that important heterogeneity is masked by estimating average effects across the ability distribution. Using data from the 1979 National Longitudinal Survey of Youth, this analysis…

Classroom Carbon Dioxide Concentration, School Attendance, and Educational Attainment

Science.gov (United States)

Gaihre, Santosh; Semple, Sean; Miller, Janice; Fielding, Shona; Turner, Steve

2014-01-01

Background: We tested the hypothesis that classroom carbon dioxide (CO[subscript 2]) concentration is inversely related to child school attendance and educational attainment. Methods: Concentrations of CO[subscript 2] were measured over a 3-5?day period in 60 naturally ventilated classrooms of primary school children in Scotland. Concentrations of…

Field Theory in Cultural Capital Studies of Educational Attainment

Science.gov (United States)

Krarup, Troels; Munk, Martin D.

2016-01-01

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding…

The Dutch Lifelong Learning scene : Continuing unresolved issues and two alternative perspectives

NARCIS (Netherlands)

van Dellen, Teije

2015-01-01

Lifelong learning (LLL) in the Netherlands is under debate in this article. The article shows the state of the art of the Dutch lifelong learning education, and training and development field. In particular the unfulfilled expectations of the field are shown in a polemic manner by discussing the

Educational Attainment and Smoking Status in a National Sample of American Adults; Evidence for the Blacks' Diminished Return.

Science.gov (United States)

Assari, Shervin; Mistry, Ritesh

2018-04-16

Although higher socioeconomic status (SES) indicators such as educational attainment are linked with health behaviors, the Blacks’ Diminished Return theory posits that the protective effects of SES are systemically smaller for Blacks than Whites. To explore the Black/White differences in the association between education and smoking. This cross-sectional study used the Health Information National Trends Survey (HINTS) 2017 ( n = 3217). HINTS is a national survey of American adults. The current analysis included 2277 adults who were either Whites ( n = 1868; 82%) or Blacks ( n = 409; 18%). The independent variable was educational attainment, and the dependent variables were ever and current (past 30-day) smoking. Demographic factors (age and gender) were covariates. Race was the focal moderator. In the pooled sample, higher educational attainment was associated with lower odds of ever and current smoking. Race interacted with the effects of higher educational attainment on current smoking, suggesting a stronger protective effect of higher education against current smoking for Whites than Blacks. Race did not interact with the effect of educational attainment on odds of ever smoking. In line with previous research in the United States, education is more strongly associated with health and health behaviors in Whites than Blacks. Smaller protective effects of education on health behaviors may be due to the existing racism across institutions such as the education system and labor market.

Impact of Educational Attainment on Health Outcomes in Moderate to Severe CKD

NARCIS (Netherlands)

Morton, Rachael L.; Schlackow, Iryna; Staplin, Natalie; Gray, Alastair; Cass, Alan; Haynes, Richard; Emberson, Jonathan; Herrington, William; Landray, Martin J.; Baigent, Colin; Mihaylova, Borislava; de Zeeuw, Dick; Navis, Gerjan

Background: The inverse association between educational attainment and mortality is well established, but its relevance to vascular events and renal progression in a population with chronic kidney disease (CKD) is less clear. This study aims to determine the association between highest educational

Educational Attainment and Egalitarian Attitudes toward Women in the MENA Region: Insights from the Arab Barometer

Science.gov (United States)

Auletto, Amy; Kim, Taeyeon; Marias, Rachel

2017-01-01

Despite increasingly egalitarian attitudes toward women in the Middle East and North Africa, nations in this region continue to rank among the lowest in measures of gender equality. Using survey data, we examine the relationship between educational attainment and support for women. We find that increased educational attainment is predictive of…

Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School. Studies in Pedagogy, Andragogy, and Gerontagogy. Volume 67

Science.gov (United States)

Egetenmeyer, Regina, Ed.

2016-01-01

This volume presents comparisons of adult education and lifelong learning with a focus on educational policies, professionalization in adult education, participation in adult learning and education, quality in adult education, and educational guidance and counselling. The essays are based on comparisons discussed at the international Winter School…

Effects of Educational Attainment on Climate Risk Vulnerability

Directory of Open Access Journals (Sweden)

Erich Striessnig

2013-03-01

Full Text Available In the context of still uncertain specific effects of climate change in specific locations, this paper examines whether education significantly increases coping capacity with regard to particular climatic changes, and whether it improves the resilience of people to climate risks in general. Our hypothesis is that investment in universal primary and secondary education around the world is the most effective strategy for preparing to cope with the still uncertain dangers associated with future climate. The empirical evidence presented for a cross-country time series of factors associated with past natural disaster fatalities since 1980 in 125 countries confirms this overriding importance of education in reducing impacts. We also present new projections of populations by age, sex, and level of educational attainment to 2050, thus providing an appropriate tool for anticipating societies' future adaptive capacities based on alternative education scenarios associated with different policies.

Educational Attainment at Age 10-11 Years Predicts Health Risk Behaviors and Injury Risk During Adolescence.

Science.gov (United States)

Demmler, Joanne C; Hill, Rebecca A; Rahman, Muhammad A; Bandyopadhyay, Amrita; Healy, Melanie A; Paranjothy, Shantini; Murphy, Simon; Fletcher, Adam; Hewitt, Gillian; John, Ann; Lyons, Ronan A; Brophy, Sinead T

2017-08-01

To examine the effect of educational attainment in primary school on later adolescent health. Education data attainments at age 7 and 11 were linked with (1) primary and secondary care injury consultation/admissions and (2) the Health Behaviour in School-aged Children survey. Cox regression was carried out to examine if attainment in primary school predicts time to injury in adolescence. Pupils that achieve attainment at age 7 but not at age 11 (i.e., declining attainment over time in primary school) are more likely to have an injury during adolescence. These children are also more likely to self-report drinking in adolescence. Interventions aimed at children with declining attainment in primary school could help to improve adolescent health. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Low levels of food involvement and negative affect reduce the quality of diet in women of lower educational attainment.

Science.gov (United States)

Jarman, M; Lawrence, W; Ntani, G; Tinati, T; Pease, A; Black, C; Baird, J; Barker, M

2012-10-01

Women of lower educational attainment tend to have poorer quality diets and lower food involvement (an indicator of the priority given to food) than women of higher educational attainment. The present study reports a study of the role of food involvement in the relationship between educational attainment and quality of diet in young women. The first phase uses six focus group discussions (n = 28) to explore the function of food involvement in shaping the food choices of women of lower and higher educational attainment with young children. The second phase is a survey that examines the relationship between educational attainment and quality of diet in women, and explores the role of mediating factors identified by the focus group discussions. The focus groups suggested that lower food involvement in women of lower educational attainment might be associated with negative affect (i.e. an observable expression of negative emotion), and that this might mean that they did not place a high priority on eating a good quality diet. In support of this hypothesis, the survey of 1010 UK women found that 14% of the effect of educational attainment on food involvement was mediated through the woman's affect (P ≤ 0.001), and that 9% of the effect of educational attainment on quality of diet was mediated through food involvement (P ≤ 0.001). Women who leave school with fewer qualifications may have poorer quality diets than women with more qualifications because they tend to have a lower level of food involvement, partly attributed to a more negative affect. Interventions to improve women's mood may benefit their quality of diet. © 2012 The Authors Journal of Human Nutrition and Dietetics © 2012 The British Dietetic Association Ltd.

Where Are the Returns to Lifelong Learning?

OpenAIRE

Coelli, Michael; Tabasso, Domenico

2015-01-01

We investigate the labour market determinants and outcomes of adult participation in formal education (lifelong learning) in Australia, a country with high levels of adult education. Employing longitudinal data and fixed effects methods allows identification of effects on outcomes free of ability bias. Different trends in outcomes across groups are also allowed for. The impacts of adult education differ by gender and level of study, with small or zero labour market returns in many cases. Wage...

Educational Attainment and Smoking Status in a National Sample of American Adults; Evidence for the Blacks’ Diminished Return

Directory of Open Access Journals (Sweden)

Shervin Assari

2018-04-01

Full Text Available Background: Although higher socioeconomic status (SES indicators such as educational attainment are linked with health behaviors, the Blacks’ Diminished Return theory posits that the protective effects of SES are systemically smaller for Blacks than Whites. Aims: To explore the Black/White differences in the association between education and smoking. Methods: This cross-sectional study used the Health Information National Trends Survey (HINTS 2017 (n = 3217. HINTS is a national survey of American adults. The current analysis included 2277 adults who were either Whites (n = 1868; 82% or Blacks (n = 409; 18%. The independent variable was educational attainment, and the dependent variables were ever and current (past 30-day smoking. Demographic factors (age and gender were covariates. Race was the focal moderator. Results: In the pooled sample, higher educational attainment was associated with lower odds of ever and current smoking. Race interacted with the effects of higher educational attainment on current smoking, suggesting a stronger protective effect of higher education against current smoking for Whites than Blacks. Race did not interact with the effect of educational attainment on odds of ever smoking. Conclusions: In line with previous research in the United States, education is more strongly associated with health and health behaviors in Whites than Blacks. Smaller protective effects of education on health behaviors may be due to the existing racism across institutions such as the education system and labor market.

Educational attainment: A genome wide association study in 9538 Australians

NARCIS (Netherlands)

Martin, N.W.; Medland, S.E.; Verweij, K.J.H.; Lee, S.H.; Nyholt, D.R.; Madden, P.A.F.; Heath, A.C.; Montgomery, G.W.; Wright, M.J.; Martin, N.G.

2011-01-01

Background: Correlations between Educational Attainment (EA) and measures of cognitive performance are as high as 0.8. This makes EA an attractive alternative phenotype for studies wishing to map genes affecting cognition due to the ease of collecting EA data compared to other cognitive phenotypes

Lifelong education for older adults in Malta: Current trends and future visions

Science.gov (United States)

Formosa, Marvin

2012-04-01

With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality - namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.

Increased Educational Attainment among U.S. Mothers and their Children's Academic Expectations.

Science.gov (United States)

Augustine, Jennifer

2017-12-01

Existing research provides strong evidence that children with more educated parents have higher academic expectations for themselves, but has yet to consider how an increase in the education of lower educated mothers might alter the expectations of their children. In light of the historic increase in U.S. mothers' pursuit of additional education, this study investigates this timely question using data from a nationally representative, intergenerational sample of U.S. children and mothers participating in the National Longitudinal Surveys of Youth ( n mothers = 3,265; n children = 8,027). Combining random and fixed effects procedures, the findings revealed that that an increase in mothers' educational attainment is linked to an increase in their children's expectations to earn a Bachelor's degree. Increased maternal education did not, however, buffer against the risk that children will downgrade these expectations upon approaching the end of high school. These results have theoretical importance to traditional models of status attainment, which typically view parental education as a stable feature of family background; extend a small but burgeoning literature that explores whether and why increased maternal education improves the mobility prospects of their children; and speak to current two-generation policy approaches that aim to leverage trends in mothers education to reduce inequality for future generations.

How Did the Increase in Economic Inequality between 1970 and 1990 Affect American Children's Educational Attainment?

Science.gov (United States)

Mayer, Susan E.

This paper estimates the effect of the growth in income inequality on mean educational attainment and on the disparity in educational attainment between rich and poor children. The effect of income inequality that is due to the nonlinear effect of a family's own income is separated from the effect due to interpersonal interactions. Data from the…

Associations between delayed completion of high school and educational attainment and symptom levels of anxiety and depression in adulthood

DEFF Research Database (Denmark)

Melkevik, Ole; Hauge, Lars Johan; Bendtsen, Pernille

2016-01-01

BACKGROUND: There is a higher prevalence of anxiety and depression among adults with lower educational attainment. Delayed completion of high school (HS) is common and represents a potentially complicating factor in the relationship between educational attainment and anxiety and depression....... This study aims to investigate whether delayed HS completion is associated with symptom levels of anxiety and depression in adulthood and whether it interacts with later educational attainment in predicting symptom-levels of anxiety and depression in adulthood. METHODS: The sample consisted of 10 149...... participants from the Nord-Trøndelag Health Survey (HUNT 3) between 30 and 46 years of age in 2006. The outcome variables were symptoms of anxiety and depression as measured by the HADS scale. Variables measuring educational attainment were obtained from the National Educational Database in Norway. We used...

The New Phys Ed.: Dodgeball Is Passe; Schools Are Teaching Lifelong Fitness

Science.gov (United States)

Schachter, Ron

2011-01-01

A growing number of physical education teachers are introducing a new kind of P.E. in schools, emphasizing lifelong activities such as running, cycling, yoga, and skateboarding, in an attempt to make exercise more engaging--and lifelong--for elementary and middle school students. The new generation of P.E. classes is introducing youngsters to…

Effects of neighbourhood-level educational attainment on HIV prevalence among young women in Zambia.

Science.gov (United States)

Kayeyi, Nkomba; Sandøy, Ingvild F; Fylkesnes, Knut

2009-08-25

Investigations of the association between socio-economic position indicators and HIV in East, Central and Southern Africa have chiefly focused on factors that pertain to individual-level characteristics. This study investigated the effect of neighbourhood educational attainment on HIV prevalence among young women in selected urban and rural areas in Zambia. This study re-analysed data from a cross-sectional population survey conducted in Zambia in 2003. The analyses were restricted to women aged 15-24 years (n = 1295). Stratified random cluster sampling was used to select 10 urban and 10 rural clusters. A measure for neighbourhood-level educational attainment was constructed by aggregating individual-level years-in-school. Multi-level mixed effects regression models were run to examine the neighbourhood-level educational effect on HIV prevalence after adjusting for individual-level underlying variables (education, currently a student, marital status) and selected proximate determinants (ever given birth, sexual activity, lifetime sexual partners). HIV prevalence among young women aged 15-24 years was 12.5% in the urban and 6.8% in the rural clusters. Neighbourhood educational attainment was found to be a strong determinant of HIV infection in both urban and rural population, i.e. HIV prevalence decreased substantially by increasing level of neighbourhood education. The likelihood of infection in low vs. high educational attainment of neighbourhoods was 3.4 times among rural women and 1.8 times higher among the urban women after adjusting for age and other individual-level underlying variables, including education. However, the association was not significant for urban young women after this adjustment. After adjusting for level of education in the neighbourhood, the effect of the individual-level education differed by residence, i.e. a strong protective effect among urban women whereas tending to be a risk factor among rural women. The findings suggested structural

Quality Assurance in Lifelong Learning. ENQA Workshop Report 18

Science.gov (United States)

Bengoetxea, Endika; Kallioinen, Outi; Schmidt-Jortzig, Immo; Thorn, Richard

2011-01-01

The implementation of Lifelong Learning (LLL) in European higher education institutions is one of the most important educational and carrier development oriented initiatives of this decade. Albeit an essential path in the continuous improvement of skills, competences and knowledge throughout the life of an individual, this project is also…

Hearing Impaired Education of the Department of Education in Region X, Philippines: Its Approaches and Implication

Directory of Open Access Journals (Sweden)

James Mirabeau B. Undalok

2015-11-01

Full Text Available One way to attain improvement of the educational programs of the hearing impaired is by conducting survey and assessment of the status of the hearing impaired education of the Department of Education in Region X, Philippines. The Special Education (SpEd teachers play a vital role for the pupils of the hearing impaired children as they are viewed as linchpins in the learning process of the children. This cannot be attained without the different approaches on hearing impaired education. Survey -questionnaires were used to gather information needed. Data were analyzed using the descriptive statistics such as weighted mean and standard deviation. The ANOVA test was used to determine the significance of the hearing impaired education of the Department of Education in Region X. Anchored on the findings, the following conclusions are made about different educational approaches should be given priority by the SPED teachers is further enhance the lifelong learning skills of the pupils. It helps them for their learning process and acquiring language skills. There should be an advocacy on the hearing impaired education program to the public and stakeholders.

adult and non-formal education as a veritable tool for attaining ...

African Journals Online (AJOL)

Abasiama A. Akpan

www.globaljournalseries.com; Info@globaljournalseries.com ... TOOL FOR ATTAINING MILLENNIUM DEVELOPMENT GOAL ... However, new variants have continued to emerge as ... process, whatever the content, level and ... formal education system that is consciously .... employment creation through effective teaching.

Measuring Lifelong Learning for the New Economy.

Science.gov (United States)

Tuijnman, Albert

2003-01-01

Describes the challenges that research and statistical systems are faced with in the education sector. Argues these consequences are the result of decisions made for economically advanced countries to adopt a lifelong learning framework and strategy in response to the move toward the new global economy. (CAJ)

Time Use and Educational Attainment: A Study of Undergraduate Students.

Science.gov (United States)

Etcheverry, Emily J.; And Others

1993-01-01

A Canadian university study of 308 students' time use in academic areas used a model relating variables of social background, social psychological characteristics, time use, and educational attainment. Findings suggested that, taking into account these other variables, the time students spend on academic activities and paid employment has little…

Intergenerational transmission of educational attainment in adoptive families in the Netherlands

NARCIS (Netherlands)

Scheeren, L.; Das, M.; Liefbroer, A.C.

2017-01-01

To improve our understanding of the mechanisms underlying the strong association between family background and children’s educational attainment, we examined intergenerational transmission within families where genetic transmission is absent. Specifically, we investigated the effect of parent’s

Lifelong learning for active ageing in nordic museums; archives and street art

DEFF Research Database (Denmark)

Fristrup, Tine; Grut, Sara

2016-01-01

to lifelong learning as a way to conceptualise activities for older adults’ in museums, as we emphasise an approach to adult education for active ageing articulated as ‘lifelong learning for active ageing’. To illustrate this framing, we outline a number of activities taken from publications, cultural sites...... and conferences in which we have been involved over the last decade in the context of the Nordic Centre of Heritage Learning and Creativity in Östersund, Sweden. We argue that lifelong learning for active ageing in cultural heritage institutions can contribute to the development of older adults’ civic......In this article, we develop a framework that demonstrates how older adults need to develop diverse capabilities in relation to their educational life course through engagements in Nordic museums, archives and street art activities. We discuss how European museums have taken up UNESCO’s approach...

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

Science.gov (United States)

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Sibling Rivalry in Educational Attainment: The German Case

OpenAIRE

Ira N. Gang; Thomas Bauer

2000-01-01

Recent studies exploring sibling rivalry in the allocation of household resources in the U.S. produce conflicting results. We contribute to this discussion by addressing the role of sibling rivalry in educational attainment in Germany. Using the German Socioeconomic Panel (GSOEP) we are able to distinguish how the effects of sibling rivalry vary by cultural affiliation, i.e., among families of West German, East German and foreign origin. We also point out and correct for a reference group pro...

Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning

DEFF Research Database (Denmark)

Buhl, Mie; Andreasen, Lars Birch

2018-01-01

The MOOC phenomenon contains the potential to draw a large and diverse audience with varying demands of learning possibilities. The characteristics of MOOCs are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education...... worldwide. The very first MOOCs were not originally referred to as such; they were only labelled ‘‘massive open online courses’’ (MOOCs) in retrospect, in an attempt to describe what was distinctive and new about the ones which had already been held (Cormier 2008). These new types of courses explored new...... and interaction among participants of a course. These first MOOCs opened up new discussions of pedagogy and didactics and were potentially challenging formerly established ways of organising education and competence development....

Factors influencing the intention of Malaysian working adults towards lifelong learning

Directory of Open Access Journals (Sweden)

Abdullah Sarwar

2016-06-01

Full Text Available Lifelong learning is an option to fulfil societal needs in order to create a dynamic society. The rising in participation in lifelong learning programmes contributed due to the pressure of globalization and technologies in Malaysia’s changing demography. Therefore, this study aimed at identifying the factors that influence the intention of the Malaysian working adults towards lifelong learning and to develop marketing strategies for Malaysian education providers. The foundation of this study is based on the Theory of Planned Behaviour. However, two additional variables were included as the extension to the current model which is trust and perceived usefulness. This research was designed as a cross-sectional field survey, where questionnaire were used for data collection. The target population for this study were the Malaysian working adults who are working in different organizations within the Klang Valley area. The sample size for this research is 210. The hypothesized path analysis was conducted through the Structural Equation Modelling (SEM. All the hypotheses were accepted due to the fact that they were statistically significant. The study provides the management of lifelong education centre an insight to develop effective marketing strategies to satisfy that value of potential customers. The findings will also be beneficial to government agencies, policy maker and higher education practitioner by creating insight into adult learner perception and building intentional behaviour to purchase the product. Finally, limitations were discussed and future study direction is proposed.

Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Directory of Open Access Journals (Sweden)

Noel, Penny

2009-01-01

Full Text Available Analysis of initial teacher training (ITT student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly ‘FE-college centric’ and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach – and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context.

Dutch Lifelong learning : A Policy Perspective bringing together parallel Worlds

NARCIS (Netherlands)

van Dellen, Teije; Klercq, Jumbo; Buiskool, Bert-Jan

Lifelong learning has never been an integral part of the Dutch educational culture. Nevertheless, nowadays yearly many adults (about 17.8% in 2015) are after either or not finishing initial education in some respect emergently participating in (continuing) second, third or more learning paths

The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

Science.gov (United States)

Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.

2013-01-01

Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through…

The Significance and Role of Lifelong Education in the Light of Various Definitions of the Tasks of the Future Society

Directory of Open Access Journals (Sweden)

Bojan Volf

2009-12-01

In the first part of the article we deal with the issue of the definition of the laws of human nature and its functioning, with a special emphasis on learning abilities and capabilities in adults. Since learning abilities are developed and preserved better in the societies which have managed to design a more systematic approach to lifelong education and learning, it becomes evident on the other hand that all this also depends on the views a society holds about adults and older generations. Therefore, in the second part of the article we describe what socio-economic circumstances and institutional structures are needed to make implementation of lifelong learning possible as a task to be accomplished by the future society.

Self-Verification as a Mediator of Mothers’ Self-Fulfilling Effects on Adolescents’ Educational Attainment

Science.gov (United States)

Scherr, Kyle C.; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2013-01-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N = 332) indicated that mothers’ beliefs about their adolescents’ educational outcomes had a significant indirect effect on adolescents’ academic attainment through adolescents’ educational aspirations. This effect, observed over a six year span, provided evidence that mothers’ self-fulfilling effects occurred, in part, because mothers’ false beliefs influenced their adolescents’ own educational aspirations which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed. PMID:21357755

Self-verification as a mediator of mothers' self-fulfilling effects on adolescents' educational attainment.

Science.gov (United States)

Scherr, Kyle C; Madon, Stephanie; Guyll, Max; Willard, Jennifer; Spoth, Richard

2011-05-01

This research examined whether self-verification acts as a general mediational process of self-fulfilling prophecies. The authors tested this hypothesis by examining whether self-verification processes mediated self-fulfilling prophecy effects within a different context and with a different belief and a different outcome than has been used in prior research. Results of longitudinal data obtained from mothers and their adolescents (N=332) indicated that mothers' beliefs about their adolescents' educational outcomes had a significant indirect effect on adolescents' academic attainment through adolescents' educational aspirations. This effect, observed over a 6-year span, provided evidence that mothers' self-fulfilling effects occurred, in part, because mothers' false beliefs influenced their adolescents' own educational aspirations, which adolescents then self-verified through their educational attainment. The theoretical and applied implications of these findings are discussed.

Education attainment is associated with patient-reported outcomes: findings from the Swedish Hip Arthroplasty Register.

Science.gov (United States)

Greene, Meridith E; Rolfson, Ola; Nemes, Szilard; Gordon, Max; Malchau, Henrik; Garellick, Göran

2014-06-01

Age, sex, and medical comorbidities may be associated with differences in patient-reported outcome scores after THA. Highest level of education may be a surrogate for socioeconomic status, but the degree to which this is associated with patient-reported outcomes after THA is not known. We investigated the national Swedish Hip Arthroplasty Register for the association of education attainment on patient-reported outcomes 1 year after THA; specifically, we evaluated level of education attainment against health-related quality of life (HRQoL), pain reduction, and satisfaction with treatment 1 year after THA. All THAs for osteoarthritis performed from 2005 through 2007 with complete patient-reported outcome measures (representing 49% of the THAs performed for this diagnosis) were selected from the Swedish Hip Arthroplasty Register. These cases were merged with national databases containing education attainment, marital status, and comorbidities (n = 11,464; mean age of patients, 64 years). The patient-reported outcome measure protocol included the HRQoL measure EuroQol five-dimension scale (EQ-5D), a VAS for pain, the Charnley classification survey, and a VAS addressing THA satisfaction. Linear regression analyses determined the association of preoperative patient factors with patient-reported outcomes. High education attainment was associated with higher HRQoL (EQ-5D index ß(high) = 0.03 ± 0.01; EQ VAS ß(high) = 2.6 ± 0.5) after THA, whereas those with low and medium education were at risk for lower HRQoL. High education was associated with less pain after treatment (ß(high) = -3.3 ± 0.05). Individuals with low or medium education were at risk for less satisfaction with THA (p education to a greater extent. Identification of patients who will benefit most from THA and educating those at risk for poorer outcomes, like patients with low and medium education, ultimately may improve patient satisfaction, HRQoL, pain, and the cost utility of THA. Level III

Higher education attainment does not improve the adult employment outcomes of adolescents with ill health

Directory of Open Access Journals (Sweden)

Emily Joy Callander

2016-07-01

Full Text Available This paper assesses whether attaining a higher education improves the chances of employment in adulthood amongst those who had a chronic health condition in adolescence. Using longitudinal analysis of twelve waves of the nationally representative Household Income and Labour Dynamics in Australia Survey, conducted between 2001 and 2012, a cohort of adolescents aged 15 to 21 in Wave 1 were followed through to age 24 (n=624. The results show that those who did have a chronic health condition during adolescence were2.4 times more likely to  not be employed at age 24 compared to those who did not have a chronic health condition (95% CI: 1.4 – 4.4, p=0.0024.  The results were adjusted for age, sex, education attainment at age 24, health status at age 24 and household income poverty status at age 24. Amongst those who did have a chronic health condition during adolescence there was no significant difference in the likelihood of being employed for those with a Year 12 and below (p=0.1087 level of education attainment or those with a Diploma, Certificate III or IV (p=0.6366 compared to those with a university degree. Education attainment was not shown to mitigate the impact of having a chronic health condition during adolescence on adult employment outcomes. Keywords: employment; chronic health conditions; poverty; living standards; longitudinal.

Evaluation of Contribution of Local Newspapers to Lifelong Learning (Example of Bartin Province)

Science.gov (United States)

Çuhadar, Elif; Ünal, Fatma

2018-01-01

In this study, while the definition of informal education, which displays the main features of lifelong learning, is made, it is also attempted to identify the contributions of the local newspapers, through which the society can reach its own unique and necessary information, to the lifelong learning of their readers. In the research, within this…

Program Evaluation Metrics for U.S. Army Lifelong Learning Centers

National Research Council Canada - National Science Library

Cianciolo, Anna T

2007-01-01

.... The impact of lifelong learning on organizational excellence seems clear. However, it is unknown how LLCs promote readiness using educational technology and how LLC effectiveness should be measured...

Academic attainment and special educational needs in extremely preterm children at 11 years of age: the EPICure study.

Science.gov (United States)

Johnson, S; Hennessy, E; Smith, R; Trikic, R; Wolke, D; Marlow, N

2009-07-01

To assess academic attainment and special educational needs (SEN) in extremely preterm children in middle childhood. Of 307 extremely preterm (special school. In mainstream schools, 105 (57%) extremely preterm children had SEN (OR 10; 6 to 18) and 103 (55%) required SEN resource provision (OR 10; 6 to 18). Teachers rated 50% of extremely preterm children as having below average attainment compared with 5% of classmates (OR 18; 8 to 41). Extremely preterm children who entered compulsory education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR 2; 1.0 to 3.6). Extremely preterm survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources to access the national curriculum. The prevalence and impact of SEN are likely to increase as these children approach the transition to secondary school.

Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts

Science.gov (United States)

Clouston, Sean AP; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

2012-01-01

Background Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. Methods We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. Results We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. Conclusions In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence. PMID:23108707

Benefits of educational attainment on adult fluid cognition: international evidence from three birth cohorts.

Science.gov (United States)

Clouston, Sean A P; Kuh, Diana; Herd, Pamela; Elliott, Jane; Richards, Marcus; Hofer, Scott M

2012-12-01

Educational attainment is highly correlated with social inequalities in adult cognitive health; however, the nature of this correlation is in dispute. Recently, researchers have argued that educational inequalities are an artefact of selection by individual differences in prior cognitive ability, which both drives educational attainment and tracks across the rest of the life course. Although few would deny that educational attainment is at least partly determined by prior cognitive ability, a complementary, yet controversial, view is that education has a direct causal and lasting benefit on cognitive development. We use observational data from three birth cohorts, with cognition measured in adolescence and adulthood. Ordinary least squares regression was used to model the relationship between adolescent cognition and adult fluid cognition and to test the sensitivity of our analyses to sample selection, projection and backdoor biases using propensity score matching. We find that having a university education is correlated with higher fluid cognition in adulthood, after adjustment for adolescent cognition. We do not find that adolescent cognition, gender or parental social class consistently modify this effect; however, women benefited more in the 1946 sample from Great Britain. In all three birth cohorts, substantial educational benefit remained after adjustment for adolescent cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5 standard deviations lower adolescent cognition. We also find that the likelihood of earning a university degree depends in part on adolescent cognition, gender and parental social class. We conclude that inequalities in adult cognition derive in part from educational experiences after adolescence.

Civic Education as a Collaborative Dimension of Social Studies Education in Attainment of Political Ethics in Nigeria

Science.gov (United States)

Dania, Peter

2015-01-01

The paper investigated Civic Education as a collaborative dimension of Social Studies Education in attainment of political ethics in Nigeria. The study adopted the survey research design. The sample for the study consisted of 580 Social Studies teachers selected from thirty secondary schools in the three senatorial districts of Delta State. The…

Work-Family Conflict: Does Educational Attainment Influence the Amount of Negative Spillover?

Science.gov (United States)

Erarslan, Ayse Burcin

2009-01-01

Using a data from a purposive sample of 216 women and 218 men in Turkey, the relationship between educational attainment and the amount of negative spillover from job-to-home and home-to-job was examined. It was hypothesized that men and women with higher levels of education have less amount of negative spillover in both directions. Certain work…

Association of Educational Attainment With Lifetime Risk of Cardiovascular Disease: The Atherosclerosis Risk in Communities Study.

Science.gov (United States)

Kubota, Yasuhiko; Heiss, Gerardo; MacLehose, Richard F; Roetker, Nicholas S; Folsom, Aaron R

2017-08-01

Estimates of lifetime risk may help raise awareness of the extent to which educational inequalities are associated with risk of cardiovascular disease (CVD). To estimate lifetime risks of CVD according to categories of educational attainment. Participants were followed from 1987 through December 31, 2013. All CVD events (coronary heart disease, heart failure, and stroke) were confirmed by physician review and International Classification of Diseases codes. A total of 13 948 whites and African Americans who were 45 to 64 years old and free of CVD at baseline were included from 4 US communities (Washington County, Maryland; Forsyth County, North Carolina; Jackson, Mississippi; and suburbs of Minneapolis, Minnesota). The data analysis was performed from June 7 to August 31, 2016. Educational attainment. We used a life table approach to estimate lifetime risks of CVD from age 45 through 85 years according to educational attainment. We adjusted for competing risks of death from underlying causes other than CVD. The sample of 13 948 participants was 56% female and 27% African American. During 269 210 person-years of follow-up, we documented 4512 CVD events and 2401 non-CVD deaths. Educational attainment displayed an inverse dose-response relation with cumulative risk of CVD, which became evident in middle age, with the most striking gap between those not completing vs completing high school. In men, lifetime risks of CVD were 59.0% (95% CI, 54.0%-64.1%) for grade school, 52.5% (95% CI, 47.7%-56.8%) for high school education without graduation, 50.9% (95% CI, 47.3%-53.9%) for high school graduation, 47.2% (95% CI, 41.5%-52.5%) for vocational school, 46.4% (95% CI, 42.8%-49.6%) for college with or without graduation, and 42.2% (95% CI, 36.6%-47.0%) for graduate/professional school; in women, 50.8% (95% CI, 45.7%-55.8%), 49.3% (95% CI, 45.1%-53.1%), 36.3% (95% CI, 33.4%-39.1%), 32.2% (95% CI, 26.0%-37.3%), 32.8% (95% CI, 29.1%-35.9%), and 28.0% (95% CI, 21

Improving the Postsecondary Educational Attainment of Youth in Foster Care

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Dworsky, Amy

2018-01-01

This chapter examines what we know about the disparity in postsecondary educational attainment between youth in foster care and their non-foster care peers, the reasons for it, and the policies and programs that have been developed to address that disparity. It also discusses the unique role that community colleges can play in reducing this…

Lifelong Learning in Europe: Equity and Efficiency in the Balance

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Riddell, Sheila, Ed.; Markowitsch, Jorg, Ed.; Weedon, Elisabet, Ed.

2012-01-01

The ongoing economic crisis in Europe raises fundamental questions about the European Union's ability to harmonize educational policy across its member states. With evidence that European unity is clearly faltering, many educational goals, including lifelong learning, are in trouble. In this book, the contributors work toward a greater…

Increasing educational attainment and mortality reduction: a systematic review and taxonomy.

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Byhoff, Elena; Hamati, Mary C; Power, Robyn; Burgard, Sarah A; Chopra, Vineet

2017-09-18

Understanding the relationship between increasing educational attainment and mortality reduction has important policy and public health implications. This systematic review of the literature establishes a taxonomy to facilitate evaluation of the association between educational attainment and early mortality. Following PRISMA guidelines, we searched Ovid Medline, Embase, PubMed and hand searches of references for English-language primary data analyses using education as an independent variable and mortality as a dependent variable. Initial searches were undertaken in February 2015 and updated in April 2016. One thousand, seven hundred and eleven unique articles were identified, 418 manuscripts were screened and 262 eligible studies were included in the review. After an iterative review process, the literature was divided into four study domains: (1) all-cause mortality (n = 68, 26.0%), (2) outcome-specific mortality (n = 89, 34.0%), (3) explanatory pathways (n = 51, 19.5%), and (4) trends over time (n = 54, 20.6%). These four domains comprise a novel taxonomy that can be implemented to better quantify the relationship between education and mortality. We propose an organizational taxonomy for the education-mortality literature based upon study characteristics that will allow for a more in-depth understanding of this association. Our review suggests that studies that include mediators or subgroups can explain part, but not all, of the relationship between education and early mortality. PROSPERO registration # CRD42015017182 .

Educational attainment and motor burden in advanced Parkinson's disease - The emerging role of education in motor reserve.

Science.gov (United States)

Blume, Josefine; Rothenfusser, Eva; Schlaier, Jürgen; Bogdahn, Ulrich; Lange, Max

2017-10-15

To explore the relationship of motor burden and educational attainment in patients with advanced stage PD. We included 102 consecutive patients who underwent a complete evaluation for DBS surgery, including detailed neuropsychological testing and UPDRSIII in a standardized Levodopa challenge. Years of education (YoE) were calculated as the highest grade attained in secondary school plus years for post-secondary training. The OFF medication UPDRS-III score was associated with YoE (p=0.006; t=-2.82) and age (p=0.007; t=-2.75) in our multivariable linear regression model even while including disease duration (p=0.8; t=0.21), presence of mild cognitive impairment (MCI) (p=0.9; t=0.16) or current IQ (p=0.2; t=1.25) as additional covariables. In a subgroup of 60 patients two years after DBS, the ON/ON UPDRS score was associated with YoE (p=0.01; t=-2.42) and diagnosis of PD dementia (p=0.05, t=1.95), while age (p=0.08, t=1.75), disease duration (p=0.6t=0.48) and LEDD (p=0.3; t=1.05) showed no significant association to ON/ON UPDRS score. We found an inverse correlation between years of education and lower (better) UPDRS -III motor score after adjusting for important covariables. Education may lead to an increased ability to compensate disturbances in basal ganglia circuits affecting not only for cognitive, but also for motor aspects of PD. Thus, educational attainment may play an important role in the concept of motor reserve. Copyright © 2017 Elsevier B.V. All rights reserved.

Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

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Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

2015-01-01

Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

The pathophysiology of lifelong premature ejaculation

Science.gov (United States)

2016-01-01

For many decades it has been thought that lifelong premature ejaculation (PE) is only characterized by persistent early ejaculations. Despite enormous progress of in vivo animal research, and neurobiological, genetic and pharmacological research in men with lifelong PE, our current understanding of the mechanisms behind early ejaculations is far from complete. The new classification of PE into four PE subtypes has shown that the symptomatology of lifelong PE strongly differs from acquired PE, subjective PE and variable PE. The phenotype of lifelong PE and therefore also the pathophysiology of lifelong PE is much more complex. A substantial number of men with lifelong PE not only have PE, but also premature erection and premature penile detumescence as part of an acute hypertonic or hypererotic state when engaged in an erotic situation or when making love. As both erectio praecox, ejaculatio praecox, detumescentia praecox, and the hypererotic state are part of the phenotype lifelong PE, it is argued that lifelong PE is not only a disturbance of the timing of ejaculation but also a disturbance of the timing of erection, detumescence and arousal. Since 1998, the pathophysiology of lifelong PE was thought to be mainly mediated by the central serotonergic system in line with genetic polymorphisms of specific serotonergic genes. However, by accepting that lifelong PE is characterized by the reversible hypertonic state the hypothesis of mainly serotonergic dysfunction is no longer tenable. Instead, it has been postulated that the pathophysiology of lifelong PE is mediated by a very complex interplay of central and peripheral serotonergic, dopaminergic, oxytocinergic, endocrinological, genetic and probably also epigenetic factors. Progress in research of lifelong PE can only be accomplished when a stopwatch is used to measure the IELT and the cut-off point of 1 minute for the definition of lifelong PE is maintained. Current use of validated questionnaires, neglect of

Shared Environment Estimates for Educational Attainment: A Puzzle and Possible Solutions.

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Freese, Jeremy; Jao, Yu-Han

2017-02-01

Classical behavioral genetics models for twin and other family designs decompose traits into heritability, shared environment, and nonshared environment components. Estimates of heritability of adult traits are pervasively observed to be far higher than those of shared environment, which has been used to make broad claims about the impotence of upbringing. However, the most commonly studied nondemographic variable in many areas of social science, educational attainment, exhibits robustly high estimates both for heritability and for shared environment. When previously noticed, the usual explanation has emphasized family resources, but evidence suggests this is unlikely to explain the anomalous high estimates for shared environment of educational attainment. We articulate eight potential complementary explanations and discuss evidence of their prospective contributions to resolving the puzzle. In so doing, we hope to further consideration of how behavioral genetics findings may advance studies of social stratification beyond the effort to articulate specific genetic influences. © 2015 Wiley Periodicals, Inc.

Lifelong Learning and the Legacy of Social Purpose

OpenAIRE

Malcolm, Janice; O'Rourke, Rebecca

2001-01-01

This paper explores the implications for current lifelong learning research and practice of the historically privileged relationship claimed for radical adult education and movements for social change rooted in class, gender, anti-racist and community politics. The trajectory this relationship follows, in research, policy and practice, is complex, with phases of expansion and retrenchment, in the social movements and adult education, which do not always map straightforwardly against each othe...

EDUCATION AND LIFELONG LEARNING – FUNDAMENTAL PRINCIPLE OF A NEW PARADIGMA

Directory of Open Access Journals (Sweden)

Valentina VASILE

2005-06-01

Full Text Available Globalisation and the knowledge-based society generate multiple challenges and opportunities with respect to initial education for all and continuing training of labour force. The learning paradigm changes with respect to contents and amplitude of the learning process, and mainly its interconnection elements, their learning mechanisms and financial support. Lifelong learning has multiple functions: adjusting demand and supply of competencies on labour market, increasing the volume and share of employment, increasing productivity and competitiveness on the internal and external market, participation to community life, strengthening economic and social cohesion, active European citizenship. With respect to these exigencies, LLL in Romania – under its most diverse aspects – is yet far from the standards reached in developed countries. A strategy is necessary in the field with well-defined competencies and responsibilities of various actors, and their behaviours in accordance with the demands of the third millennium.

The declining influence of family background on educational attainment in Australia: The role of measured and unmeasured influences.

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Marks, Gary N; Mooi-Reci, Irma

2016-01-01

The paper examines changes in the influence of family background, including socioeconomic and social background variables on educational attainment in Australia for cohorts born between 1890 and 1982. We test hypotheses from modernization theory on sibling data using random effects models and find: (i) substantial declines in the influence of family background on educational attainment (indicated by the sibling intraclass correlations); (ii) declines in the effects of both economic and cultural socioeconomic background variables; (iii) changes in the effects of some social background variables (e.g., family size); (iv) and declines in the extent that socioeconomic and social background factors account for variation in educational attainment. Unmeasured family background factors are more important, and proportionally increasingly so, for educational attainment than the measured socioeconomic and social background factors analyzed. Fixed effects models showed steeper declines in the effects of socioeconomic background variables than in standard analyses suggesting that unmeasured family factors associated with socioeconomic background obscure the full extent of the decline. Copyright © 2015 Elsevier Inc. All rights reserved.

The impact of attaining the Welsh Baccalaureate Advanced Diploma on academic performance in bioscience higher education

OpenAIRE

Yhnell, E; Wood, H; Baker, M.D; Amici-Dargan, S; Taylor, C; Randerson, P; Shore, A

2016-01-01

Since the introduction of the Welsh Baccalaureate Advanced Diploma Qualification (WBQ) in 2003, an increasing number of students are applying to higher education institutions (HEIs) with this qualification. The advanced-level WBQ is regarded as equivalent to one General Certificate of Education A-Level (GCE A-Level). This study assesses the impact of attaining the WBQ in addition to three GCE A-Levels on overall university degree performance in comparison to attaining four GCE A-Levels, in th...

The Big Five at school : The impact of personality on educational attainment

NARCIS (Netherlands)

Eijck, C.J.M. van; Graaf, P.M. de

2004-01-01

We investigated the effects of the Big Five personality traits (extroversion, friendliness, conscientiousness, emotional stability, and openness) on educational attainment in the Netherlands, using data from the '1998 Family Survey Dutch Population'. All five basic personality traits have

Early emotional and behavioral difficulties and adult educational attainment: an 18-year follow-up of the TEMPO study.

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Zbar, Ariella; Surkan, Pamela J; Fombonne, Eric; Melchior, Maria

2016-10-01

Children who experience behavioral difficulties often have short and long-term school problems. However, the relationship between emotional difficulties and later academic achievement has not been thoroughly examined. Using data from the French TEMPO study (n = 666, follow-up 1991, 1999, 2009, mean age = 10.5, sd = 4.9 at baseline), we studied associations between internalizing and externalizing symptoms in: (a) childhood and (b) adolescence and educational attainment by young adulthood (educational attainment; however, in multivariate models only the association with childhood internalizing symptoms remained statistically significant (OR = 1.75, 95 % CI 1.00-3.02). Supporting children with internalizing problems early on could help improve their long-term educational attainment.

GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment

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Rietveld, Cornelius A.; Medland, Sarah E.; Derringer, Jaime; Yang, Jian; Esko, Tõnu; Martin, Nicolas W.; Westra, Harm-Jan; Shakhbazov, Konstantin; Abdellaoui, Abdel; Agrawal, Arpana; Albrecht, Eva; Alizadeh, Behrooz Z.; Amin, Najaf; Barnard, John; Baumeister, Sebastian E.; Benke, Kelly S.; Bielak, Lawrence F.; Boatman, Jeffrey A.; Boyle, Patricia A.; Davies, Gail; de Leeuw, Christiaan; Eklund, Niina; Evans, Daniel S.; Ferhmann, Rudolf; Fischer, Krista; Gieger, Christian; Gjessing, Håkon K.; Hägg, Sara; Harris, Jennifer R.; Hayward, Caroline; Holzapfel, Christina; Ibrahim-Verbaas, Carla A.; Ingelsson, Erik; Jacobsson, Bo; Joshi, Peter K.; Jugessur, Astanand; Kaakinen, Marika; Kanoni, Stavroula; Karjalainen, Juha; Kolcic, Ivana; Kristiansson, Kati; Kutalik, Zoltán; Lahti, Jari; Lee, Sang H.; Lin, Peng; Lind, Penelope A.; Liu, Yongmei; Lohman, Kurt; Loitfelder, Marisa; McMahon, George; Vidal, Pedro Marques; Meirelles, Osorio; Milani, Lili; Myhre, Ronny; Nuotio, Marja-Liisa; Oldmeadow, Christopher J.; Petrovic, Katja E.; Peyrot, Wouter J.; Polašek, Ozren; Quaye, Lydia; Reinmaa, Eva; Rice, John P.; Rizzi, Thais S.; Schmidt, Helena; Schmidt, Reinhold; Smith, Albert V.; Smith, Jennifer A.; Tanaka, Toshiko; Terracciano, Antonio; van der Loos, Matthijs J.H.M.; Vitart, Veronique; Völzke, Henry; Wellmann, Jürgen; Yu, Lei; Zhao, Wei; Allik, Jüri; Attia, John R.; Bandinelli, Stefania; Bastardot, François; Beauchamp, Jonathan; Bennett, David A.; Berger, Klaus; Bierut, Laura J.; Boomsma, Dorret I.; Bültmann, Ute; Campbell, Harry; Chabris, Christopher F.; Cherkas, Lynn; Chung, Mina K.; Cucca, Francesco; de Andrade, Mariza; De Jager, Philip L.; De Neve, Jan-Emmanuel; Deary, Ian J.; Dedoussis, George V.; Deloukas, Panos; Dimitriou, Maria; Eiriksdottir, Gudny; Elderson, Martin F.; Eriksson, Johan G.; Evans, David M.; Faul, Jessica D.; Ferrucci, Luigi; Garcia, Melissa E.; Grönberg, Henrik; Gudnason, Vilmundur; Hall, Per; Harris, Juliette M.; Harris, Tamara B.; Hastie, Nicholas D.; Heath, Andrew C.; Hernandez, Dena G.; Hoffmann, Wolfgang; Hofman, Adriaan; Holle, Rolf; Holliday, Elizabeth G.; Hottenga, Jouke-Jan; Iacono, William G.; Illig, Thomas; Järvelin, Marjo-Riitta; Kähönen, Mika; Kaprio, Jaakko; Kirkpatrick, Robert M.; Kowgier, Matthew; Latvala, Antti; Launer, Lenore J.; Lawlor, Debbie A.; Lehtimäki, Terho; Li, Jingmei; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C.; Madden, Pamela A.; Magnusson, Patrik K. E.; Mäkinen, Tomi E.; Masala, Marco; McGue, Matt; Metspalu, Andres; Mielck, Andreas; Miller, Michael B.; Montgomery, Grant W.; Mukherjee, Sutapa; Nyholt, Dale R.; Oostra, Ben A.; Palmer, Lyle J.; Palotie, Aarno; Penninx, Brenda; Perola, Markus; Peyser, Patricia A.; Preisig, Martin; Räikkönen, Katri; Raitakari, Olli T.; Realo, Anu; Ring, Susan M.; Ripatti, Samuli; Rivadeneira, Fernando; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sarin, Antti-Pekka; Schlessinger, David; Scott, Rodney J.; Snieder, Harold; Pourcain, Beate St; Starr, John M.; Sul, Jae Hoon; Surakka, Ida; Svento, Rauli; Teumer, Alexander; Tiemeier, Henning; Rooij, Frank JAan; Van Wagoner, David R.; Vartiainen, Erkki; Viikari, Jorma; Vollenweider, Peter; Vonk, Judith M.; Waeber, Gérard; Weir, David R.; Wichmann, H.-Erich; Widen, Elisabeth; Willemsen, Gonneke; Wilson, James F.; Wright, Alan F.; Conley, Dalton; Davey-Smith, George; Franke, Lude; Groenen, Patrick J. F.; Hofman, Albert; Johannesson, Magnus; Kardia, Sharon L.R.; Krueger, Robert F.; Laibson, David; Martin, Nicholas G.; Meyer, Michelle N.; Posthuma, Danielle; Thurik, A. Roy; Timpson, Nicholas J.; Uitterlinden, André G.; van Duijn, Cornelia M.; Visscher, Peter M.; Benjamin, Daniel J.; Cesarini, David; Koellinger, Philipp D.

2013-01-01

A genome-wide association study of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent SNPs are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (R2 ≈ 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ≈ 2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics. PMID:23722424

The Development of Personality and Lifelong Learning

Directory of Open Access Journals (Sweden)

Irena Lesar

2000-12-01

Full Text Available Despite the introduction of improved educational strategies, the concept of life-long learning remains unfulfilled in a number of areas. Experts believe that even the best designed programs do not achieve their goals. What is the problem? It seems that a great deal depends on each individual student who must be not only capable of learning but also willing to approach learning in a permanent fashion . The author believes that to achieve the goal of life-long learning an enormous amount of energy must be devoted to the institutionalised forms of regular education to which each individual is exposed over the course of many years. Right at the beginning, teachers as educators must recognize the child as a »person in formation « and create a kind of » ped agogical eros« which facilitates not only mental development but also the development of personality (emotional, motivational etc.. The teacher's concept of teaching and learning is therefore of the utmost importance because it influences the pupil's attitude toward education. The style of teaching and the teacher's role in the educational process is extremely significant. Within standard educational formats, these various influences should be addressed and improved. The method of every teacher gradually evolves. Instead of the »substitutive method of teaching« - which is popular in Slovenia- teachers could progressively embrace a more »process-oriented way of teaching« which enables teacher and pupil to share responsibility for preparing class work, implementing and balancing learning, evaluating achievements and maintaining motivation and concentration.

Nonmedical prescription drug use among US young adults by educational attainment.

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Martins, Silvia S; Kim, June H; Chen, Lian-Yu; Levin, Deysia; Keyes, Katherine M; Cerdá, Magdalena; Storr, Carla L

2015-05-01

Little is known about nonmedical use of prescription drugs among non-college-attending young adults in the United States. Data were drawn from 36,781 young adults (ages 18-22 years) from the 2008-2010 National Survey on Drug Use and Health public use files. The adjusted main effects for current educational attainment, along with its interaction with gender and race/ethnicity, were considered. Compared to those attending college, non-college-attending young adults with at least and less than a HS degree had a higher prevalence of past-year nonmedical use of prescription opioids [NMUPO 13.1 and 13.2 %, respectively, vs. 11.3 %, adjusted odds ratios (aORs) 1.21 (1.11-1.33) and 1.25 (1.12-1.40)], yet lower prevalence of prescription stimulant use. Among users, regardless of drug type, non-college-attending youth were more likely to have past-year disorder secondary to use [e.g., NMUPO 17.4 and 19.1 %, respectively, vs. 11.7 %, aORs 1.55 (1.22-1.98) and 1.75 (1.35-2.28)]. Educational attainment interacted with gender and race: (1) among nonmedical users of prescription opioids, females who completed high school but were not enrolled in college had a significantly greater risk of opioid disorder (compared to female college students) than the same comparison for men; and (2) the risk for nonmedical use of prescription opioids was negligible across educational attainment groups for Hispanics, which was significantly different than the increased risk shown for non-Hispanic whites. There is a need for young adult prevention and intervention programs to target nonmedical prescription drug use beyond college campuses.

Students' Plans for Lifelong Learning and Teaching

Science.gov (United States)

Plavšic, Marlena; Dikovic, Marina

2015-01-01

One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

‘On the brink’ or ‘designing the future’? Where next for Lifelong Learning Initial Teacher Education?

Directory of Open Access Journals (Sweden)

Crawley, Jim

2012-01-01

Full Text Available This article highlights and analyses the challenges immediately facing Lifelong Learning Initial Teacher Education (LL ITE in the UK which have arisen as a result of the policies and actions of the UK Government. The context of the LL sector for teachers and teacher education is explored, and how this has led to a restrictive culture of teacher professionalism. Using research carried out by the author, the article profiles LL Teacher Educators, their working context and values, and their attempts to model a more expansive professionalism. Evidence of the recent achievements of LL ITE is analysed and the dangers to these achievements presented by recent government changes and proposals are highlighted. The article concludes that LL ITE is ‘on the brink’ in terms of survival, and proposes how LL Teacher Education can move forward into a more optimistic future.

Cortisol and cognitive function in midlife: the role of childhood cognition and educational attainment.

Science.gov (United States)

Gaysina, Darya; Gardner, Michael P; Richards, Marcus; Ben-Shlomo, Yoav

2014-09-01

Adult cognition and age-related cognitive decline can be influenced by dysregulation of the hypothalamic pituitary adrenal axis with concomitant changes in cortisol levels. However, very little is known about the role of childhood cognition and educational attainment in this relationship. Using data from the British 1946 birth cohort, the present study investigated: (1) associations between cortisol levels and patterns and cognitive function in midlife; (2) direct and interactive effects of childhood cognition, educational attainment and cortisol on cognitive function in midlife. Verbal memory, letter search speed and reaction time were assessed at age 60-64 years. Salivary cortisol samples (wakening, 30 min after wakening and evening) were collected at the same age. Childhood cognitive ability was measured at ages 8, 11, and 15, and educational level was reported at age 26. Associations between cortisol, childhood cognition, educational attainment and cognitive function in midlife were tested using linear regression and structural equation modelling approaches. Higher evening cortisol level was associated with slower reaction time and lower verbal memory. These associations were independent of childhood cognition and education as well as a range of other potential confounders. Childhood cognition and education were not directly associated with evening cortisol. However, there was a significant interaction effect between childhood cognition and evening cortisol on reaction time (p=.002): higher evening cortisol was associated with slower reaction time only among those with low childhood cognitive ability. There was little evidence of associations between the other cortisol measures and cognitive function. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Can people with disabilities gain from education? Similarities and differences between occupational attainment among persons with and without disabilities.

Science.gov (United States)

Boman, Tomas; Kjellberg, Anders; Danermark, Berth; Boman, Eva

2014-01-01

More knowledge is needed of occupational attainment of persons with disabilities, i.e., the relationship between their educational level and their profession, and factors of importance for this relationship. To compare occupational attainment among persons with and without a disability. 3396 informants with disabilities and 19,004 non-disabled informants participated (control group) in a survey study by Statistics Sweden.The informants with disabilities were divided into six groups. Occupational attainment did not differ between the disability groups, neither between persons with and without a disability. Follow-up analysis showed that men with disabilities with primary or secondary school had an occupation above their educational level to a significantly larger extent than women with disabilities. This pattern was even clearer in comparison with the control group. Persons without disabilities, with secondary or higher education, were more successful in the labor market than persons with disabilities. Occupational attainment increased with age in both groups. Young women with disabilities who only have primary or secondary education run a higher risk of having a job that is below their educational level than men at the same educational level. This indicates discriminating mechanisms in the society related to gender and ability.

Disaster Preparedness, Adaptive Politics and Lifelong Learning: A Case of Japan

Science.gov (United States)

Kitagawa, Kaori

2016-01-01

Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This…

The Pivotal Role of Education in the Association between Ability and Social Class Attainment: A Look across Three Generations

Science.gov (United States)

Johnson, Wendy; Brett, Caroline E.; Deary, Ian J.

2010-01-01

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class…

Popular universities: An alternative vision for lifelong learning in Europe

Science.gov (United States)

Stromquist, Nelly P.; da Costa, Romina B.

2017-10-01

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community - a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by popular universities (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission's Memorandum on Lifelong Learning. Finally, they examine the ways in which PUs' approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

Lifelong learning of humanitarian in the training system for bachelors in higher technical education

Directory of Open Access Journals (Sweden)

Gorbunov Vladimir Ivanovich

2017-04-01

Full Text Available The article is devoted to the problem of the humanitarisation of higher technical education. In detail, analysing the history of this issue, the authors of the article substantiate the system-forming role of humanitarian knowledge, primarily literature and history, in the process of forming the competencies of bachelors in technical specialty. Particular emphasis is placed on the role of general cultural and moral values in the training of scientific and technical intelligentsia. The article proposes the introduction into the learning process a number of integrated disciplines that are of applied nature and are aimed at the development of both professional thinking and the universal abilities of students. Based on their own experience in teaching integrated disciplines and theoretical understanding of the question posed, the authors of the article singled out the fundamental features of the systemic concept of lifelong learning of humanitarian in the training system for bachelors in higher technical education, that not only enable them to master the general cultural competencies required in educational standards, but also develop stable personal qualities understood in Russian society as intelligence.

The long-term effects of military conscription on educational attainment and wages

NARCIS (Netherlands)

F.R. Hubers (Frank); H.D. Webbink (Dinand)

2015-01-01

markdownabstractThis study investigates the long-term effects of peace-time military conscription on educational attainment and earnings by exploiting a policy change that exempted a complete birth cohort from military service. We find that compulsory military service decreases the proportion of

Mental disorders and subsequent educational attainment in a US national sample.

Science.gov (United States)

Breslau, Joshua; Lane, Michael; Sampson, Nancy; Kessler, Ronald C

2008-07-01

As part of a larger investigation of the adverse effects of mental disorders on role functioning, we examined the associations of early-onset mental disorders with subsequent educational attainment in a large nationally representative survey of the US adult population. Diagnoses and age of onset for each of 17 DSM-IV disorders were assessed through retrospective self-report with the fully structured WHO Composite International Diagnostic Instrument (CIDI). Survival analysis was used to examine the associations between early-onset DSM-IV/CIDI disorders and subsequent termination of schooling with controls for socio-demographic characteristics and childhood adversities (i.e. childhood traumatic events, childhood neglect, parental mental illness, family disruption, and low parental educational attainment). Mental disorders were found to be significantly associated with termination of schooling prior to completion of each of four educational milestones (primary school graduation, high school graduation, college entry, college graduation), with odds ratios in the range of 1.3-7.0. The proportion of school terminations attributable to mental disorders was largest for high school graduation (10.2%) but also meaningful for primary school graduation (3.8%), college entry (4.4%) and college graduation (2.6%). These results add to a growing body of evidence documenting a wide variety of adverse life course effects of mental disorders.

LearnWeb 2.0. Integrating Social Software for Lifelong Learning.

NARCIS (Netherlands)

Marenzi, Ivana; Demidova, Elena; Nejdl, Wolfgang

2008-01-01

Marenzi, I., Demidova, E., & Nejdl, W. (2008). LearnWeb 2.0. Integrating Social Software for Lifelong Learning. Proceedings of the ED-Media 2008. World Conference on Educational Multimedia, Hypermedia & Telecommunications. June, 30 - July, 4, 2008, Austria, Vienna.

Independent and joint associations of race/ethnicity and educational attainment with sleep-related symptoms in a population-based US sample.

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Cunningham, Timothy J; Ford, Earl S; Chapman, Daniel P; Liu, Yong; Croft, Janet B

2015-08-01

Prior studies have documented disparities in short and long sleep duration, excessive daytime sleepiness, and insomnia by educational attainment and race/ethnicity separately. We examined both independent and interactive effects of these factors with a broader range of sleep indicators in a racially/ethnically diverse sample. We analyzed 2012 National Health Interview Survey data from 33,865 adults aged ≥18years. Sleep-related symptomatology included short sleep duration (≤6h), long sleep duration (≥9h), fatigue >3days, excessive daytime sleepiness, and insomnia. Bivariate analyses with chi-square tests and log-linear regression were performed. The overall age-adjusted prevalence was 29.1% for short sleep duration, 8.5% for long sleep duration, 15.1% for fatigue, 12.6% for excessive daytime sleepiness, and 18.8% for insomnia. Educational attainment and race/ethnicity were independently related to the five sleep-related symptoms. Among Whites, the likelihood of most sleep indicators increased as educational attainment decreased; relationships varied for the other racial/ethnic groups. For short sleep duration, the educational attainment-by-race/ethnicity interaction effect was significant for African Americans (peducational attainment and race/ethnicity simultaneously to more fully understand disparities in sleep health. Increased understanding of the mechanisms linking sociodemographic factors to sleep health is needed to determine whether policies and programs to increase educational attainment may also reduce these disparities within an increasingly diverse population. Published by Elsevier Inc.

EDUCATIONAL-ATTAINMENT OF CHILDREN IN MOTHER-HEADED FAMILIES - THE IMPACT OF SOCIALIZATION

NARCIS (Netherlands)

BOSMAN, R

1994-01-01

The main question in this article is: Do differences in socialization conditions offer an explanation for the negative effect of one-parent families on children's educational attainment? The research design was an ex post facto experiment based on matched pairs, in which the experimental group

CONFINTEA VI follow-up and the role of university lifelong learning: Some issues for European higher education

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Németh, Balázs

2011-08-01

The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations.

ESTIMATING THE INFLUENCE OF INDIVIDUAL POVERTY-ADJUSTED EDUCATIONAL ATTAINMENT ON TERM BIRTH WEIGHT USING CONDITIONAL MODELS

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Reported maternal education is an important predictor of pregnancy outcomes. Like income, it is believed to allow women to locate in more favorable conditions than less educated or affluent peers. We examine the effect of reported educational attainment on term birth weight (birt...

Educational Systems and Inequalities in Educational Attainment in Central and Eastern European Countries

Directory of Open Access Journals (Sweden)

Irena Kogan

2012-06-01

Full Text Available Before exploring the selectivity of educational attainment in detail, this article extensively describes the contours of educational systems in Central and Eastern European (CEE countries. These countries provide an interesting setting in view of their post-secondary education expansion and differentiation, as well as their variation in the degree of vocational orientation at the secondary level. Drawing on high quality, national micro data, we find that students from disadvantaged family backgrounds who manage to enter post-secondary education are ʽdivertedʼ to second-tier post-secondary institutions, while long-term university programs are more likely to be dominated by students whose parents have an academic background. At the secondary level, we confirm the patterns of negative selection among students from lower social backgrounds into lower vocational programs. This diversion effect at the secondary level is especially pronounced in CEE countries that inherited a strong secondary vocational system and reinstalled early tracking.

A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

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Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

2018-03-01

Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1

Relation of Opportunity to Learn Advanced Math to the Educational Attainment of Rural Youth

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Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C.

2017-01-01

Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

Childhood (Mis)Fortune, Educational Attainment, and Adult Health: Contingent Benefits of a College Degree?

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Schafer, Markus H.; Wilkinson, Lindsay R.; Ferraro, Kenneth F.

2013-01-01

College-educated adults are healthier than other people in the United States, but selection bias complicates our understanding of how education influences health. This article focuses on the possibility that the health benefits of college may vary according to childhood (mis)fortune and people's propensity to attain a college degree in the first…

Educational attainment and health outcomes: Data from the Medical Expenditures Panel Survey.

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Kaplan, Robert M; Fang, Zhengyi; Kirby, James

2017-06-01

Using data from the nationally representative Medical Expenditures Panel Survey (MEPS), we explored the extent to which health care utilization and health risk-taking, together with previously examined mediators, can explain the education-health gradient above and beyond what can be explained by previously examined mediators such as age, race, and poverty status. Health was measured using the Physical Component Score (PCS) from the Medical Outcomes Study 12-Item Short Form (SF-12). Educational attainment was self-reported and categorized as 1 (less than high school), 2 (high school graduate or GED), 3 (some college), 4 (bachelor's degree), and 5 (graduate degree). In bivariate analysis, we found systematic graded relationships between educational attainment and health including, SF-12 PCS scores, self-rated health, and activity limitations. In addition, education was associated with having more office visits and outpatient visits and less risk tolerance. Those with less education were also more likely to be uninsured throughout the year. Multivariate regression analysis suggested that adjustment for age, race, poverty status and marital status explained part, but not nearly all, of the relationship between education and health. Adding a variety of variables on health care and attitudes to the models provided no additional explanatory power. This pattern of results persisted even after stratifying on the number of self-reported chronic conditions. Our findings provide no evidence that access to and use of health care explains the education-health gradient. However, more research is necessary to conclusively rule out medical care as a mediator between education and health. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Assessing the benefits of a rising tide: Educational attainment and increases in neighborhood socioeconomic advantage.

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Johnston, William R

2017-02-01

An emerging approach to studying associations between neighborhood contexts and educational outcomes is to estimate the outcomes of adolescents growing up in neighborhoods that are experiencing economic growth in comparison to peers that reside in economically stable or declining communities. Using data from the National Longitudinal Study of Adolescent Health (Add Health), I examine the association between education attainment and changes in socioeconomic advantage in urban neighborhoods between 1990 and 2000. I find that residing in a neighborhood that experiences economic improvements has a positive association with educational attainment for urban adolescents. Furthermore, race-based analyses suggest consistently positive associations for all race subgroups, lending support to protective models of neighborhood effects that argue high neighborhood SES supports positive outcomes for adolescents residing in these contexts. Copyright © 2016 Elsevier Inc. All rights reserved.

Lifelong Learning for the Hand Surgeon.

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Adkinson, Joshua M; Chung, Kevin C

2015-09-01

Hand surgeons are faced with the impossible task of mastering a rapidly expanding pool of knowledge and surgical techniques. Dedication to lifelong learning is, therefore, an essential component of delivering the best, most up-to-date care for patients. Board certification, participation in continuing medical education and maintenance of certification activities, and attendance at national meetings are essential mechanisms by which hand surgeons may foster the acquisition of essential knowledge and clinical skills, This article highlights the history, current status, and emerging needs in continuing medical education for the hand surgeon. Copyright © 2015 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway

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Mastekaasa, Arne

2005-01-01

Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981-1996, separate event history analyses are carried out of recruitment to and completion of…

Racial disparities in the health benefits of educational attainment: a study of inflammatory trajectories among African American and white adults.

Science.gov (United States)

Fuller-Rowell, Thomas E; Curtis, David S; Doan, Stacey N; Coe, Christopher L

2015-01-01

The current study examined the prospective effects of educational attainment on proinflammatory physiology among African American and white adults. Participants were 1192 African Americans and 1487 whites who participated in Year 5 (mean [standard deviation] age = 30 [3.5] years), and Year 20 (mean [standard deviation] age = 45 [3.5]) of an ongoing longitudinal study. Initial analyses focused on age-related changes in fibrinogen across racial groups, and parallel analyses for C-reactive protein and interleukin-6 assessed at Year 20. Models then estimated the effects of educational attainment on changes in inflammation for African Americans and whites before and after controlling for four blocks of covariates: a) early life adversity, b) health and health behaviors at baseline, c) employment and financial measures at baseline and follow-up, and d) psychosocial stresses in adulthood. African Americans had larger increases in fibrinogen over time than whites (B = 24.93, standard error = 3.24, p educational attainment were weaker for African Americans than for whites (B = 10.11, standard error = 3.29, p = .002), and only 8% of this difference was explained by covariates. Analyses for C-reactive protein and interleukin-6 yielded consistent results. The effects of educational attainment on inflammation levels were stronger for white than for African American participants. Why African Americans do not show the same health benefits with educational attainment is an important question for health disparities research.

Intergenerational Correlations in Educational Attainment: Birth Order and Family Size Effects Using Canadian Data

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Sen, Anindya; Clemente, Anthony

2010-01-01

We exploit the 1986, 1994, and 2001 waves of the Canadian general social surveys in order to estimate intergenerational correlations in education. The use of these specific data is important because of available information on the final educational attainment of survey respondents and both parents, as well as family size and birth order. OLS…

Emergy Evaluation of the United States, U.S. Education, Educational Attainment and the National Financial System from 1950 through 2016

Science.gov (United States)

Past work quantifying the emergy basis for the U.S. economy, the U.S. education system and the educational attainment of the population through 2011 is brought up to date with the most recent data available from the U.S. Statistical Abstracts as well as other critical information...

Lifelong Learning: An Overview.

Science.gov (United States)

MacLean, Janet R.

Lifelong learning encompasses those experiences in any setting, nurtured by any motivation, which improve capabilities for developing one's personality and for integrating one's lifestyle with the human, natural, and social environments in which one chooses to live. Some predicted changes will challenge those interested in lifelong learning. The…

Harnessing the Concept of Lifelong Education to Stimulate the Motivation for Adults to Learn

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Nicolai Piscunov

2013-08-01

Full Text Available EU member states cannot exist without an effective system of adult education being integrated into a lifelong learning strategy by providing the participants with various framing labor market possibilities and facilitating social integration and preparation for an “active aging” in the future. Countries should ensure that their systems offer the opportunity to identify and monitor their priorities. Adult education remains the main topic on the agenda of European institutions since the beginning of the century when through the Lisbon Declaration was agreed that education is a key resource for development. Recent studies confirm the need for investment in training adults. Among public and individual benefits they provide are distinguished as follows: a higher degree of labor market framing, increasing labor productivity and better staff training, cost reduction for unemployment benefits and other social payments payable for an early retirement and incomes increase in terms of a more intense engagement in public life, sustainable health, low crime rate, the higher level of prosperity and fulfillment. The study of adult population groups demonstrates that when being engaged in learning, older people are healthier and respectively require less expenses for medical care.

A Remote and Virtual Lab with Experiments for Secondary Education, Engineering and Lifelong Learning Courses

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Alberto Cardoso

2012-03-01

Full Text Available The Information and Communication Technology tools are nowadays invaluable to support e-learning and b-learning programs. The Remote and Virtual Laboratory in development at the Department of Informatics Engineering of the University of Coimbra (Portugal, RVL@DEI-UC, is a web-based platform that allows users to perform a large set of experiments in different areas and contexts, such as in education or training. This paper aims to describe the inherent potential of this platform in secondary education, engineering and lifelong learning courses. The conceptualization, architecture and implementation of the web platform for real and virtual experiments, which is remotely accessed using the Internet, are presented and the relevance of the lab’s integration in an intelligent tutoring system is also highlighted, mainly in what regards the requirements of adaptation and customization to different users’ profile in different learning contexts.

Volunteering as a community mother--a pathway to lifelong learning.

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Molloy, Mary

2007-05-01

This paper describes a study that was undertaken to investigate the effects of participating in a community volunteering programme (the Community Mothers Programme) on volunteers (Community Mothers). The aim of the study was to investigate if volunteering in this programme acted as a pathway to lifelong learning; did the volunteers recognise the learning of new knowledge and/or skills, and did their participation in the programme trigger them to progress to further education in other settings? A self-administered questionnaire method was used for data collection: 115 questionnaires being distributed to volunteers, with a response rate of eighty-two (71 per cent). Findings show that the majority of the respondents cited the learning of new knowledge and/or skills as a result of their participation in the Community Mothers Programme. Learning appeared to stem from the various training and activities, suggesting an educational process within the volunteer setting. Findings also show that the majority of respondents had progressed to further education. In this instance, therefore, volunteering did appear to act as a pathway to lifelong learning.

Term-time Employment and Student Attainment in Higher Education

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Cath Dennis

2018-04-01

Full Text Available The number of UK full-time university students engaging in term-time employment (TTE is rising. Students engaging in TTE have previously been found to achieve less well academically than those who do not. This study aimed to explore patterns of TTE and academic achievement of undergraduates at a large UK higher education institution. Self-reported TTE hours were matched to attainment data for 1304 undergraduate students in levels 1-4 of study (SQCF levels 7-10. The majority of students in TTE (71%, n=621 reported undertaking TTE to cover essential living expenses. Compared to students not undertaking TTE, attainment was significantly better at low levels of TTE (1-10 hours, and only significantly worse when TTE was >30 hours/week. This pattern was magnified when job type was taken into account – students employed in skilled roles for ≤10 hours/week on average attained grades 7% higher than those not in TTE; students working >10 hours/week in unskilled positions showed a mean 1.6% lower grade. The impact of ‘academic potential’ (measured via incoming UCAS tariff was accounted for in the model. The finding that students engaging in some categories of TTE achieve better academic outcomes than their non-employed peers is worthy of further investigation. This study is unable to provide direct evidence of possible causation, but would tentatively suggest that students may benefit from taking on 10 or fewer hours of TTE per week.

The fiscal consequences of ADHD in Germany: a quantitative analysis based on differences in educational attainment and lifetime earnings.

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Kotsopoulos, Nikolaos; Connolly, Mark P; Sobanski, Esther; Postma, Maarten J

2013-03-01

To estimate the long-term fiscal consequences of attention deficit hyperactivity disorder (ADHD) on the German government and social insurance system based on differences in educational attainment and the resulting differences in lifetime earnings compared with non-ADHD cohorts. Differences in educational attainment between ADHD and non-ADHD cohorts were linked to education-specific earnings data. Direct and indirect tax rates and social insurance contributions were linked to differences in lifetime, education-specific earnings to derive lost tax revenue in Germany associated with ADHD. For ADHD and non-ADHD cohorts we derived the age-specific discounted net taxes paid by deducting lifetime transfers from lifetime gross taxes paid. The lifetime net tax revenue for a non-ADHD individual was approximately EUR 80,000 higher compared to an untreated ADHD individual. The fiscal burden of untreated ADHD, based on a cohort of n=31,844 born in 2010, was estimated at EUR 2.5 billion in net tax revenue losses compared with an equally-sized non-ADHD cohort. ADHD interventions providing a small improvement in educational attainment resulted in fiscal benefits from increases in lifetime tax gains. ADHD results in long-term financial loss due to lower education attainment and lifetime reduced earnings and resulting lifetime taxes and social contributions paid. Investments in ADHD interventions allowing more children to achieve their educational potential may offer fiscal benefits generating a positive rate of return.

Lifelong Learning and Employability in the Danube Region Countries: Influences and Correlations

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Constanţa-Nicoleta Bodea

2016-08-01

Full Text Available A continuous challenge for education and lifelong learning is to assist individuals in acquiring skills and knowledge for successful work life, especially after the financial crisis which influenced negatively the employment growth in all European Union countries. The paper focuses on finding correlations between employability and lifelong learning in the Danube Region countries of the European Union and more explicitly in the ex-communist ones of this region. As research instruments, two online questionnaires were built based on a thorough literature review and a set of structured interviews and filled in by 390 IT students and 55 IT professors. The surveys’ results revealed a clear positive correlation between the level of education and the opinion about the importance of obtaining a job as a result of the educational endeavors. A special attention in the survey was given to social networks, which were acknowledged as modern facilitators of lifelong learning activities. The conclusions of the current study are particularly important in the Romanian context, as the employment rate of recent graduates is in a decreasing trend, but also for all the Danube Region ex-communist countries, which have to boost their employment rates as well, to assure their economical growth. Identification of factors stimulating employment of young people according with their education contributes at the sustainable economic growth of these countries, at the growth of graduates insertion in the labor market and at the diminution of labor migration.

LIFELONG LEARNING THROUGH SECOND LIFE: CURRENT TRENDS, POTENTIALS AND LIMITATIONS

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Nil GOKSEL-CANBEK

2011-08-01

Full Text Available Lifelong Learning (LLL has been a remarkable response to people-centered educational demand of 21st century. In order to provide effective formal, non-formal, and informal learning, immersive educational activities undertaken throughout life should be aimed to create a learning society in which people can experience individual and collective learning with no constrains of time or location. The concept of lifelong learning within the context of distance immersive education encompasses diverse 3D activities. The three dimensional, Web-based structured activities supported by distance learning technologies can be viewed as interactive tools which foster LLL. In this perspective, Second Life (SL can be regarded as one of the learning simulation milieus that allow learners to participate in various educational LLL activities in individual or group forms. The following paper examines how SL, taking advantage of its simulative nature and the possibility for creative interaction among participants, which are also common in games, allows the learners to participate in immersive constructivist learning activities. The article will also touch on the current uses of SL as a tool for LLL, as well as its potentials for further development according to the current trends in adult education. Further, the authors will discuss its limitations and will make suggestions towards a more complete pedagogical use.

Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report.

Science.gov (United States)

Ranadive, Jyoti

Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families…

Issues of Identity and Knowledge in the Schooling of VET: A Case Study of Lifelong Learning

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Tennant, Mark; Yates, Lyn

2005-01-01

This article discusses two school-based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of "lifelong learning". Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners…

Does parents' economic, cultural, and social capital explain the social class effect on educational attainment in the Scandinavian mobility regime?

DEFF Research Database (Denmark)

Holm, Anders; Jæger, Mads Meier

2007-01-01

for the statistical analysis. Our results are, first, that controlling for the three types of capital we explain a considerable part of the social class effect on educational attainment, and, second, that cultural and social capital are the key predictors of educational attainment.......This paper analyzes how much of the effect of social class on children’s choice of secondary education in Denmark can be decomposed into the influence of parental economic, cultural, and social capital. Following mobility regime theory, we propose that in the Scandinavian mobility regime to which...... Denmark belongs, the effect of social class on educational attainment should be explained primarily by non-economic forms of capital. We use an extremely rich Danish longitudinal survey to construct empirical measures of economic, cultural, and social capital and an extended random effect framework...

Association between childhood allergic diseases, educational attainment and occupational status in later life: systematic review protocol

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von Kobyletzki, Laura Beate; Beckman, Linda; Smeeth, Liam; McKee, Martin; Abuabara, Katrina; Langan, Sinead

2017-01-01

Introduction Childhood allergic diseases may prevent affected children from achieving their academic potential. Potential mechanisms include absence from school due to illness and medical appointments. Experience of symptoms in classes or leisure time, and stigma associated with visible signs and symptoms, including skin disease, requirements for medication during school time or the need for specific diets, may also contribute to reduced educational attainment. Studies have investigated the association between specific allergic diseases and educational attainment. The aim of this study is to systematically review the literature on allergic diseases, educational attainment and occupational status, and if possible, calculate meta-analytic summary estimates for the associations. Methods Systematic electronic searches in Medline, EMBASE, Cochrane, Cumulative Index to Nursing & Allied Health Literature (CINAHL), PsycINFO and education Resources Information Center (ERIC); hand search in reference lists of included papers and conference reports; search for unpublished studies in clinical trial registers and the New York Academy of Medicine Grey Literature Report; data extraction; and study quality assessment (Newcastle-Ottawa Scale) will be performed. Analysis Data will be summarised descriptively, and meta-analysis including meta-regression to explore sources of heterogeneities will be performed if possible. Ethics and dissemination Dissemination in a peer-reviewed, open-access, international scientific journal is planned. PROSPERO registration number CRD42017058036. PMID:29025838

Genome-wide association study identifies 74 loci associated with educational attainment

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Okbay, Aysu; Beauchamp, Jonathan P.; Fontana, Mark A.; Lee, James J.; Pers, Tune H.; Rietveld, Cornelius A.; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S. Fleur W.; Oskarsson, Sven; Pickrell, Joseph K.; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S.; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H.; Concas, Maria Pina; Derringer, Jaime; Furlotte, Nicholas A.; Galesloot, Tessel E.; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M.; Harris, Sarah E.; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E.; Kaasik, Kadri; Kalafati, Ioanna P.; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J.; de Leeuw, Christiaan; Lind, Penelope A.; Lindgren, Karl-Oskar; Liu, Tian; Mangino, Massimo; Marten, Jonathan; Mihailov, Evelin; Miller, Michael B.; van der Most, Peter J.; Oldmeadow, Christopher; Payton, Antony; Pervjakova, Natalia; Peyrot, Wouter J.; Qian, Yong; Raitakari, Olli; Rueedi, Rico; Salvi, Erika; Schmidt, Börge; Schraut, Katharina E.; Shi, Jianxin; Smith, Albert V.; Poot, Raymond A.; Pourcain, Beate; Teumer, Alexander; Thorleifsson, Gudmar; Verweij, Niek; Vuckovic, Dragana; Wellmann, Juergen; Westra, Harm-Jan; Yang, Jingyun; Zhao, Wei; Zhu, Zhihong; Alizadeh, Behrooz Z.; Amin, Najaf; Bakshi, Andrew; Baumeister, Sebastian E.; Biino, Ginevra; Bønnelykke, Klaus; Boyle, Patricia A.; Campbell, Harry; Cappuccio, Francesco P.; Davies, Gail; De Neve, Jan-Emmanuel; Deloukas, Panos; Demuth, Ilja; Ding, Jun; Eibich, Peter; Eisele, Lewin; Eklund, Niina; Evans68, David M.; Faul, Jessica D.; Feitosa, Mary F.; Forstner, Andreas J.; Gandin, Ilaria; Gunnarsson, Bjarni; Halldórsson, Bjarni V.; Harris, Tamara B.; Heath, Andrew C.; Hocking, Lynne J.; Holliday, Elizabeth G.; Homuth, Georg; Horan, Michael A.; Hottenga, Jouke-Jan; de Jager, Philip L.; Joshi, Peter K.; Jugessur, Astanand; Kaakinen, Marika A.; Kähönen, Mika; Kanoni, Stavroula; Keltigangas-Järvinen, Liisa; Kiemeney, Lambertus A.L.M.; Kolcic, Ivana; Koskinen, Seppo; Kraja, Aldi T.; Kroh, Martin; Kutalik, Zoltan; Latvala, Antti; Launer, Lenore J.; Lebreton, Maël P.; Levinson, Douglas F.; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C.M.; Loukola, Anu; Madden, Pamela A.; Mägi, Reedik; Mäki-Opas, Tomi; Marioni, Riccardo E.; Marques-Vidal, Pedro; Meddens, Gerardus A.; McMahon, George; Meisinger, Christa; Meitinger, Thomas; Milaneschi, Yusplitri; Milani, Lili; Montgomery, Grant W.; Myhre, Ronny; Nelson, Christopher P.; Nyholt, Dale R.; Ollier, William E.R.; Palotie, Aarno; Paternoster, Lavinia; Pedersen, Nancy L.; Petrovic, Katja E.; Porteous, David J.; Räikkönen, Katri; Ring, Susan M.; Robino, Antonietta; Rostapshova, Olga; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sanders, Alan R.; Sarin, Antti-Pekka; Schmidt, Helena; Scott, Rodney J.; Smith, Blair H.; Smith, Jennifer A.; Staessen, Jan A.; Steinhagen-Thiessen, Elisabeth; Strauch, Konstantin; Terracciano, Antonio; Tobin, Martin D.; Ulivi, Sheila; Vaccargiu, Simona; Quaye, Lydia; van Rooij, Frank J.A.; Venturini, Cristina; Vinkhuyzen, Anna A.E.; Völker, Uwe; Völzke, Henry; Vonk, Judith M.; Vozzi, Diego; Waage, Johannes; Ware, Erin B.; Willemsen, Gonneke; Attia, John R.; Bennett, David A.; Berger, Klaus; Bertram, Lars; Bisgaard, Hans; Boomsma, Dorret I.; Borecki, Ingrid B.; Bultmann, Ute; Chabris, Christopher F.; Cucca, Francesco; Cusi, Daniele; Deary, Ian J.; Dedoussis, George V.; van Duijn, Cornelia M.; Eriksson, Johan G.; Franke, Barbara; Franke, Lude; Gasparini, Paolo; Gejman, Pablo V.; Gieger, Christian; Grabe, Hans-Jörgen; Gratten, Jacob; Groenen, Patrick J.F.; Gudnason, Vilmundur; van der Harst, Pim; Hayward, Caroline; Hinds, David A.; Hoffmann, Wolfgang; Hyppönen, Elina; Iacono, William G.; Jacobsson, Bo; Järvelin, Marjo-Riitta; Jöckel, Karl-Heinz; Kaprio, Jaakko; Kardia, Sharon L.R.; Lehtimäki, Terho; Lehrer, Steven F.; Magnusson, Patrik K.E.; Martin, Nicholas G.; McGue, Matt; Metspalu, Andres; Pendleton, Neil; Penninx, Brenda W.J.H.; Perola, Markus; Pirastu, Nicola; Pirastu, Mario; Polasek, Ozren; Posthuma, Danielle; Power, Christine; Province, Michael A.; Samani, Nilesh J.; Schlessinger, David; Schmidt, Reinhold; Sørensen, Thorkild I.A.; Spector, Tim D.; Stefansson, Kari; Thorsteinsdottir, Unnur; Thurik, A. Roy; Timpson, Nicholas J.; Tiemeier, Henning; Tung, Joyce Y.; Uitterlinden, André G.; Vitart, Veronique; Vollenweider, Peter; Weir, David R.; Wilson, James F.; Wright, Alan F.; Conley, Dalton C.; Krueger, Robert F.; Smith, George Davey; Hofman, Albert; Laibson, David I.; Medland, Sarah E.; Meyer, Michelle N.; Yang, Jian; Johannesson, Magnus; Visscher, Peter M.; Esko, Tõnu; Koellinger, Philipp D.; Cesarini, David; Benjamin, Daniel J.

2016-01-01

Summary Educational attainment (EA) is strongly influenced by social and other environmental factors, but genetic factors are also estimated to account for at least 20% of the variation across individuals1. We report the results of a genome-wide association study (GWAS) for EA that extends our earlier discovery sample1,2 of 101,069 individuals to 293,723 individuals, and a replication in an independent sample of 111,349 individuals from the UK Biobank. We now identify 74 genome-wide significant loci associated with number of years of schooling completed. Single-nucleotide polymorphisms (SNPs) associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioral phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because EA is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric disease. PMID:27225129

Lifelong Learning: Policies, Practices, and Programs.

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Hatton, Michael J., Ed.

The 26 articles in this book focus on lifelong learning policies, practices, and programs in 13 Asia Pacific countries. The following papers are included: "Half a Revolution: A Brief Survey of Lifelong Learning in New Zealand" (P. Methven and J. Hansen); "HRD in a Multicultural Workplace: The Need for Lifelong Learning" (M.…

Learning profiles of Master students:support or barrier for lifelong learning?

OpenAIRE

Sprogøe, Jonas; Hemmingsen, Lis

2005-01-01

Master education as a part of lifelong learning/education has over the last years increased inDenmark. Danish Universities now offer more than110 different programmes.One of the characteristics of the master education is that the students get credits for their priorlearning and practical work experiences, and during the study/education theory and practise iscombined.At the Master of Adult Learning and Human Resource Development, one of DPU´s masterprogrammes, the students have a very diverse ...

Female Leadership Raises Aspirations and Educational Attainment for Girls: A Policy Experiment in India

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Beaman, Lori; Duflo, Esther; Pande, Rohini; Topalova, Petia

2012-01-01

Exploiting a randomized natural experiment in India, we show that female leadership influences adolescent girls’ career aspirations and educational attainment. A 1993 law reserved leadership positions for women in randomly selected village councils. Using 8,453 surveys of adolescents aged 11–15 and their parents in 495 villages, we find that, compared to villages that were never reserved, the gender gap in aspirations closed by 25% in parents and 32% in adolescents in villages assigned to a female leader for two election cycles. The gender gap in adolescent educational attainment is erased and girls spent less time on household chores. We find no evidence of changes in young women’s labor market opportunities, suggesting that the impact of women leaders primarily reflects a role model effect. PMID:22245740

Female leadership raises aspirations and educational attainment for girls: a policy experiment in India.

Science.gov (United States)

Beaman, Lori; Duflo, Esther; Pande, Rohini; Topalova, Petia

2012-02-03

Exploiting a randomized natural experiment in India, we show that female leadership influences adolescent girls' career aspirations and educational attainment. A 1993 law reserved leadership positions for women in randomly selected village councils. Using 8453 surveys of adolescents aged 11 to 15 and their parents in 495 villages, we found that, relative to villages in which such positions were never reserved, the gender gap in aspirations closed by 20% in parents and 32% in adolescents in villages assigned a female leader for two election cycles. The gender gap in adolescent educational attainment was erased, and girls spent less time on household chores. We found no evidence of changes in young women's labor market opportunities, which suggests that the impact of women leaders primarily reflects a role model effect.

Preference for Boys, Family Size, and Educational Attainment in India.

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Kugler, Adriana D; Kumar, Santosh

2017-06-01

Using data from nationally representative household surveys, we test whether Indian parents make trade-offs between the number of children and investments in education. To address the endogeneity due to the joint determination of quantity and quality of children, we instrument family size with the gender of the first child, which is plausibly random. Given a strong son preference in India, parents tend to have more children if the firstborn is a girl. Our instrumental variable results show that children from larger families have lower educational attainment and are less likely to be enrolled in school, with larger effects for rural, poorer, and low-caste families as well as for families with illiterate mothers.

Genome-wide association study of cognitive functions and educational attainment in UK Biobank (N=112 151)

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Davies, G; Marioni, R E; Liewald, D C; Hill, W D; Hagenaars, S P; Harris, S E; Ritchie, S J; Luciano, M; Fawns-Ritchie, C; Lyall, D; Cullen, B; Cox, S R; Hayward, C; Porteous, D J; Evans, J; McIntosh, A M; Gallacher, J; Craddock, N; Pell, J P; Smith, D J; Gale, C R; Deary, I J

2016-01-01

People's differences in cognitive functions are partly heritable and are associated with important life outcomes. Previous genome-wide association (GWA) studies of cognitive functions have found evidence for polygenic effects yet, to date, there are few replicated genetic associations. Here we use data from the UK Biobank sample to investigate the genetic contributions to variation in tests of three cognitive functions and in educational attainment. GWA analyses were performed for verbal–numerical reasoning (N=36 035), memory (N=112 067), reaction time (N=111 483) and for the attainment of a college or a university degree (N=111 114). We report genome-wide significant single-nucleotide polymorphism (SNP)-based associations in 20 genomic regions, and significant gene-based findings in 46 regions. These include findings in the ATXN2, CYP2DG, APBA1 and CADM2 genes. We report replication of these hits in published GWA studies of cognitive function, educational attainment and childhood intelligence. There is also replication, in UK Biobank, of SNP hits reported previously in GWA studies of educational attainment and cognitive function. GCTA-GREML analyses, using common SNPs (minor allele frequency>0.01), indicated significant SNP-based heritabilities of 31% (s.e.m.=1.8%) for verbal–numerical reasoning, 5% (s.e.m.=0.6%) for memory, 11% (s.e.m.=0.6%) for reaction time and 21% (s.e.m.=0.6%) for educational attainment. Polygenic score analyses indicate that up to 5% of the variance in cognitive test scores can be predicted in an independent cohort. The genomic regions identified include several novel loci, some of which have been associated with intracranial volume, neurodegeneration, Alzheimer's disease and schizophrenia. PMID:27046643

Lifelong Learning and the New Economy: Rhetoric or Reality?

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Cruikshank, Jane

2007-01-01

Historically, lifelong learning (under the name adult education) in Canada had a broad base and covered a wide variety of purposes and activities. Many programs included social, community and social justice visions and worked to strengthen local communities. However, with the advent of the so-called New Economy, this has changed. Canadian…

Sex Differences in Intergenerational Income Transmission and Educational Attainment: Testing the Trivers-Willard Hypothesis

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Katharina E. Pink

2017-11-01

Full Text Available From an evolutionary point of view, sex differences in intergenerational transmission of income may be influenced by the Trivers-Willard (T-W effect: Low status parents should invest more in daughters, whereas high status parents are expected to invest more in sons. This bias in parental investment may result in status-dependent sex biased parental support for higher education and educational attainment and should therefore affect the level of intergenerational income transmission for the sons and daughters. We used the data from the Wisconsin Longitudinal Study (WLS to model the effect of parental financial investment on the child's income and educational attainment controlling for the number of siblings. The observed sex differences in intergenerational income transmission demonstrate that sons profited more from parental income and education in terms of their own income than daughters. Furthermore, we showed that fathers with a high socioeconomic index (SEI invest more in their sons' education in terms of completed years of education and financial support during college. In contrast daughters of low SEI fathers completed more years of education and received more financial support than sons of low SEI fathers. However, the pattern in intergenerational income transmission might be better explained as a product of sociological factors and reproductive trade-offs in later life rather than as a consequence of the T-W effect.

Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis.

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Gakidou, Emmanuela; Cowling, Krycia; Lozano, Rafael; Murray, Christopher J L

2010-09-18

In addition to the inherent importance of education and its essential role in economic growth, education and health are strongly related. We updated previous systematic assessments of educational attainment, and estimated the contribution of improvements in women's education to reductions in child mortality in the past 40 years. We compiled 915 censuses and nationally representative surveys, and estimated mean number of years of education by age and sex. By use of a first-differences model, we investigated the association between child mortality and women's educational attainment, controlling for income per person and HIV seroprevalence. We then computed counterfactual estimates of child mortality for every country year between 1970 and 2009. The global mean number of years of education increased from 4·7 years (95% uncertainty interval 4·4-5·1) to 8·3 years (8·0-8·6) for men (aged ≥25 years) and from 3·5 years (3·2-3·9) to 7·1 years (6·7 -7·5) for women (aged ≥25 years). For women of reproductive age (15-44 years) in developing countries, the years of schooling increased from 2·2 years (2·0-2·4) to 7·2 years (6·8-7·6). By 2009, in 87 countries, women (aged 25-34 years) had higher educational attainment than had men (aged 25-34 years). Of 8·2 million fewer deaths in children younger than 5 years between 1970 and 2009, we estimated that 4·2 million (51·2%) could be attributed to increased educational attainment in women of reproductive age. The substantial increase in education, especially of women, and the reversal of the gender gap have important implications not only for health but also for the status and roles of women in society. The continued increase in educational attainment even in some of the poorest countries suggests that rapid progress in terms of Millennium Development Goal 4 might be possible. Bill & Melinda Gates Foundation. Copyright © 2010 Elsevier Ltd. All rights reserved.

A Study on the Meaning of the 'Lifelong Learning to Be' Implicated in the Philosophy of Nietzsche

OpenAIRE

Kwanchun Lee; Soo Yeon Choi; Un Shil Choi

2017-01-01

The purpose of the paper is to examine the meaning of 'lifelong learning to be' as the essence of lifelong education, which has been implied in the thoughts of Friedrich Wilhelm Nietzsche (1844-1900). This will be approached from the perspectives of 'learning to know', 'learning to do', 'learning to live together' and 'learning to be', which are the four pillars of education in UNESCO's 1996 Delors Report. Despite Friedrich Nietzsche being one of the most influential scholars of the nineteent...

The role of ethnic networks in the educational attainment of children of immigrants: resources or obstacles?

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Alberto Álvarez de Sotomayor

2014-11-01

Full Text Available The influence that co-ethnic relationships and coethnic networks have on the educational attainment of immigrant students is a topic that has often been researched within the sociology of migrations. During the last years, the concept of social capital has been privileged in the analysis of this topic, highlighting fundamentally the positive effect of such relationships and networks over the educational attainment of immigrant pupils. Nevertheless, the opposite outcome is shown by a second type of literature that focuses on the analysis of a particular form of this kind of relationship: the one that occurs inside the peer groups. Researches included within this second sort of literature usually highlight the negative effects of these co-ethnic relationships on immigrant students. The purpose of this article is to make a dialectic contrast between both tendencies in the literature, which allows us to face the analysis of the association between co-ethnic relationships and the educational attainment of immigrant pupils from a critical perspective. As a result, this paper underlines the ambivalence of the «ethnic factor» that is implicit in this kind of relationships

Progress of African Americans in higher education attainment: The widening gender gap and its current and future implications.

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Amadu J. Kaba

2005-04-01

Full Text Available This research argues that despite all of the obstacles that African Americans have confronted in the history of the United States, they have made substantial progress in higher education attainment from the 1970s to the beginning of the 21st century. It reveals that the rise in attainment of college and university degrees has resulted in a substantial increase in living standards and that African Americans are making important economic, social and political contributions to the United States. I present several reasons why black males are not performing as well as black females in higher education attainment. Analyses are also presented regarding the current and future implications of the growing gap between black males and black females.

Got Ice? Teaching Ice-Skating as a Lifelong Activity

Science.gov (United States)

Tarkinton, Brenda C.; Karp, Grace Goc

2010-01-01

With today's focus on the importance of lifelong physical activity, educators are increasingly offering a variety of such activities in their classes, as well as in before- and after-school programs. This article describes the benefits of offering ice skating as a challenging and rewarding lifetime activity, either before or after school or in…

Game-Based Life-Long Learning

NARCIS (Netherlands)

Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus

2010-01-01

Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.

Consultation and treatment history and causal attributions in an online sample of women with lifelong and acquired vaginismus.

Science.gov (United States)

Reissing, Elke D

2012-01-01

Very little information is available on the consultation and treatment histories of women with lifelong and acquired vaginismus. This study was conducted to address three areas of interest: first, to collect information on which health care professionals women with acquired and lifelong vaginismus consult and how helpful such consultation were; second, to examine which treatments were typically received and how helpful patients rate such interventions; and third, to explore participants' causal attributions of the vaginal penetration problems as those are what appear to guide patients towards consulting specific health care professionals as well as affecting the openness towards different interventions. An online survey was conducted with 212 participants. Data were analyzed using the responses of 93 women with acquired vaginismus and 75 women with lifelong vaginismus. The main outcomes were the results of the online survey. Gynecologists and family doctors were most frequently consulted, but only gynecologists were rated as helpful. Psychologists and sex therapists were also frequently consulted and rated as helpful. Physiotherapists were consulted by fewer women but considered most helpful. Women with lifelong vaginismus were significantly more likely to have received vaginal dilatation, sex education, and Kegel exercises as treatment. Women with acquired vaginismus were more likely to have received pharmacological interventions and to have tried a greater range of interventions. Educational gynecological examinations, talking about the meaning of the penetration problem, vaginal dilatation, and sex education were rated as most helpful interventions. Causal attributions were pain and fear- and disgust-based attributions for women with lifelong vaginismus. Results highlight the importance of a biopsychosocial conceptualization of and multidisciplinary treatment approach to lifelong and acquired vaginismus. © 2011 International Society for Sexual Medicine.

Educational attainment has a limited impact on disease management outcomes in heart failure.

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Smith, Brad; Forkner, Emma; Krasuski, Richard A; Galbreath, Autumn Dawn; Freeman, Gregory L

2006-06-01

The objective of this study was to assess whether educational attainment moderates outcomes in the intervention group in a trial of disease management in heart failure (HF). Data were collected from a sample of 654 patients enrolled in the disease management arm of a community- based study of HF patients. The full sample was used to analyze two primary outcomes- all-cause mortality and cardiac event-free survival. Two other primary outcomes- rates of HF-related emergency department (ED) visits and inpatient admissions-and secondary outcomes (patient self-confidence in managing HF symptoms and daily dietary sodium intake in milligrams) were analyzed in a smaller sample of 602 patients who completed at least 6 months of disease management. One-way analysis of variance and chi (2) tests were used to assess differences in baseline demographic and clinical characteristics. Survival analyses were conducted with proportional hazards regression, while negative binomial regression was used to assess educational differences in ED usage and inpatient admissions. Repeated measures analysis of variance models were used to assess whether secondary outcomes differed across educational strata and/or over time. All outcome analyses were adjusted for confounders. Patients with the least education fared the poorest for all-cause mortality, but education- related differences failed to achieve statistical significance. No education-related differences were observed for cardiac event-free survival, or for the rates of inpatient admission and ED usage. For secondary outcomes, sodium intake differed significantly by education (p = 0.04), with the largest drop (-838 mg/day) observed in the least well-educated group. Confidence increased an approximately equal amount (2.1-3.0 points on a 100-point scale) across all educational strata (p = ns). Low educational attainment may not be a barrier to effective disease management.

Food insecurity, school absenteeism and educational attainment of adolescents in Jimma Zone Southwest Ethiopia: a longitudinal study

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Gebremariam Abebe

2011-04-01

Full Text Available Abstract Background Food insecurity not only affects physical growth and health of children but also their intellectual development, school attendance and academic performance. However, most evidences are based on studies in high income countries. Although food insecurity is common in Ethiopia, to what extent it affects school attendance and educational attainment of adolescents is not explored. We hypothesized that food insecure adolescents would be more likely to be absent from school and have lower grades attained after 1 year compared to their food secure peers. Methods We used data from 2009 adolescents in the age group of 13-17 years from two consecutive surveys of a five year longitudinal family study in Southwest Ethiopia. A stratified random sampling was used to select participants. Regression analyses were used to compare school absenteeism and the highest grade attained after 1 year of follow-up in food secure and insecure adolescents. The analysis was adjusted for demographic factors, reported illness and workload. Results Significantly more (33.0% food insecure adolescents were absent from school compared with their food secure peers (17.8%, P Conclusions Adolescent and household food insecurity are positively associated with school absenteeism and a lower educational attainment. Programs aiming to achieve universal access to primary education in food insecure environments should integrate interventions to ensure food security of adolescents.

Food insecurity, school absenteeism and educational attainment of adolescents in Jimma Zone Southwest Ethiopia: a longitudinal study

Science.gov (United States)

2011-01-01

Background Food insecurity not only affects physical growth and health of children but also their intellectual development, school attendance and academic performance. However, most evidences are based on studies in high income countries. Although food insecurity is common in Ethiopia, to what extent it affects school attendance and educational attainment of adolescents is not explored. We hypothesized that food insecure adolescents would be more likely to be absent from school and have lower grades attained after 1 year compared to their food secure peers. Methods We used data from 2009 adolescents in the age group of 13-17 years from two consecutive surveys of a five year longitudinal family study in Southwest Ethiopia. A stratified random sampling was used to select participants. Regression analyses were used to compare school absenteeism and the highest grade attained after 1 year of follow-up in food secure and insecure adolescents. The analysis was adjusted for demographic factors, reported illness and workload. Results Significantly more (33.0%) food insecure adolescents were absent from school compared with their food secure peers (17.8%, P absenteeism. Similarly after controlling for household income and gender of the household head, adolescent food insecurity(P absenteeism and a lower educational attainment. Programs aiming to achieve universal access to primary education in food insecure environments should integrate interventions to ensure food security of adolescents. PMID:21477343

Food insecurity, school absenteeism and educational attainment of adolescents in Jimma Zone Southwest Ethiopia: a longitudinal study.

Science.gov (United States)

Belachew, Tefera; Hadley, Craig; Lindstrom, David; Gebremariam, Abebe; Lachat, Carl; Kolsteren, Patrick

2011-04-10

Food insecurity not only affects physical growth and health of children but also their intellectual development, school attendance and academic performance. However, most evidences are based on studies in high income countries. Although food insecurity is common in Ethiopia, to what extent it affects school attendance and educational attainment of adolescents is not explored. We hypothesized that food insecure adolescents would be more likely to be absent from school and have lower grades attained after 1 year compared to their food secure peers. We used data from 2009 adolescents in the age group of 13-17 years from two consecutive surveys of a five year longitudinal family study in Southwest Ethiopia. A stratified random sampling was used to select participants. Regression analyses were used to compare school absenteeism and the highest grade attained after 1 year of follow-up in food secure and insecure adolescents. The analysis was adjusted for demographic factors, reported illness and workload. Significantly more (33.0%) food insecure adolescents were absent from school compared with their food secure peers (17.8%, P absenteeism. Similarly after controlling for household income and gender of the household head, adolescent food insecurity(P absenteeism and a lower educational attainment. Programs aiming to achieve universal access to primary education in food insecure environments should integrate interventions to ensure food security of adolescents.

A Role of Higher Education Institutions in the Development of Life-long Learning Processes

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Lech Banachowski

2011-01-01

Full Text Available The following question is considered: „In what way can the higher schools support the processes of life-long learning of their graduates and also of their faculty and students?” A solution is proposed based on building learning community of practice managing joint knowledge repository including Personal Learning Environments (PLE and e-portfolios. It is shown how to extend ordinary LMS (VLE system to support processes of life-long learning. The steps made at the Polish-Japanese Institute of Information Technology (PJIIT are discussed towards implementation of these ideas.

Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members

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Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.

2016-01-01

The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…

The externalities of crime : The effect of criminal involvement of parents on the educational attainment of their children

NARCIS (Netherlands)

Rud, Iryna; Van Klaveren, Chris; Groot, Wim; Maassen van den Brink, Henriëtte

The empirical literature on education and crime suggests that both criminal behavior and educational attainment are transferred from parents to children. However, the impact of criminal behavior of parents on educational outcomes of children is generally ignored, even though the entailed social

The externalities of crime: the effect of criminal involvement of parents on the educational attainment of their children

NARCIS (Netherlands)

Rud, I.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2014-01-01

The empirical literature on education and crime suggests that both criminal behavior and educational attainment are transferred from parents to children. However, the impact of criminal behavior of parents on educational outcomes of children is generally ignored, even though the entailed social

The externalities of crime: the effect of criminal involvement of parents on the educational attainment of their children

NARCIS (Netherlands)

Rud, I.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2012-01-01

The empirical literature on education and crime suggests that both criminal behavior and educational attainment are transferred from parents to children. However, the impact of criminal involvement of parents on educational outcomes of children tends to be ignored, even though the entailed social

Educational Attainment of 25 Year Old Norwegians According to Birth Order and Gender

Science.gov (United States)

Kristensen, Petter; Bjerkedal, Tor

2010-01-01

This register-based longitudinal study of 392 969 Norwegians examined associations between birth order, gender and educational attainment at age 25 years within families (fixed effects regression) and between families (ordinary OLS regression). Data were retrieved from national registers for births of mothers with single births only and a first…

Health literacy mediates the relationship between educational attainment and health behavior

DEFF Research Database (Denmark)

Friis, Karina; Lasgaard, Mathias; Rowlands, Gill

2016-01-01

behavior (smoking, physical inactivity, poor diet) and obesity. The study included respondents ages 25 years or older drawn from a large population-based survey conducted in 2013 (N = 29,473). Two scales from the Health Literacy Questionnaire were used: (a) Understanding health information well enough...... to know what to do and (b) Ability to actively engage with health care providers. Multiple mediation analyses were conducted using the Karlson-Holm-Breen method. The study showed that health literacy in general and the ability to understand health information in particular mediated the relationship......Individuals with a lower education level frequently have unhealthier behaviors than individuals with a higher education level, but the pathway is not fully understood. The aim of this study was to investigate whether health literacy mediates the association between educational attainment and health...

OpenU: design of an integrated system to support lifelong learning

NARCIS (Netherlands)

Hermans, Henry

2015-01-01

This thesis describes the design and first implementation of an online system for lifelong learning, that enables educational institutions to adapt the learning process to identifiable groups of adult learners. The design of this system is situated in the context of a distance teaching university

TEACHING METHODS IN MBA AND LIFELONG LEARNING PROGRAMMES FOR MANAGERS

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Jarošová, Eva

2017-09-01

Full Text Available Teaching methods in MBA and Lifelong Learning Programmes (LLP for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.

Where's the learning in lifelong participation?

OpenAIRE

Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour’s policies in relation to lifelong learning. New Labour’s plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in classroom activities. Engaging in lifelong learning is considered to have broader social benefits for individuals and society, above and beyond purely acad...

Long-term impacts of college sexual assaults on women survivors' educational and career attainments.

Science.gov (United States)

Potter, Sharyn; Howard, Rebecca; Murphy, Sharon; Moynihan, Mary M

2018-02-15

To examine the well-documented mental and physical health problems suffered by undergraduate women sexually assaulted while on campus with an exploration of how the trauma impacts a survivor's lifetime education trajectory and career attainment. In November and December 2015, researchers recruited US participants using an online crowdsourcing tool and a Listserv for sexual violence prevention and response professionals. Of 316 women who completed initial screening, 89 qualified to complete a Qualtrics survey. Eighty-one participants completed the online survey, and 32 participated in phone interviews. Ninety-one percent of the participants reported health problems related to the assault that they attributed to difficulties they faced in their attainment of their education and career goals. The findings suggest the importance of simultaneously examining the effects of human capital losses and mental and physical health problems attributed to the costly public health problem of campus sexual assault.

Maternal thyroid function and child educational attainment: prospective cohort study.

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Nelson, Scott M; Haig, Caroline; McConnachie, Alex; Sattar, Naveed; Ring, Susan M; Smith, George D; Lawlor, Debbie A; Lindsay, Robert S

2018-02-20

To determine if first trimester maternal thyroid dysfunction is a critical determinant of child scholastic performance and overall educational attainment. Prospective cohort study. Avon Longitudinal Study of Parents and Children cohort in the UK. 4615 mother-child pairs with an available first trimester sample (median 10 weeks gestation, interquartile range 8-12). Free thyroxine, thyroid stimulating hormone, and thyroid peroxidase antibodies assessed as continuous measures and the seven clinical categories of maternal thyroid function. Five age-specific national curriculum assessments in 3580 children at entry stage assessment at 54 months, increasing up to 4461 children at their final school assessment at age 15. No strong evidence of clinically meaningful associations of first trimester free thyroxine and thyroid stimulating hormone levels with entry stage assessment score or Standard Assessment Test scores at any of the key stages was found. Associations of maternal free thyroxine or thyroid stimulating hormone with the total number of General Certificates of Secondary Education (GCSEs) passed (range 0-16) were all close to the null: free thyroxine, rate ratio per pmol/L 1.00 (95% confidence interval 1.00 to 1.01); and thyroid stimulating hormone, rate ratio 0.98 (0.94 to 1.02). No important relationship was observed when more detailed capped scores of GCSEs allowing for both the number and grade of pass or when language, mathematics, and science performance were examined individually or when all educational assessments undertaken by an individual from school entry to leaving were considered. 200 (4.3%) mothers were newly identified as having hypothyroidism or subclinical hypothyroidism and 97 (2.1%) subclinical hyperthyroidism or hyperthyroidism. Children of mothers with thyroid dysfunction attained an equivalent number of GCSEs and equivalent grades as children of mothers with euthyroidism. Maternal thyroid dysfunction in early pregnancy does not have a

Same-Sex Sexuality and Educational Attainment: The Pathway to College.

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Pearson, Jennifer; Wilkinson, Lindsey

2017-01-01

Research finds lower levels of academic performance among sexual minority high school students, but some studies suggest sexual minorities have higher levels of educational attainment in adulthood. To further our understanding of how and why sexual orientation is associated with educational success, this study turns attention to the pathways to college completion, examining points along educational trajectories in which sexual minorities fall behind or surpass their heterosexual peers. Using data from the National Longitudinal Study of Adolescent to Adult Health, we find that sexual minority women are less likely than women with no same-sex sexuality to complete college, in part due to their high school performance and transition into college. Men who experience same-sex sexuality only in adolescence struggle in high school, but men who experience same-sex sexuality for the first time in adulthood are more likely to earn a college degree than men who do not experience same-sex sexuality.

Learning to learn in the European Reference Framework for lifelong learning

NARCIS (Netherlands)

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a

Higher educational attainment associated with reduced likelihood of abnormal cervical lesions among Zambian women - a cross sectional study.

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Hamoonga, Twaambo Euphemia; Likwa, Rosemary Ndonyo; Musonda, Patrick; Michelo, Charles

2017-10-13

The high burden of cervical cancer in Zambia prompted the Ministry of Health and partners to develop the cervical cancer prevention program in Zambia (CCPPZ) in 2006. Despite this intervention more women continue to die from the disease and there is little understanding of factors that may be linked with abnormal cervical lesions in the general population. We therefore examined if educational attainment is associated with abnormal cervical lesions among Zambian women aged 15 to 49 years. This study used data from the cervical cancer prevention program in Zambia, where a total of 14,294 women aged 15 to 49 years were screened for cervical cancer at nine health facilities between October 2013 and September 2014. The data represents women from six provinces of Zambia, namely Southern, Central, Copperbelt, Luapula, North-western and Eastern provinces. Step-wise logistic regression analysis using the Statistical Package for the Social Sciences (SPSS) version 21 was used to estimate adjusted odds ratios (AOR) and 95% confidence intervals (CIs) for educational attainment with presence of abnormal cervical lesions as outcome. Multiple imputation was further used to obtain the imputed stabilized estimates for educational attainment. The prevalence of abnormal cervical lesions, using the Visual Inspection with Acetic-acid (VIA) test was 10.7% (n = 1523). Educational attainment was inversely associated with abnormal cervical lesions (AOR = 0.75; 95% CI:0.70-0.81, AOR = 0.74; 95% CI:0.68-0.81 and AOR = 0.46; 95% CI:0.41-0.51) among women with primary, secondary and tertiary education, respectively, compared to those with no formal education. We find reduced likelihood of abnormal cervical lesions in educated women, suggesting a differential imbalance with women who have no formal education. These findings may be a reflection of inequalities associated with access to cervical cancer screening, making the service inadequately accessible for lower educated groups. This

Protective connections and educational attainment among young adults with childhood-onset chronic illness.

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Maslow, Gary; Haydon, Abigail A; McRee, Annie-Laurie; Halpern, Carolyn T

2012-08-01

Youth with childhood-onset chronic illness (COCI) are at risk of poor educational attainment. Specific protective factors that promote college graduation in this population have not been studied previously. In this study, we examine the role protective factors during adolescence play in promoting college graduation among young adults with COCI. Data were collected from 10,925 participants in the National Longitudinal Study of Adolescent Health (Add Health). Protective factors present before 18 years of age included mentoring, parent relationship quality, school connectedness, and religious attendance. College graduation was the outcome of interest assessed when participants had a mean age of 28 years. Analysis was stratified by presence of COCI. About 2% of participants (N = 230) had 1 of 4 COCIs (cancer, diabetes, epilepsy, or heart disease). All 4 protective factors were associated with college graduation for youth without COCI. In the final multivariate model, only school connectedness was associated with college graduation for youth with COCI. School connectedness is of particular importance in promoting educational attainment for youth with COCI. © 2012, American School Health Association.

Parental Aspirations for Their Children's Educational Attainment and the Realisation of Universal Primary Education (UPE) in Kenya: Evidence from Slum and Non-Slum Residences

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Oketch, Moses; Mutisya, Maurice; Sagwe, Jackline

2012-01-01

There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum…

Lifelong guidance: How guidance and counselling support lifelong learning in the contrasting contexts of China and Denmark

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Zhang, Zhixin

2016-10-01

Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and interests meet labour market needs. In modern attempts to develop and implement institutional provision for lifelong learning, guidance and counselling play an important role. The current Danish guidance system is well-organised, highly structured and professionalised. By contrast, Chinese guidance is still fragmented and "sectorisational". This paper explores whether elements of the highly structured and professionalised Danish guidance system and practice might be applicable to the Chinese context. The author begins by outlining international and national factors which are affecting citizens' life and career planning. She then presents and discusses the evolution of guidance and the different elements of provision in each of the two countries. Next, She compares the concepts and goals of "lifelong guidance" in Denmark and China, pointing out their similarities and differences and their respective strengths and weaknesses. The paper concludes with some suggestions for the further development of guidance in China.

LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

Directory of Open Access Journals (Sweden)

Luiza KRAFT

2011-01-01

Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

Educational attainment and ultimate fertility among Swedish women born in 1955-59

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Gerda Neyer

2006-05-01

Full Text Available This is the second of two companion papers addressing the association between educational attainment and fertility for some sixty educational groups of Swedish women, defined according to field of education as well as level of education. The first paper is about childlessness and education, the present one about the mean number of children ever born. We find that ultimate fertility decreases somewhat with an increasing educational level, but its dependence on the field of education is much more impressive. In general, educational groups with relatively little childlessness also have relatively high ultimate fertility, and educational groups with much childlessness have relatively low ultimate fertility. In particular, women educated for the teaching or health-care professions have less childlessness and a higher ultimate fertility than others. Conversely, women with an education for esthetic or (non-teacher humanist occupations have unusually high fractions childless and low ultimate fertility. Women with religious educations stand out by having very high fractions childless but quite ordinary mean ultimate fertility nevertheless; such women have very little childbearing outside of marriage. Women with research degrees have remarkably ordinary childbearing behavior; they do not forego motherhood to the extent that some theories would predict.

Distinct association between educational attainment and overweight/obesity in unmarried and married women: evidence from a population-based study in Japan.

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Murakami, Keiko; Ohkubo, Takayoshi; Hashimoto, Hideki

2017-11-25

Associations between education and obesity have been consistently reported among women in developed countries, but few studies have considered the influence of marital status and husbands' education. This study aimed to examine differences in the association between education and overweight/obesity by marital status and to determine the contribution of husbands' education to overweight/obesity among community-dwelling Japanese women. A questionnaire survey was conducted from 2010 to 2011 among residents aged 25-50 years in Japanese metropolitan areas. Of 2145 women who agreed to participate and completed the survey, 582 were unmarried and 1563 were married. Overweight/obesity was defined as body mass index ≥25 kg/m 2 . Multiple logistic regression analysis was conducted to determine whether women's or their husbands' education was associated with overweight/obesity after adjusting for age, work status, and equivalent income. The prevalence of overweight/obesity was 11.9% among unmarried women and 10.3% among married women. Women's own education was significantly associated with overweight/obesity among unmarried women but not among married women. The multivariate-adjusted odds ratio of high school education or lower compared with university education or higher was 3.21 (95% confidence interval: 1.59-6.51) among unmarried women. Among married women, husbands' education was significantly associated with overweight/obesity: women whose husbands' educational attainment was high school or lower had significantly higher odds of overweight/obesity than did those whose husbands had a university education or higher (1.67, 95% confidence interval: 1.10-2.55). Among married women whose educational attainment was college or higher, women whose husbands' educational attainment was high school or lower had a significantly higher risk for overweight/obesity when compared with women whose husbands' educational attainment was college or higher. Associations between women's own

INDIVIDUAL ABILITIES AND LIFELONG LEARNING

Directory of Open Access Journals (Sweden)

Oleksandr Yu. Burov

2016-10-01

Full Text Available This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.. The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.

Educational attainment of children and young people in the looked--after care system.

Science.gov (United States)

Harland, Lynette

2014-11-01

Over the last five years there has been a significant increase in the number of children in care. Despite service provision, the outcomes for these children differ significantly from their counterparts, particularly in relation to educational attainment. While 68% of children in care have special needs, this does not explain the difference in attainment for 32% of children in care. Research indicates that stereotyping, lower expectations and the experience of care are significant factors. Although positive work is being done, the differences in outcomes for children in care suggest further emphasis is needed. Experiences in early life impact on outcomes across the lifespan and it is here where as school nurses and health visitors, we can make a positive contribution for children in care.

Lifelong learning in public libraries principles, programs, and people

CERN Document Server

Gilton, Donna L

2012-01-01

Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational the

Education Attainment and Parity Explain the Relationship Between Maternal Age and Breastfeeding Duration in U.S. Mothers.

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Whipps, Mackenzie D M

2017-02-01

Prior research in high-income countries finds that young mothers tend to breastfeed their infants for shorter durations than older mothers; however, there are gaps in our understanding of the processes by which age influences breastfeeding. Research aim: The primary objective of this study was to test the mediating effects of parity and education attainment on the association between maternal age and two breastfeeding outcomes: total duration and duration of exclusive breastfeeding. This study was a secondary data analysis of the IFPS II, a prospective, longitudinal study of ~ 4,900 American mothers. Robust and bias-corrected regression analyses tested the direct effect of age and the indirect effects of age through parity and education for each outcome of interest. Parity and education attainment together explain nearly all of the association between maternal age and both measures of breastfeeding duration. The mediating role of education is significantly larger than parity for both outcomes. These findings indicate that maternal age primarily indexes parity and education but contributes minimally to breastfeeding duration via a direct effect. The findings have implications for intervention development and targeting strategies.

Early school leaving and lifelong guidance

DEFF Research Database (Denmark)

Plant, Peter; Oomen, Annemarie

Early school leaving (ESL) is costly for the individual, for society and for the economy. Not just in economic terms, but also in terms of low self esteem, and the risk of social exclusion. More, and, in particular, better education can lead to positive outcomes, in relation to employment, level...... of salaries, better health, less crime, higher social cohesion, lower public and social costs and higher productivity. This is why ESL is a policy focal point. In these terms, lifelong guidance has a key role to play in terms of both prevention, intervention, and of compensation strategies....

Lifelong bilingualism contributes to cognitive reserve against white matter integrity declines in aging.

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Gold, Brian T; Johnson, Nathan F; Powell, David K

2013-11-01

Recent evidence suggests that lifelong bilingualism may contribute to cognitive reserve (CR) in normal aging. However, there is currently no neuroimaging evidence to suggest that lifelong bilinguals can retain normal cognitive functioning in the face of age-related neurodegeneration. Here we explored this issue by comparing white matter (WM) integrity and gray matter (GM) volumetric patterns of older adult lifelong bilinguals (N=20) and monolinguals (N=20). The groups were matched on a range of relevant cognitive test scores and on the established CR variables of education, socioeconomic status and intelligence. Participants underwent high-resolution structural imaging for assessment of GM volume and diffusion tensor imaging (DTI) for assessment of WM integrity. Results indicated significantly lower microstructural integrity in the bilingual group in several WM tracts. In particular, compared to their monolingual peers, the bilingual group showed lower fractional anisotropy and/or higher radial diffusivity in the inferior longitudinal fasciculus/inferior fronto-occipital fasciculus bilaterally, the fornix, and multiple portions of the corpus callosum. There were no group differences in GM volume. Our results suggest that lifelong bilingualism contributes to CR against WM integrity declines in aging. © 2013 Published by Elsevier Ltd.

Childhood intelligence, educational attainment and adult body mass index: findings from a prospective cohort and within sibling-pairs analysis.

Science.gov (United States)

Lawlor, D A; Clark, H; Davey Smith, G; Leon, D A

2006-12-01

The mechanisms underlying the observed association of childhood intelligence with body mass index (BMI) are unclear and few studies of this association have been prospective in design. Prospective study in a birth cohort of 5467 individuals who were born in Aberdeen, Scotland between 1950 and 1956 and who responded to a follow-up survey in 2001. Comparison of associations within sibling pairs of the same family to associations between different families in 643 sibling pairs (1286 individuals) who are participants in the main cohort. Childhood intelligence (age 7 years) and educational attainment were both inversely associated with adult BMI (mean age 48 years): the sex- and age-adjusted mean change in adult BMI per s.d. of intelligence was -0.35 kg/m(2) (95% CI: -0.49, -0.21 kg/m(2)) and per unit increase in educational category (seven categories) was -0.28 kg/m(2) (95% CI: -0.34, -0.22). On adjustment for education the association between childhood intelligence and adult BMI attenuated to the null (-0.03 kg/m(2) (-0.19, 0.13 kg/m(2))); other potential confounding or mediating factors had little or only modest effects on this association. The association between education and adult BMI was not affected by adjustment for childhood intelligence or other potential covariates. The within sibling-pair effect of education on adult BMI (-0.06 kg/m(2) (95% CI: -0.26, 0.14)) was weaker than the effect between different families (-0.37 kg/m(2) (95%CI: -0.58, -0.17)), P-value for difference of within sibling and between family effect=0.03. The association of childhood intelligence with adult BMI is attenuated to the null on adjustment for educational attainment, whereas the association of educational attainment with adult BMI appears to be independent of childhood intelligence and other measured covariates. However, our family analyses suggest that fixed family and neighbourhood factors, which are closely matched in siblings of a similar age, explain much of the association

Schooling Attainment's Influence on Internet Adoption: Education's Role in the Cross-National Development of the Mass-Media Knowledge Gap

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Mann, Bryan A.; Smith, William C.; Baker, David P.

2016-01-01

Research about innovation adoption underplays the role of educational attainment in the individual consumption of technology; consequently, past research underestimates the importance education plays independent of wealth in diffusion, particularly as absolute levels of formal education rise worldwide. Using data from the Programme for…

Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

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Jackson-Kersey, Rachel; Spray, Christopher

2013-01-01

The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

From Residency to Lifelong Learning.

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Brandt, Keith

2015-11-01

The residency training experience is the perfect environment for learning. The university/institution patient population provides a never-ending supply of patients with unique management challenges. Resources abound that allow the discovery of knowledge about similar situations. Senior teachers provide counseling and help direct appropriate care. Periodic testing and evaluations identify deficiencies, which can be corrected with future study. What happens, however, when the resident graduates? Do they possess all the knowledge they'll need for the rest of their career? Will medical discovery stand still limiting the need for future study? If initial certification establishes that the physician has the skills and knowledge to function as an independent physician and surgeon, how do we assure the public that plastic surgeons will practice lifelong learning and remain safe throughout their career? Enter Maintenance of Certification (MOC). In an ideal world, MOC would provide many of the same tools as residency training: identification of gaps in knowledge, resources to correct those deficiencies, overall assessment of knowledge, feedback about communication skills and professionalism, and methods to evaluate and improve one's practice. This article discusses the need; for education and self-assessment that extends beyond residency training and a commitment to lifelong learning. The American Board of Plastic Surgery MOC program is described to demonstrate how it helps the diplomate reach the goal of continuous practice improvement.

Maternal phenotype, independent of family economic capital, predicts educational attainment in lowland nepalese children.

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Marphatia, Akanksha A; Devakumar, Delan; Wells, Jonathan C K; Saville, Naomi; Reid, Alice; Costello, Anthony; Manandhar, Dharma S; Osrin, David

2016-09-10

Factors acting before children are born or reach school-going age may explain why some do not complete primary education. Many relevant factors relate to maternal phenotype, but few studies have tested for independent associations of maternal factors relative to those characterizing the family in general. Using data from a longitudinal study of 838 children in Dhanusha, Nepal, we used logistic regression models to test whether indices of maternal somatic and educational capital, or family economic capital, were independently associated with children having had ≤2 versus 3+ years of schooling at a mean age of 8.5 years. We also tested whether maternal age, children's early growth, and urban/rural location mediated such associations. Children had a higher risk of completing less schooling if their mothers were short, thin, anemic, and uneducated. Independently, lower family material assets and land acreage also increased children's odds of less schooling. There was an indication of gender differences, with the risk of poor educational attainment in girls associated with low maternal somatic and educational capital, whereas in boys the relevant factors were low maternal education and family land ownership. Our analysis demonstrates that, independent of broader indices of family capital such as land or material assets, children's educational attainment is associated with factors embodied in maternal phenotype. Both somatic and educational maternal capital appeared important. A composite index of maternal capital could provide a new measurable proxy, prior to school entry, for identifying children at risk of completing fewer years of schooling. Am. J. Hum. Biol. 28:687-698, 2016. © 2016 Wiley Periodicals, Inc. © 2016 The Authors American Journal of Human Biology Published by Wiley Periodicals, Inc.

Maternal phenotype, independent of family economic capital, predicts educational attainment in lowland nepalese children

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Devakumar, Delan; Wells, Jonathan C.K.; Saville, Naomi; Reid, Alice; Costello, Anthony; Manandhar, Dharma S; Osrin, David

2016-01-01

Objectives Factors acting before children are born or reach school‐going age may explain why some do not complete primary education. Many relevant factors relate to maternal phenotype, but few studies have tested for independent associations of maternal factors relative to those characterizing the family in general. Methods Using data from a longitudinal study of 838 children in Dhanusha, Nepal, we used logistic regression models to test whether indices of maternal somatic and educational capital, or family economic capital, were independently associated with children having had ≤2 versus 3+ years of schooling at a mean age of 8.5 years. We also tested whether maternal age, children's early growth, and urban/rural location mediated such associations. Results Children had a higher risk of completing less schooling if their mothers were short, thin, anemic, and uneducated. Independently, lower family material assets and land acreage also increased children's odds of less schooling. There was an indication of gender differences, with the risk of poor educational attainment in girls associated with low maternal somatic and educational capital, whereas in boys the relevant factors were low maternal education and family land ownership. Conclusions Our analysis demonstrates that, independent of broader indices of family capital such as land or material assets, children's educational attainment is associated with factors embodied in maternal phenotype. Both somatic and educational maternal capital appeared important. A composite index of maternal capital could provide a new measurable proxy, prior to school entry, for identifying children at risk of completing fewer years of schooling. Am. J. Hum. Biol. 28:687–698, 2016. © 2016 Wiley Periodicals, Inc. PMID:27135632

The strategic framework for European cooperation in education and training (ET 2020: Which place for archaeological heritage in the lifelong learning context?

Directory of Open Access Journals (Sweden)

Martínez Rodríguez, R.

2012-01-01

Full Text Available The Lisbon Strategy objective of turning Europe into a world-leading knowledge-based society, has left the way to the Europe 2020 strategyobjectives of smart, sustainable and inclusive growth. The strategic framework for European cooperation in education and training (ET 2020 establishes that educational and training systems should provide the means for all citizens to realise their potentials, as well as to acquire and develop skills and competencies needed for their employability and foster further learning, active citizenship and inter-cultural dialogue; from a lifelong learning perspective, covering all levels and contexts (including non-formal and informal learning. The aim of this paper is to present the strategic objectives of EU education and training policies and discuss, accordingly, a place for archaeological heritage in school, higher and adult education.

Do the Demands of the Global Forces Shape Local Agenda? An Analysis of Lifelong Learning Policies and Practice in China

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Wang, Mo; Yuan, Dayong; Weidlich, Maximilian

2017-01-01

Lifelong learning has become a global phenomenon that has significantly reshaped the conventional foundation of national education systems. Lifelong Learning has experienced an evolution that can be identified in two generations: it first emerged in the 1970s and then quickly gained significance and prevalence by the 1990s. There is general…

Towards a Lifelong Learning Society through Reading Promotion: Opportunities and Challenges for Libraries and Community Learning Centres in Viet Nam

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Hossain, Zakir

2016-01-01

The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day"--a day aimed at encouraging reading and raising awareness of its…

Learning/work: Turning work and lifelong learning inside out

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Walters, Shirley; Cooper, Linda

2011-08-01

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between "core" and "periphery", between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of "politics and power" into both the theory and practice of "lifelong learning" and "work".

Lifelong learning: Established concepts and evolving values.

Science.gov (United States)

Talati, Jamsheer Jehangir

2014-03-01

To summarise the concepts critical for understanding the content and value of lifelong learning (LL). Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society's new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. Health is critical to rational thought and peace, and determines society's capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which 'biographicisation' is the seed that will promote innovative strategies.

What Have We Learnt about Mobile LifeLong Learning (mLLL)?

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Seta, Luciano; Kukulska-Hulme, Agnes; Arrigo, Marco

2014-01-01

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous…

Preparing for lifelong e-learning

DEFF Research Database (Denmark)

Andresen, Bent B.

2010-01-01

and the Internet. The author also designed the learning objectives. Danish adults were then supported nationwide achieving these objectives. By examining the outcome of these learning efforts, the research provides knowledge about what works in digital inclusion. The results of the research indicate that a self-motivated......In this paper, the author examines digital inclusion. The use of interactive tools to locate, make meaning of, and produce digital content in workplace contexts and broader social contexts are analysed based on a definition of inclusion related to social practices. The general scope of the paper...... is lifelong learning. Since information and communication technologies offer new opportunities to adult learners, digital inclusion is considered an important prerequisite for lifelong learning. In the paper, the author presents one strategy for removing barriers to lifelong learning caused by lack...

Early-life conditions and health at older ages: The mediating role of educational attainment, family and employment trajectories.

Science.gov (United States)

Arpino, Bruno; Gumà, Jordi; Julià, Albert

2018-01-01

We examine to what extent the effect of early-life conditions (health and socioeconomic status) on health in later life is mediated by educational attainment and life-course trajectories (fertility, partnership, employment). Using data from the Survey of Health, Ageing and Retirement in Europe (N = 12,034), we apply, separately by gender, multichannel sequence analysis and cluster analysis to obtain groups of similar family and employment histories. The KHB method is used to disentangle direct and indirect effects of early-life conditions on health. Early-life-conditions indirectly impact on health in later life as result of their influence on education and family and employment trajectories. For example, between 22% and 42% of the effect of low parental socio-economic status at childhood on the three considered health outcomes at older age is explained by educational attainment for women. Even higher percentages are found for men (35% - 57%). On the contrary, the positive effect of poor health at childhood on poor health at older ages is not significantly mediated by education and life-course trajectories. Education captures most of the mediating effect of parental socio-economic status. More specifically, between 66% and 75% of the indirect effect of low parental socio-economic status at childhood on the three considered health outcomes at older age is explained by educational attainment for women. Again, higher percentages are found for men (86% - 93%). Early-life conditions, especially socioeconomic status, influence family and employment trajectories indirectly through their impact on education. We also find a persistent direct impact of early-life conditions on health at older ages. Our findings demonstrate that early-life experiences influence education and life-course trajectories and health in later life, suggesting that public investments in children are expected to produce long lasting effects on people's lives throughout the different phases of their

Why Does Height Matter for Educational Attainment? Evidence from German Children

DEFF Research Database (Denmark)

Cinnirella, Francesco; Piopiunik, Marc; Winter, Joachim

2011-01-01

Height is positively associated with educational attainment. We investigate the mechanisms behind this relationship using data on German pre-teen students. We show that taller children are more likely to enroll in Gymnasium, the most academic secondary school track, and that primary school teachers...... provide more favorable school track decisions to taller students. We find that a 1 cm increase in height is associated with a 1.6 percentage points increase in the probability of attending Gymnasium. This holds even when controlling for academic achievement and parental background. In addition, we present...

Teaching new media composition studies in a lifelong learning context

Directory of Open Access Journals (Sweden)

Jill Jameson

2000-12-01

Full Text Available The government 'spin' on lifelong learning, as expressed in the Green Paper, The Learning Age (DfEE, 1998, and taken forward in the White Paper, Learning to Succeed (DfEE, 1999, emphasizes knowledge acquisition, skills development and student-centred flexible education and training. The aim of the government, as expressed in the summary document, Education and Training Development Agenda 2000-2001, is to 'help develop a "learning society" in which everyone, in whatever circumstances, routinely expects to learn and upgrade skills throughout life' (DfEE, 1998. Central to this idealistic notion is the view that continuous updating in ICT skills will play a vital part in the self-empowerment of individual learners. In support of this vision the government is funding ventures such as the Information and Communication Technologies (ICT Learning Centres initiative - 'a new programme designed to help bridge the gap between those in society who have access to ICT and those who do not' (DfEE, 1999. Community Access to Lifelong Learning is a parallel New Opportunities Fund programme which is designed to encourage adult learning. It focuses on improving access to learning opportunities through the use of ICT.

The knowledge economy and lifelong learning

DEFF Research Database (Denmark)

Milana, Marcella

2014-01-01

Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012.......Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012....

Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

Science.gov (United States)

Regmi, Kapil Dev

2009-01-01

This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…

Maternal negative emotional expression and discipline in Beijing, China: The moderating role of educational attainment.

Science.gov (United States)

Cheng, Feng; Wang, Yifang; Wu, Xixian; Su, Zhuqing

2018-03-01

The current study shows that parental punitive discipline places children at risk of developing internalizing and externalizing problems. Although some studies have analyzed the reasons for the use of discipline methods, little to no research has analyzed the moderating effects. In this study, we examine the relationship between maternal negative emotional expression and mothers' use of disciplinary methods (psychological aggression, corporal punishment and physical maltreatment) and the moderating effects of educational attainment in Chinese societies. Five hundred and sixteen mothers with preschool-aged children were recruited to participate in this research. The Chinese versions of the Self-Expressiveness in the Family Questionnaire (SEFQ) and the Parent-Child Conflict Tactics Scales (CTSPC) were used to measure the mothers' negative emotional expression and discipline, respectively. The results suggested that the mothers' negative emotional expression was positively related to their disciplinary behaviors. Moreover, maternal educational attainment moderated the association between negative emotional expression and discipline. The findings of the current study highlight the importance of considering how mothers' educational backgrounds may interact with their emotions to influence maternal disciplinary behaviors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Ability Grouping's Effects on Grades and the Attainment of Higher Education: A Natural Experiment

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Bygren, Magnus

2016-01-01

To test the effect of ability grouping on grades and the attainment of higher education, this study examines a naturally occurring experiment--an admission reform that dramatically increased ability sorting between schools in the municipality of Stockholm. Following six cohorts of students (N = 79,020) from the age of 16 to 26, I find a mean…

Where's the Learning in Lifelong Participation?

Science.gov (United States)

Williams, Joanna

2012-01-01

This article provides a retrospective review and analysis of New Labour's policies in relation to lifelong learning. New Labour's plans to promote social inclusion through lifelong learning resulted in a focus upon participation in terms of increasing the numbers of students involved in formal learning and increasing their participation in…

Key Competences for the Development of Lifelong Learning in the European Union

Science.gov (United States)

Hozjan, Dejan

2009-01-01

This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the "open method of coordination")…

Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

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Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

European Adult and Lifelong Education in Times of Crisis: Where is Social Justice when the Social Dimension turns into Social Cohesion?

DEFF Research Database (Denmark)

Milana, Marcella

2014-01-01

of society; for example, in terms of access to, benefit from and success in education and employment. In this contribution, I adopt a social justice perspective to examine the redistributive function of the European Union and the role it attributes to adult and lifelong education in alleviating social......Four years on from the 2010 debt crisis, economists claim that Europe has still not recovered from the recession that worsened social inequality. This raises the important question of whether social inequality can be tackled by social justice. The concept of social justice emphasises the idea...... inequality. In doing so, I highlight not only how member states represent the primary source of revenue for the Union but also how they benefit in return from the redistribution of economic means through several financial tools and programmes. This also applies to areas such as education and vocational...

A socioeconomic and behavioral survey of patients with difficult-to-control type 2 diabetes mellitus reveals an association between diabetic retinopathy and educational attainment

Directory of Open Access Journals (Sweden)

Emoto N

2016-10-01

Full Text Available Naoya Emoto,1,2 Fumitaka Okajima,1,2 Hitoshi Sugihara,2 Rei Goto3 1Department of Endocrinology, Nippon Medical School Chiba-Hokusoh Hospital, Chiba, 2Department of Endocrinology, Diabetes and Metabolism, Graduate School of Medicine, Nippon Medical School, Tokyo, 3Graduate School of Business Administration, Keio University, Kanagawa, Japan Background: We have recently reported that the attitude of patients toward risk could be a factor in the progression of diabetic complications. In general, risk preference is closely related to socioeconomic status (SES, which includes factors such as age, sex, income, and educational attainment.Objective: We aimed to determine the effect of SES and behavioral propensity on the progress of diabetic complications in patients with type 2 diabetes mellitus (T2DM.Methods: We conducted a survey of 238 patients with difficult-to-control T2DM treated at a hospital in Japan using a modified behavioral economics questionnaire that included questions related to SES. The patients had been referred by general practitioners or other departments in the hospital because of poor metabolic control or unstable complications.Results: Educational attainment was significantly associated with progression of retinopathy in patients <65 years of age. Educational attainment of a high school diploma (12 years of education or lower was a significant risk factor, but there were no differences among levels of attainment beyond high school (13–16 years or more of education. Behavioral propensities were also weakly associated with complications, but not as much as educational attainment. Personal income level and economic status did not show an association with the retinopathy levels.Conclusion: Lower educational attainment is a strong risk factor for diabetic retinopathy, and it is independent of the economic status. The result suggests that cognitive function may play an important role in the progression of diabetic retinopathy in

The influence of personal networks and social support on study attainment of students in university education

NARCIS (Netherlands)

Eggens, Lilian; van der Werf, M. P. C.; Bosker, R. J.

In this paper, the influence of personal networks and social support on study attainment of students in university education is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent on studying and working, procrastination and

The Impact of Parental Divorce on Children's Educational Attainment, Marital Timing, and Likelihood of Divorce.

Science.gov (United States)

Keith, Verna M.; Finlay, Barbara

1988-01-01

Examined combined sample of national data to determine impact of parental divorce on children. Found parental divorce associated with lower educational attainment and earlier age at marriage for sons and daughters. Daughters of divorced parents had higher probability of being divorced. For sons of divorced parents, probability of ever marrying and…

Lifelong Learning and the Professional Development of Geography Teachers: A View from Slovenia

Science.gov (United States)

Kolenc Kolnik, Karmen

2010-01-01

Lifelong learning and continuing professional development (CPD) are considered important activities for geography teachers. However, research in Slovenia shows that many lose their enthusiasm for these activities when they leave university and enter professional practice. In Slovenia, whilst geography teachers have a sound undergraduate education,…

Collateral damage: Educational attainment and labor market outcomes among German war and post-war cohorts

OpenAIRE

Hendrik Jürges

2012-01-01

We use data from the West German 1970 census to explore the link between being born during or shortly after World War II and educational and labor market outcomes 25 years later. We document, for the first time, that men and women born in the relatively short period between November 1945 and May 1946 have significantly and substantially lower educational attainment and occupational status than cohorts born shortly before or after. Several alternative explanations for this new finding are put ...

Adolescent Obesity and Future College Degree Attainment

OpenAIRE

Fowler-Brown, Angela G.; Ngo, Long H.; Phillips, Russell S.; Wee, Christina C.

2009-01-01

The current impact of adolescent obesity on educational attainment is not clear. The objectives of our study were to determine whether adolescent obesity is associated with college degree attainment and how this association may have changed over time. We used data from a contemporary national cohort of over 4,000 persons who were adolescents (aged 14–18) in 1997 to assess the relationship between adolescent obesity and education. To assess for changes in this relationship over time, we also a...

Participation in lifelong learning in Portugal and the UK

OpenAIRE

Hilary Ingham; Mike Ingham; Jose Adelino Afonso

2013-01-01

Lifelong learning (LLL) has now been on the agenda of the European Union and other major international organizations for some considerable time, with the European institutions stressing the need that such learning should be available to all, especially hard to reach groups. This paper seeks to explore LLL participation in Portugal and the UK, two countries at opposite ends of the adult learning spectrum and having very different labour market and educational contexts. Using Labour Force Surve...

Educational Attainment in the United States: 2003. Population Characteristics. Current Population Reports. P20-550

Science.gov (United States)

Stoops, Nicole

2004-01-01

This report provides information on basic educational trends and attainment levels across many segments of the population. The findings are based on data collected in the 2003 Annual Social and Economic Supplement (ASEC) to the Current Population Survey (CPS) and refer to the population 25 years and over unless otherwise specified. The population…

How social position of origin relates to intelligence and level of education when adjusting for attained social position.

Science.gov (United States)

Sorjonen, Kimmo; Hemmingsson, Tomas; Lundin, Andreas; Melin, Bo

2011-06-01

Intelligence and its relationship to achievement is a classical question within psychology. In accordance with earlier British studies, the present study, based on conscription data and follow-ups for Swedish men born 1949-51 (N = 36,156), found that when adjusting for attained social position, people with a high social position of origin tend to have higher intelligence and level of education than people with a lower social position of origin. These results could be seen to contradict the claim that more merit, at least when operationalized as intelligence or education, is required from people with a low social position of origin in order to attain a certain social level. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

Transforming practice organizations to foster lifelong learning and commitment to medical professionalism.

Science.gov (United States)

Frankford, D M; Patterson, M A; Konrad, T R

2000-07-01

Practice organizations will increasingly engage in activities that are the functional equivalents of continuing medical education. The authors maintain that if these activities are properly structured within practice organizations, they can become powerful engines of socialization to enhance physicians' lifelong learning and commitment to medical professionalism. They propose that this promise can be realized if new or reformed practice organizations combine education and service delivery and institutionalize processes of individual and collective reflection. The resulting "institutions of reflective practice" would be ones of collegial, experiential, reflective lifelong learning concerning the technical and normative aspects of medical work. They would extend recent methods of medical education such as problem-based learning into the practice setting and draw on extant methods used in complex organizations to maximize the advantages and minimize the disadvantages that practice organizations typically present for adult learning. As such, these institutions would balance the potentially conflicting organizational needs for, on the one hand, (1) self-direction, risk taking, and creativity; (2) specialization; and (3) collegiality; and, on the other hand, (4) organizational structure, (5) coordination of division of labor, and (6) hierarchy. Overall, this institutionalization of reflective practice would enrich practice with education and education with practice, and accomplish the ideals of what the authors call "responsive medical professionalism." The medical profession would both contribute and be responsive to social values, and medical work would be valued intrinsically and as central to practitioners' self-identity and as a contribution to the public good.

The Use of Philosophical Practice in Lifelong and Self-Directed Learning

DEFF Research Database (Denmark)

Hansen, Finn Thorbjørn

2001-01-01

In this article I invite the reader to reconsider philosophical counselling and practice first of all as a pedagogical practice. Recent research in adult education and especially in the area of "self-directed learning" reveals a growing interest in the existential and philosophical dimensions...... of learning and guidance in the adult education setting. I suggest that we use philosophical counselling to strengthen the adult´s capacity for lifelong and self-directed learning and that philosophical practice in general could be connected to a new kind of "existential adult pedagogy"....

The Impact of Private Schools on Educational Attainment in the State of São Paulo

Science.gov (United States)

Stern, Jonathan M. B.

2015-01-01

This study uses a comprehensive dataset on secondary school students in Brazil to examine the impact of private school enrollment on educational attainment in São Paulo. The results show that private school students (across all levels of tuition) perform better than their public school counterparts on Brazil's high school exit exam, even after…

Gender Differences in the Developmental Cascade from Harsh Parenting to Educational Attainment: An Evolutionary Perspective

Science.gov (United States)

Hentges, Rochelle F.; Wang, Ming-Te

2018-01-01

This study utilized life history theory to test a developmental cascade model linking harsh parenting to low educational attainment. Multigroup models were examined to test for potential gender differences. The sample consisted of 1,482 adolescents followed up for 9 years starting in seventh grade (M[subscript age] = 12.74). Results supported…

Raising Expectations or Constructing Victims? Problems with promoting social inclusion through lifelong learning

OpenAIRE

Williams, Joanna

2011-01-01

Whilst in government, New Labour defined social exclusion as a state of ‘disadvantage’ resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review explores how such a psychological approach to post-compulsory education impacts upon the more traditional educational and vocational goals of the sector. A criti...

General Education Development (GED®) Credential Attainment, Externalizing Disorders, and Substance Use Disorders in Disconnected Emerging Adults

Science.gov (United States)

Bergman, Andrea; Kong, Grace; Pope, Alice

2014-01-01

There are many benefits for emerging adults, both financial and personal, in obtaining a General Education Development (GED®) credential (Ou, 2008). However, little is known about the correlates of GED® credential attainment in "disconnected" emerging adults attending GED® programs. Our goal was to examine whether externalizing…

Mosques As Lifelon g Values Education Institutions : Values Education In Khutbah

Directory of Open Access Journals (Sweden)

Hüseyin KAYGIN

2015-08-01

Full Text Available Various dazzling social, technological, scientific etc. developments of 21st century in which we are have affected societies radically and nowadays in which societies are shaken off its foundation values education has becom e more important than it has been at any period. The fact that values education is a lifelong lasting activity needed by societies requires it to be addressed on the basis of lifelong learning education. Today, there are numerous academic studies conduct ed on the subject of values education to be carried out at schools but there aren’t many academic studies about the functions of mosques and khutbah in terms of values education. In this context, the aim of this study is to examine delivering values educat ion in mosques and in khutbah one of the primary ways of presenting it in mosques as a lifelong educational activity with its various aspects. Based on the literature search, this compilation study addresses values education and lifelong learning concept ually, presents the studies carried out in the field of values education in Turkey and discusses the role played by mosques and khutbah in delivering values education. As a result, it has been found that values education is not limited to family life a nd schools and that mosques and khutbah are functional in delivering life - long values education as they appeal to anyone at any age .

Recognising and Certifying Lifelong Skills: Impact on Labour Market Integration of the Unemployed

Science.gov (United States)

Fernandes, Pedro Afonso

2009-01-01

The process for recognising, validating and certifying (RVC) non-formally or informally acquired lifelong learning, launched in 2000, is now part of mainstream education and training policies in Portugal. This article aims to determine how much the labour-market behaviour of the RVC-certified unemployed differs from that of other unemployed…

Educational attainment but not measures of current socioeconomic circumstances are associated with leukocyte telomere length in healthy older men and women.

Science.gov (United States)

Steptoe, Andrew; Hamer, Mark; Butcher, Lee; Lin, Jue; Brydon, Lena; Kivimäki, Mika; Marmot, Michael; Blackburn, Elizabeth; Erusalimsky, Jorge D

2011-10-01

Low socioeconomic status (SES) may be associated with accelerated biological aging, but findings relating SES with telomere length have been inconsistent. We tested the hypotheses that shorter telomere length and telomerase activity would be related more robustly to education, an early life indicator of socioeconomic position, than to current indicators of socioeconomic circumstances. Healthy men and women aged 53-76 years from the Whitehall II epidemiological cohort provided blood samples from which telomere length was assessed in 448 and telomerase activity in 416. Educational attainment was classified into four levels, while household income and grade of employment were measured as indicators of current socioeconomic circumstances. Age, gender, blood pressure, glycated hemoglobin, high density lipoprotein cholesterol, smoking, body mass index and physical activity were included as covariates. We found that lower educational attainment was associated with shorter telomere length after controlling statistically for biological and behavioral covariates. Neither household income nor employment grade was related to telomere length. The association between telomere length and education remained significant after adjusting for current socioeconomic circumstances. In men, highest levels of telomerase activity were found in the lowest education group. We conclude that low SES defined in terms of education but not current socioeconomic circumstances is associated with shortened telomeres. Low educational attainment may be an indicator of long-term SES trajectories, and be associated with accumulated allostatic load resulting in telomere shortening. Education may also promote problem-solving skills leading to reduced biological stress responsivity, with favorable consequences for biological aging. Copyright © 2011 Elsevier Inc. All rights reserved.

Educational Attainment in the United States: 2009. Population Characteristics. Current Population Reports. P20-566

Science.gov (United States)

Ryan, Camille L.; Siebens, Julie

2012-01-01

This report provides a portrait of educational attainment in the United States based on data collected in the 2009 American Community Survey (ACS) and the 2005-2009 ACS 5-year estimates. It also uses data from the Annual Social and Economic Supplement (ASEC) to the Current Population Survey (CPS) collected in 2009 and earlier, as well as monthly…

Accounting for British Muslim's Educational Attainment: Gender Differences and the Impact of Expectations

Science.gov (United States)

Khattab, Nabil; Modood, Tariq

2018-01-01

This study compares the educational attainment of Muslim and Christian White-British boys and girls at the following junctions: Key Stage 2, Key Stage 3, GCSE, getting into universities and achieving a place at a Russell Group university. The study utilises the Longitudinal Study of Young People in England waves 1-6 with linked data from the…

Disability differentials in educational attainment in England: primary and secondary effects.

Science.gov (United States)

Chatzitheochari, Stella; Platt, Lucinda

2018-04-17

Childhood disability has been largely overlooked in social stratification and life course research. As a result, we know remarkably little about mechanisms behind well-documented disability differentials in educational outcomes. This study investigates educational transitions of disabled youth using data from the Longitudinal Study of Young People in England. We draw on social stratification literature on primary and secondary effects as well as that on stigma and labelling in order to explain disabled young people's educational outcomes. We find that disability differentials in transition rates to full-time academic upper secondary education and to university are largely the result of primary effects, reflected in differences in school performance between disabled and non-disabled young people. However, we also find evidence for secondary effects, with similarly achieving disabled young people less likely to pursue full-time academic upper secondary education compared to their non-disabled peers. We examine the extent to which these effects can be explained by disabled youth's suppressed educational expectations as well as their experiences of being bullied at school, which we link to the stigma experienced by disabled young people and their families. We find that educational expectations play an important role at crucial transitions in the English school system, while the effect of bullying is considerably smaller. By drawing attention to different social processes contributing to disability differentials in attainment, our study moves beyond medical models that implicitly assume a naturalized association of disability with poor educational outcomes, and demonstrates the parallels of disability with other ascriptive inequalities. © London School of Economics and Political Science 2018.

"I Hope I Go Out of this World Still Wanting to Learn More": Identity Work in a Lifelong Learning Institute.

Science.gov (United States)

McWilliams, Summer C; Barrett, Anne E

2018-01-11

Research on the health-enhancing effects of later life activities gives limited attention to the age-segregated nature of many organizations; such consideration draws into focus identity processes contributing to these benefits. Studies also focus more on social than on educational organizations. We address these limitations by examining older adults' identity work within the Osher Lifelong Learning Institute (OLLI), a not-for-credit later life educational organization. We use qualitative data from three sources: interviews with OLLI participants and staff (n = 32); observations at OLLI courses, events, and two regional conferences (118 hours); and content analysis of program materials. Data analyses followed a grounded theory approach. Analyses revealed identity work allowing members to view themselves as "lifelong learners." This work involved four processes: (a) framing as a college experience, (b) distancing from nonacademic pursuits, (c) embracing the mature love of learning, and (d) (re)casting themselves as lifelong students. Our study contributes to research on the benefits of later life activity by illuminating identity work processes operating within an age-segregated educational organization. These processes allow members to positively frame themselves as older adults; however, they not only reinforce stereotypes of younger and older adults but also devalue older adults unable to participate or uninterested in lifelong learning programs. © The Author(s) 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

Directory of Open Access Journals (Sweden)

William Jobe

2013-11-01

Full Text Available This research describes the predicted outcomes of a Kenyan Cloud School (KCS, which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

Disparity in disability between native-born non-Hispanic white and foreign-born Asian older adults in the United States: effects of educational attainment and age at immigration.

Science.gov (United States)

Lee, Min-Ah

2011-04-01

It is widely known that educational attainment has considerable influence on the prevalence of disability among native-born non-Hispanic older adults in the US. However, few studies have examined whether educational attainment has a similar effect on disability among foreign-born Asian older adults. If it does not have a similar effect on these adults, why not, and is its effect influenced by the age at which they immigrated to the US? This study addresses these questions by using the 2006 American Community Survey Public Use Microdata Sample (ACS PUMS). Logistic regression analyses reveal that education has differential effects on the two racial groups. Education protects foreign-born Asians less than native-born non-Hispanic whites. In addition, Asian adults who immigrated earlier are less likely to experience disability. Interestingly, the interaction between age at immigration and educational attainment for foreign-born Asian older adults indicates that less educated Asians are more likely to benefit from early immigration. Heterogeneity within the Asian group is also examined. The findings suggest that educational attainment has differential effects not only on the two racial groups but also on the foreign-born Asian group depending on age at immigration. Copyright © 2011 Elsevier Ltd. All rights reserved.

Adolescent obesity and future college degree attainment.

Science.gov (United States)

Fowler-Brown, Angela G; Ngo, Long H; Phillips, Russell S; Wee, Christina C

2010-06-01

The current impact of adolescent obesity on educational attainment is not clear. The objectives of our study were to determine whether adolescent obesity is associated with college degree attainment and how this association may have changed over time. We used data from a contemporary national cohort of over 4,000 persons who were adolescents (aged 14-18) in 1997 to assess the relationship between adolescent obesity and education. To assess for changes in this relationship over time, we also analyzed an older, similarly structured cohort of over 3,000 persons who were adolescents (aged 16-18) in 1981. Our primary outcome was college degree completion. We found that in the older cohort (adolescents in 1979), there were no differences in college degree attainment by adolescent weight status before and after adjustment. However, unadjusted analysis of the contemporary cohort (adolescents in 1997) demonstrated that those who were normal weight as adolescents had a higher prevalence of college degree attainment at follow-up compared to obese adolescents (24% vs. 10%). After adjustment for socio-demographic variables (age, sex, race, height, parental income-to-poverty ratio, parental education, aptitude test scores), obese adolescents were less likely to have attained a college degree compared to normal weight peers (adjusted risk ratio 0.61 95% confidence interval 0.38-0.83). Expectations for a future college degree did not vary by weight status and did not explain this observation. In conclusion, adolescent obesity is associated with lower likelihood of college completion. This relationship was not observed in an older cohort of adolescents.

Parenting with Mild Intellectual Deficits: Parental Expectations and the Educational Attainment of their Children

OpenAIRE

Taylor, Julie Lounds; Hurd, Heather Doescher; Seltzer, Marsha Mailick; Greenberg, Jan S.; Floyd, Frank J.

2010-01-01

This study examined how educational expectations parents with mild intellectual deficits had for their children shaped their children’s attainment, and how parents’ own intellectual limitations affected this process. We identified 612 parents with mild intellectual deficits and 2712 comparison parents from the Wisconsin Longitudinal Study, a prospective longitudinal study that followed participants from ages 18 to 64. Compared to the norm, parents with mild intellectual deficits expected thei...

Social Justice and Lower Attainers in a Global Knowledge Economy

OpenAIRE

Sally Tomlinson

2013-01-01

National governments believe that higher levels of educational attainments and training are necessary for successful competition in knowledge-driven economies and all young people are urged to invest in their own human capital and learn new skills. Moves towards inclusive education have brought into mainstream schools and colleges many who would formerly have been segregated in special schooling or otherwise given minimum education, joining those simply regarded as lower attainers. More resea...

Low skilled, mature (male) workers and lifelong learning

DEFF Research Database (Denmark)

Hansen, Leif Emil

what characterises low skilled male workers socio-culturally - and how does this influence their participation in lifelong learning?......what characterises low skilled male workers socio-culturally - and how does this influence their participation in lifelong learning?...

Genetic variation associated with differential educational attainment in adults has anticipated associations with school performance in children

NARCIS (Netherlands)

Ward, M.E.; McMahon, G.; St. Pourcain, B.; Evans, D.M.; Rietveld, C.A.; Benjamin, D.J.; Koellinger, P.D.; Cesarini, D.; Davey Smith, G.; Timpson, N.J.

2014-01-01

Genome-wide association study results have yielded evidence for the association of common genetic variants with crude measures of completed educational attainment in adults. Whilst informative, these results do not inform as to the mechanism of these effects or their presence at earlier ages and

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

Science.gov (United States)

Koh, Jansen

2016-01-01

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

Public libraries and lifelong learning

DEFF Research Database (Denmark)

Nielsen, Bo Gerner; Borlund, Pia

2015-01-01

society as a result of easy and free access to information. A basic understanding of the concept is ‘learning throughout life, either continuously or periodically’. This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public...... libraries thus may play an important role in supporting the learning process not the least because lifelong learning is characterised by the inclusion of informal elements of learning, flexible learning opportunities, and a shift towards selfdirected learning. This self-directed learning promotes active...... at teaching? The study reports on data from 12 interviews of purposely selected public librarians and a large-scale e-mail survey (questionnaire). The e-mail survey contained 28 questions and was sent to all staff members in public libraries in Denmark, and resulted in 986 responses. The results show...

The educational attainment of the children of the Danish ”guest worker” immigrants

DEFF Research Database (Denmark)

Jakobsen, Vibeke; Smith, Nina

This paper analyses the educational attainment of young first generation immigrants in Denmark who are children of the ‘guest workers’ who immigrated from Turkey, Pakistan and Ex-Yugoslavia in the late 1960s and early 1970s. Beside the traditional intergenerational transmission mechanism, we...... analyse potential immigrant-specific factors as language proficiency, attending mother-tongue courses and expectations concerning out or return migration from Denmark. The results show that intergenerational transmission effects are strong among ‘guest worker’ immigrants, especially among men. Other...... important factors are Danish language proficiency, age at first marriage and a number variables reflecting parents’ and own attitudes concerning education, marriage and family. However, the ‘guest worker’ immigrants are not a homogenous group. The analyses reveal large differences between Turkish, Pakistani...

Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability.

Science.gov (United States)

Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

2018-04-01

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults' duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults' participation is independently and positively associated with their psychological wellbeing, even among those typically classified as 'vulnerable'. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults' psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

Generic skills in medical education: developing the tools for successful lifelong learning.

Science.gov (United States)

Murdoch-Eaton, Deborah; Whittle, Sue

2012-01-01

Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace. Research confirms that the development of generic skills that underpin effectiveness and adaptability in graduates is highly context-dependent and is shaped by the discipline within which these skills are conceptualised, valued and taught. This places the responsibility for generic skills enhancement clearly within the remit of global medical education. Many factors will influence the skill set with which students begin their medical training and experience at entry needs to be taken into account. Learning and teaching environments enhance effective skill development through active learning, teaching for understanding, feedback, and teacher-student and student-student interaction. Medical curricula need to provide students with opportunities to practise and develop their generic skills in a range of discipline-specific contexts. Curricular design should include explicit and integrated generic skills objectives against which students' progress can be monitored. Assessment and feedback serve as valuable reinforcements of the professed importance of generic skills to both learner and teacher, and will encourage students to self-evaluate and take responsibility for their own skill development. The continual need for students to modify their practice in response to changes in their environment and the requirements of their roles will help students to develop the ability to transfer these skills at transition points in their training and future careers. If they are to take their place in an ever-changing profession, medical students need to be competent in the skills that underpin lifelong learning. Only then will the doctors of the future be well placed to adapt to changes in knowledge, update their practice in line with the changing evidence base, and continue to contribute effectively as societal needs change. © Blackwell

Secular Trends in Mortality From Common Cancers in the United States by Educational Attainment, 1993?2001

OpenAIRE

Kinsey, Tracy; Jemal, Ahmedin; Liff, Jonathan; Ward, Elizabeth; Thun, Michael

2008-01-01

Background Death rates for the four major cancer sites (lung, breast, prostate, and colon and rectum) have declined steadily in the United States among persons aged 25?64 years since the early 1990s. We used national data to examine these trends in relation to educational attainment. Methods We calculated age-standardized death rates for each of the four cancers by level of education among 25- to 64-year-old non-Hispanic white and non-Hispanic black men and women for 1993 through 2001 using d...

Educational Attainment is not a Good Proxy for Cognitive Function in Methamphetamine Dependence

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Dean, Andy C.; Hellemann, Gerhard; Sugar, Catherine A.; London, Edythe D.

2014-01-01

We sought to test the hypothesis that methamphetamine use interferes with both the quantity and quality of one's education, such that the years of education obtained by methamphetamine dependent individuals serves to underestimate general cognitive functioning and overestimate the quality of academic learning. Thirty-six methamphetamine-dependent participants and 42 healthy comparison subjects completed cognitive tests and self-report measures in Los Angeles, California. An overall cognitive battery score was used to assess general cognition, and vocabulary knowledge was used as a proxy for the quality of academic learning. Linear regression procedures were used for analyses. Supporting the hypothesis that methamphetamine use interferes with the quantity of education, we found that a) earlier onset of methamphetamine use was associated with fewer years of education (p battery score (p < .01); and c) greater differences between methamphetamine-dependent participants' predicted and actual educational attainment were associated with an earlier onset of MA use (p ≤ .01). Supporting the hypothesis that methamphetamine use interferes with the quality of education, years of education received prior to the onset of methamphetamine use was a better predictor of a proxy for academic learning, vocabulary knowledge, than was the total years of education obtained. Results support the hypothesis that methamphetamine use interferes with the quantity and quality of educational exposure, leading to under- and overestimation of cognitive function and academic learning, respectively. PMID:22206606

Educational attainment is not a good proxy for cognitive function in methamphetamine dependence.

Science.gov (United States)

Dean, Andy C; Hellemann, Gerhard; Sugar, Catherine A; London, Edythe D

2012-06-01

We sought to test the hypothesis that methamphetamine use interferes with both the quantity and quality of one's education, such that the years of education obtained by methamphetamine dependent individuals serves to underestimate general cognitive functioning and overestimate the quality of academic learning. Thirty-six methamphetamine-dependent participants and 42 healthy comparison subjects completed cognitive tests and self-report measures in Los Angeles, California. An overall cognitive battery score was used to assess general cognition, and vocabulary knowledge was used as a proxy for the quality of academic learning. Linear regression procedures were used for analyses. Supporting the hypothesis that methamphetamine use interferes with the quantity of education, we found that (a) earlier onset of methamphetamine use was associated with fewer years of education (pbattery score (p<.01); and (c) greater differences between methamphetamine-dependent participants' predicted and actual educational attainment were associated with an earlier onset of MA use (p≤.01). Supporting the hypothesis that methamphetamine use interferes with the quality of education, years of education received prior to the onset of methamphetamine use was a better predictor of a proxy for academic learning, vocabulary knowledge, than was the total years of education obtained. Results support the hypothesis that methamphetamine use interferes with the quantity and quality of educational exposure, leading to under- and overestimation of cognitive function and academic learning, respectively. Copyright © 2011. Published by Elsevier Ireland Ltd.

Parental Interest in Children's Education, Children's Self-Esteem and Locus of Control, and Later Educational Attainment: Twenty-Six Year Follow-Up of the 1970 British Birth Cohort

Science.gov (United States)

Flouri, Eirini

2006-01-01

Background: Few studies have investigated if mother's interest and father's interest in child's education are linked to educational attainment via their impact on child's self-esteem and locus of control. Aims: (1) To investigate (after controlling for known confounding factors) the long-term effect of mother's and father's interest in child's…

The Application of Buddhist Principles to Lifelong Learning.

Science.gov (United States)

Johnson, Ian

2002-01-01

Defining lifelong learning as conscious learning taking place throughout life, Buddhist meditation, contemplation, and mindfulnes are practices suitable to developing awareness of life experience. This broadens the concept of lifelong learning beyond the narrow vocationalism and economic determinism of much current discourse. (Contains 36…

Birth Order Matters: The Effect of Family Size and Birth Order on Educational Attainment

OpenAIRE

Alison Booth; Hiau Joo Kee

2005-01-01

We use unique retrospective family background data from the 2003 British Household Panel Survey to explore the degree to which family size and birth order affect a child's subsequent educational attainment. Theory suggests a trade off between child quantity and 'quality'. Family size might adversely affect the production of child quality within a family. A number of arguments also suggest that siblings are unlikely to receive equal shares of the resources devoted by parents to their childr...

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale.

Science.gov (United States)

Johnson, Samantha; Marlow, Neil; Wolke, Dieter

2012-06-01

Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10 y 9 mo, SD 5.5 mo, range 9 y 8 mo-12 y 3 mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children. Cronbach's alpha 0.95 indicated excellent internal consistency, and the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r=0.77, pscale studies. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.

DISCUSSING THE ROLE OF MIGRATION AND EDUCATION IN FIGHTING ECONOMIC VULNERABILITY IN SOUTH-EASTERN EUROPE

Directory of Open Access Journals (Sweden)

Monica Raileanu-Szeles

2016-11-01

Full Text Available This paper aims to examine the effects of the net migration rate and higher education on a set of economic vulnerability indicators in the South-Eastern EU countries, when controlling inter alia for other explanatory variables. These relationships are explored by panel data regression models, using macroeconomic variables collected over 10 years from the Eurostat dataset. The random effects Generalized Least Squares (GLS and the system Generalized Method of Moments (GMM estimators are comparatively examined. The paper finds that the tertiary education attainments do not represent a significant determinant of income inequality and subjective well-being, while the net migration rate and lifelong learning exert a significant and powerful impact on most our measures of economic vulnerability over the period of analysis.

Researching Lifelong Learning Participation through an Interdisciplinary Lens

Science.gov (United States)

Boeren, Ellen

2017-01-01

This paper explores the interdisciplinary nature of studies in the field of lifelong learning participation. Until recently, participation studies have been presented in a rather fragmented way, often drawing on insights from separate disciplines such as sociology or psychology. The complex nature of lifelong learning participation, however, urges…

Physical activity among working age residents of Wroclaw in the light of their educational attainment

OpenAIRE

Puciato, Daniel

2016-01-01

[Purpose] This article attempts to define the relationship between physical activity and educational attainment of working-age adults from Wroclaw. [Subjects and Methods] The study surveyed 2,174 participants aged 18?64 years, 984 men and 1,190 women. To evaluate their physical activity, the International Physical Activity Questionnaire was used. [Results] Most of the participants performed low-intensity levels of physical activity. Men were characterized by generally higher physical activity...

The Fiscal Impacts of College Attainment

Science.gov (United States)

Trostel, Philip A.

2010-01-01

This study quantifies one part of the return to U.S. public investment in college education, namely, the fiscal benefits associated with greater college attainment. College graduates pay much more taxes than those not going to college. Government expenditures are also much less for college graduates than for those without a college education.…

Sex differences in genetic and environmental influences on educational attainment and income.

Science.gov (United States)

Orstavik, Ragnhild E; Czajkowski, Nikolai; Røysamb, Espen; Knudsen, Gun Peggy; Tambs, Kristian; Reichborn-Kjennerud, Ted

2014-12-01

In many Western countries, women now reach educational levels comparable to men, although their income remains considerably lower. For the past decades, it has become increasingly clear that these measures of socio-economic status are influenced by genetic as well as environmental factors. Less is known about the relationship between education and income, and sex differences. The aim of this study was to explore genetic and environmental factors influencing education and income in a large cohort of young Norwegian twins, with special emphasis on gender differences. National register data on educational level and income were obtained for 7,710 twins (aged 29-41 years). Bivariate Cholesky models were applied to estimate qualitative and quantitative gender differences in genetic and environmental influences, the relative contribution of genetic and environmental factors to the correlation between education and income, and genetic correlations within and between sexes and phenotypes. The phenotypic correlation between educational level and income was 0.34 (0.32-0.39) for men and 0.45 (0.43-0.48) for women. An ACE model with both qualitative and quantitative sex differences fitted the data best. The genetic correlation between men and women (rg) was 0.66 (0.22-1.00) for educational attainment and 0.38 (0.01-0.75) for income, and between the two phenotypes 0.31 (0.08-0.52) for men and 0.72 (0.64-0.85) for women. Our results imply that, in relatively egalitarian societies with state-supported access to higher education and political awareness of gender equality, genetic factors may play an important role in explaining sex differences in the relationship between education and income.

Diverging Mobility Trajectories: Grandparent Effects on Educational Attainment in One- and Two-Parent Families in the United States.

Science.gov (United States)

Song, Xi

2016-12-01

In recent years, sociological research investigating grandparent effects in three-generation social mobility has proliferated, mostly focusing on the question of whether grandparents have a direct effect on their grandchildren's social attainment. This study hypothesizes that prior research has overlooked family structure as an important factor that moderates grandparents' direct effects. Capitalizing on a counterfactual causal framework and multigenerational data from the Panel Study of Income Dynamics, this study examines the direct effect of grandparents' years of education on grandchildren's years of educational attainment and heterogeneity in the effects associated with family structure. The results show that for both African Americans and whites, grandparent effects are the strongest for grandchildren who grew up in two-parent families, followed by those in single-parent families with divorced parents. The weakest effects were marked in single-parent families with unmarried parents. These findings suggest that the increasing diversity of family forms has led to diverging social mobility trajectories for families across generations.

Univerzalna odličnost – vzgoja, izobraževanje in vseživljenjsko učenje

Directory of Open Access Journals (Sweden)

Maja Dobnik

2015-06-01

Full Text Available Research Question (RQ: Nowdays there are major differences between the generations. We are interested in what are the views and theoretical basis of universal excellence and one of its building concepts-education, training and lifelong learning. We are curious how generations can cooperate in the transfer of knowledge from one generation to another and thus closer to the principle of universal excellence. Purpose: The purpose of this study is to explore the literature on the topic of universal excellence, education and lifelong learning. We will summarize the findings in the article, which will be part of the Growing book of the Universal excellence. Method: We started by collecting and reading scientific articles and publications as well as the Internet resources. We reviewed articles that have been found in the Ebsco and SpringerLink. Then we describe the facts and concepts that relate to universal excellence, education, training and lifelong learning. Results: We find that universal excellence has roots in education. We also note that lifelong education is part of lifelong learning, and that the dialogue between the generations together through lifelong learning is essential for growth and development and the attainment of universal excellence. Organization: Research shows that lifelong learning, education and appropriate intergenerational dialogue can contribute to the economic growth of the organization. Society: The survey shows what is universal excellence, how it relates to education and lifelong learning. Originality: This study is the first of its kind in terms of discussioning about education, lifelong learning and intergenerational cooperation and connecting them to the principles of universal excellence. Limitations/Future Research: Universal excellence with its components is a broad concept, which can be more widely explored. The study could be supported by a quantitative survey.

Polygenic scores for schizophrenia and educational attainment are associated with behavioural problems in early childhood in the general population

NARCIS (Netherlands)

Jansen, Philip R; Polderman, Tinca J C; Bolhuis, Koen; van der Ende, Jan; Jaddoe, Vincent W V; Verhulst, Frank C; White, Tonya; Posthuma, Danielle; Tiemeier, Henning

BACKGROUND: Genome-wide association studies in adults have identified numerous genetic variants related to psychiatric disorders and related traits, such as schizophrenia and educational attainment. However, the effects of these genetic variants on behaviour in the general population remain to be

The fiscal consequences of ADHD in Germany : a quantitative analysis based on differences in educational attainment and lifetime earnings

NARCIS (Netherlands)

Kotsopoulos, Nikolaos; Connolly, Mark P.; Sobanski, Esther; Postma, Maarten J.

Objective: To estimate the long-term fiscal consequences of attention deficit hyperactivity disorder (ADHD) on the German government and social insurance system based on differences in educational attainment and the resulting differences in lifetime earnings compared with non-ADHD cohorts. Methods:

Lifelong Learning: Characteristics, Skills, and Activities for a Business College Curriculum

Science.gov (United States)

Love, Douglas

2011-01-01

The literature places great importance on lifelong learning, but leaves its meaning open to a wide range of interpretations. Much is written about lifelong learning after leaving school with little about business college preparation of lifelong learners. This is the departure point for the study's providing one college's operational definition of…

Lifelong Learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?

NARCIS (Netherlands)

Lüftenegger, M.; Schober, B.; Van de Schoot, R.; Wagner, P.; Finsterwald, M.; Spiel, C.

2012-01-01

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom

Is the association between offspring intelligence and parents' educational attainment influenced by schizophrenia or mood disorder in parents?

DEFF Research Database (Denmark)

Greve, Aja Neergaard; Mors, Ole; Mortensen, Erik Lykke

2017-01-01

,531) the presence of a mental disorder in the parents were associated with significantly lower offspring scores on a test of general intelligence, the Børge Priens Prøve (BPP), and higher educational attainment in parents was significantly associated with higher BPP test scores in offspring. A significant...

The Role of Task Persistence in Young Adolescence for Successful Educational and Occupational Attainment in Middle Adulthood

Science.gov (United States)

Andersson, Hakan; Bergman, Lars R.

2011-01-01

The main purpose of the present study was to investigate the importance of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood. Data from age 13 (N = 1,092) and adult age (age 43 for women, N = 569 and age 47 for men, N = 393) were taken from the Swedish longitudinal research program…

Cognitive-Behavioral Therapy for Women with Lifelong Vaginismus: A Randomized Waiting-List Controlled Trial of Efficacy

Science.gov (United States)

Van Lankveld, Jacques J. D. M.; ter Kuile, Moniek M.; de Groot, H. Ellen; Melles, Reinhilde; Nefs, Janneke; Zandbergen, Maartje

2006-01-01

Women with lifelong vaginismus (N = 117) were randomly assigned to cognitive-behavioral group therapy, cognitive-behavioral bibliotherapy, or a waiting list. Manualized treatment comprised sexual education, relaxation exercises, gradual exposure, cognitive therapy, and sensate focus therapy. Group therapy consisted of ten 2-hr sessions with 6 to 9…

Developing 20/20 Vision on the 2020 Degree Attainment Goal: The Threat of Income-Based Inequality in Education

Science.gov (United States)

Nichols, Andrew Howard

2011-01-01

Improving college degree attainment is essential as the United States seeks to remain economically competitive in a globalized marketplace. As the economy continues to evolve and become increasingly more complex, it is critical that our education system provides our youth with the skills, ingenuity, and critical thinking abilities that can…

Cross-National Study of Educational Attainment: Stage I of the I.E.A. Investigation in Six Subject Areas. Final Report. Volume I.

Science.gov (United States)

Bloom, Benjamin S.

Twelve chapters describe an 18-nation study of educational attainment at the elementary and secondary school levels. Professional researchers participated in the project, developed through UNESCO and conducted under the auspices of educational research centers in Australia, Belgium, Chile, England, the Federal Republic of Germany, Finland, France,…

Social Networking as a Facilitator for Lifelong Learning in Multinational Employee’s Career

Directory of Open Access Journals (Sweden)

Andreea Nicoleta VISAN

2017-01-01

Full Text Available This paper discusses how multinational employees who are leaving in Bucharest, Romania use social networks as a tool for their everyday tasks and work, and how they want to satisfy their personal development needs by having access to information from these digital platforms. The case study described was conducted in Bucharest in 2017 and followed a results analysis with structured tables and graphs. In the study took part 24 participants who were selected among multinational IT employees in Bucharest. Social networks contribute to employee’s lifelong educational process: besides providing them positive gratification, they also contribute to their personal development and careers growth. Even though all individuals who participated in this study use social networks, more efforts should be done in order for companies in Bucharest to know the benefits of social networks and employee’s opinion about their contribution to lifelong learning.

Association between childhood allergic diseases, educational attainment and occupational status in later life: systematic review protocol

OpenAIRE

von Kobyletzki, Laura Beate; Beckman, Linda; Smeeth, Liam; McKee, Martin; Quint, Jennifer K; Abuabara, Katrina; Langan, Sinead

2017-01-01

Introduction Childhood allergic diseases may prevent affected children from achieving their academic potential. Potential mechanisms include absence from school due to illness and medical appointments. Experience of symptoms in classes or leisure time, and stigma associated with visible signs and symptoms, including skin disease, requirements for medication during school time or the need for specific diets, may also contribute to reduced educational attainment. Studies have investigated the a...

Lifelong learning and participation

DEFF Research Database (Denmark)

Rothuizen, Jan Jaap; Molpeceres, Mariangeles; Hansen, Helle Krogh

2014-01-01

in involvement of older people in voluntary social work as mentors for young people. The challenge of the ageing societies is quite often discussed as the ‘burden of the elderly’ and discussed as an economic problem. However, the challenge is not only economical. It is also a social and cultural challenge, among...... other things because a unilateral focus on the economic aspects may cause dissolution of the social cohesion and decrease in well-being for far too many people. The HEAR ME project aimed at developing strategies for lifelong learning and new roles for older people based on their competences, network...... and an assumed desire of generativity. Action learning seems to be an appropriate learning concept in relation to keeping older people engaged in the community. The authors thus point at participating and lifelong learning as part of the answers to the demographic challenges, and they suggest what you might call...

Tuition fees and funding – barriers for non-traditional students? First results from the international research project Opening Universities for Lifelong Learning (OPULL)

DEFF Research Database (Denmark)

Moissidis, Sonja; Schwarz, Jochen; Yndigegn, Carsten

2011-01-01

Project OPULL – Opening Universities for Lifelong Learning – is undertaking research into ways of opening up higher education to vocationally qualified and experienced target groups in four European countries. Open university models in Germany, Denmark, Finland and the United Kingdom are being...... investigated in three research phases between 2009 and 2012 with the aim of identifying critical success factors for building open universities for Europe. This paper presents the first phase, in which educational systems in the participant countries have been mapped and interviews with lifelong learning...... experts undertaken. The current situation and perspectives in each country together with critical issues on how fees and funding influence higher education access for non-traditional students in these countries are discussed and explored through the interview evidence. The initial findings of the first...

Reflection on key competencies for lifelong learning: A structural analysis of teachers' study programmes in the Republic of Croatia

Directory of Open Access Journals (Sweden)

Matilda Karamatić Brčić

2014-08-01

Full Text Available Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to the European Framework of Reference. In this paper, compulsory and elective courses were classified according to the following competencies for lifelong learning: communication in the mother tongue, communication in foreign languages, mathematical competencies, basic competencies in science and technology, and digital competency. The results reveal that there are no statistically significant differences among Croatian teachers' studies programmes in terms of teaching workload, taking into account how competent the teacher is considered to be; there are statistically significant differences among the Croatian teachers' studies programmes in the possible teaching workload for elective courses because of teacher's perceived competency level. Despite the fact that all of the teachers' studies programmes bestow the same title upon graduates, the analysis of access to teacher studies in the  Republic of Croatia shows that the screening criteria are different in study programmes at different universities.

The Contribution of Individual Learning Accounts to the Lifelong Learning Policies of the UK Government: A Case-Study.

Science.gov (United States)

Payne, John

2000-01-01

A survey of 765 adult learners who funded education through the British government's Individual Learning Accounts showed the program brought in new lifelong learning participants, encouraged more demanding learning, and increased participation of underrepresented groups. Advice and guidance played an important role. (SK)

The motivation of lifelong mathematics learning

Science.gov (United States)

Hashim Ali, Siti Aishah

2013-04-01

As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

E-portfolios in lifelong learning

NARCIS (Netherlands)

Brouns, Francis; Vogten, Hubert; Janssen, José; Finders, Anton

2013-01-01

Brouns, F., Vogten, H., Janssen, J., & Finders, A. (2013, 14-15 November). E-portfolios in lifelong learning. Presentation given at the 2013 Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM2013, Salamanca, Spain.

Developing Policy Instruments for Education in the EU: The European Qualifications Framework for Lifelong Learning

Science.gov (United States)

Elken, Mari

2015-01-01

The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory:…

Environmental Monitoring, Water Quality - Lakes Assessments - Attaining

Data.gov (United States)

NSGIC Education | GIS Inventory — This layer shows only attaining lakes of the Integrated List. The Lakes Integrated List represents lake assessments in an integrated format for the Clean Water Act...

Lifelong Learning and the Attainment of the Education-Related Millennium Development Goals 2 and 3 in Ghana. Is There a Critical Nexus?

Science.gov (United States)

Tagoe, Michael

2011-01-01