Lifelong Learning. The lifelong learning activity measured under Target 4 used the EU definition of lifelong learning which relates to people over 25 years. As comprehensive data for all FET learners aged over 25 is not available in 2017 (as the PLSS was rolled out during the year), the target focuses on activity (measured by numbers starting
Lifelong Learning. Regular employees within the bargaining unit shall be entitled to attend and participate in any course offered by the College based on the following conditions:
Lifelong Learning. In conjunction with the Manager Events & Programming and the Children’s and Youth Services Co-ordinator: • Assist in the development and delivery of lifelong learning events and programs for children, youth and adults covering a range of literary and literacy events, programs and activities that encourage enthusiasm for reading and writing across all age groups whilst increasing the GRLC’s profile and reputation • Assist in the development and implementation of innovative and developmentally appropriate children’s and youth services programs and activities including regular programs and national events such as Book Week • Actively consult and form positive partnerships with community individuals, groups, agencies and organisations to ensure relevance and reach of programs
Lifelong Learning. The University has committed itself to taking a leadership role in promoting and sustaining engagement with enterprise and the community through social, economic, industrial and cultural activities – across the Border, Midlands and Western Region and Co. Clare. The specific remit of the Centre for Lifelong Learning in this area is to enhance and support social, cultural and economic development and social cohesion through innovative programmes of learning and active engagement with communities.
Lifelong Learning. Ecclesia College graduates will pursue ongoing development of intellectual, creative, and theological knowledge and skills necessary to learn and grow throughout life. Specific Desired Outcomes Relating to Lifelong Learning: • Articulate the importance of lifelong learning. • Accept constructive criticism. • Recognize opportunities for improvement. • Apply strategies for a practice of lifelong learning. • Participate actively in organizations supporting one’s profession.
Lifelong Learning. Strengthening lifelong learning is a task for society as a whole. To this end we want to forge a continuing educational alliance in co-operation with social partners, federal states, the Federal Employment Agency and training and development associations. Small and medium-sized companies in particular must be enabled to expand continuing education for their employees. In addition, we will improve access to education and qualification advice and increase transparency. Study time accounts established in collective agreements are of particular importance. The social partners must fulfil their particular responsibility. We will use the opportunity of developing a German qualification framework to strengthen equality, mobility and transferability in German and European education systems. In the European process we will pay special attention to ensuring the German education system preserves its own profile and emphasise the strengths of the German system within the EU. We will co-operate with strong partners from the federal government, federal states, business and science, churches, charities and foundations as well as senior citizens’ organisations to create new educational opportunities and incentives for older people. We want to work together with older people in co-operation with internet service providers, the media and associations to improve media literacy and reduce risks.
Lifelong Learning. Collaboration and Liaison NUCA is a partner in the AUEE (the Association of Universities in the East of England) and continues to support lifelong learning in its widest sense, and is actively engaged with the remaining elements of MOVE, the Lifelong Learning Network for the East of England. NUCA continues to be part of a geographically based “Progression Magnet” for Creative and Cultural Industries. 2009-10 saw further increases in engagement with regional partners. During 2008-10 Curriculum development work has also continued with: City College Norwich; Cambridge Regional College; West Suffolk College; Paston College; and the Norfolk Learning Partnership. Notable development has included the increase in outreach and progression work around media courses, including animation, games and film and video. NUCA continues to play a visible role in capitalising on the achievements of the HEFCE-funded projects of the National Arts Learning Network (NALN) and continues to be an active member of both the NALN Executive and Management Groups.
Lifelong Learning. Graduates will understand how to assess and meet the needs of users and develop community partnerships in order to empower lifelong learners.
Lifelong Learning. Lifelong Learning covers the whole range of learning: formal and informal learning, learning at work, and the skills, knowledge, attitudes and behaviours that people acquire in day to day experiences. Lifelong Learning in Angus Is taken forward by the Angus Community Learning Partnership which brings together providers of learning opportunities, voluntary organisations and representatives of communities within Angus to deliver learning programmes and activities more effectively. Some people with learning disabilities known to the local authority access employment training outwith further education colleges. NUMBER OF MALES: AGE DAYS IN EMPLOYMENT TRAINING* ½ DAY 1 DAY 2 DAYS 3 DAYS 4 DAYS 5 DAYS TOTAL NUMBER OF FEMALES: AGE DAYS IN EMPLOYMENT TRAINING* ½ DAY 1 DAY 2 DAYS 3 DAYS 4 DAYS 5 DAYS TOTAL 7. 3 Health
Lifelong Learning. The Institute retains a distinct department devoted to lifelong learning. This provides academic programmes within different structures different delivery mechanisms to accommodate the mature learner. The department also delivers programmes in the wider region. Funding has become a significant factor and a challenge for prospective students who wish to engage with Lifelong Learning. The mission of the department is stated as: In partnership with the Institute community, the department will promote the development of the Institute as an outstanding learning organization through leadership, innovation, and service in making information accessible and facilitating learning in all its forms to the adult learner. The funding challenge has led to a decline in student numbers in recent years, and the trend apparent in the chart below (which refers to Lifelong Learning only) has continued into the current year. There has been a shift in recent years away from some provision for hobby courses towards a concentration on academic programmes. The challenge of embedding concepts of widening access and lifelong learning in institutional strategies is scheduled to be included in the current strategic review. Toward this end, AIT is currently committed to review and further develop our policies and systems to ensure that all participating students have equal access to the highest quality of teaching and learning, services, and pastoral supports.2 Caring for individual students AIT has a strong reputation for caring for the individual student and places considerable emphasis on continued efforts to enhance the student experience. This includes: supporting the pastoral care needs of students offering further study and careers advice and support providing medical and counselling care (through the Student Health Centre) supporting students accessing education from across a diverse spectrum providing a range of learning resources for AIT registered students (through the Student Resource Centre).
