DEFINING LIFELONG LEARNING

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INTRODUCTION

The problem of investing in human resources development is a challenge facing South Africa. The researcher is of the opinion that the promotion of lifelong learning is the solution to the problem. Human resources can be improved through lifelong learning, which will increase and improve the skills of the employees.

STATEMENT OF THE RESEARCH PROBLEM

According to the World Competitiveness Report of 1997, South Africa is number 46 on the people factor list and number 37 on the management factor list out of 48 countries. South Africa’s weakest points were its lack of skilled labour and motivated people.

RESEARCH HYPOTHESES

It is postulated in this study that: If the needs of academics at academic institutions for lifelong learning and staff development programmes can be accurately and precisely determined (including their active participation), then academics at these institutions will have a more positive attitude to be more motivated and will actively participate in staff development programmes as part and parcel of lifelong learning process.

LIFELONG LEARNING AND PRODUCTIVITY

Institutions of higher learning, especially universities, accomplish much through their research, but it should not be forgotten that « knowledge, learning, information and skilled intelligence are the new raw materials of international commerce and are today spreading throughout the world as vigorously as miracle drugs, synthetic fertilisers and blue jeans did earlier ». (National Commission on Excellence in Education, 1983:7).

CHAPTER 1 INTRODUCTION, AIMS OF RESEARCH, PROBLEM STATEMENT AND RESEARCH PROGRAMME
1.1 INTRODUCTION
1.2 STATEMENT OF THE RESEARCH PROBLEM
1.3 RESEARCH HYPOTHESIS
1.4 LIFELONG LEARNING AND PRODUCTIVITY
1.5 AIMS AND OBJECTIVES OF THE STUDY
1.6 DEMARCATION OF THE AREA OF STUDY
1.7 RESEARCH METHOD
1.8 LITERATURE STUDY
1.8.1 Primary and secondary sources
1.8.2 Empirical Research
1.8.1.1 The questionnaire method
1.8.1.2 Participant Observation
1.9 TITLE AND CONCEPTS CLARIFICATION
1.9.1 Training
1.9.2 Education
1.9.3 Development
1.9.4 Self-development
1.9.5 Self-empowerment
1.9.6 Adult continuing education
1.9.7 Motivation
1.9.9 Organisational development
1.9.10 Information literacy
1.9.11 Lifelong Learning
1.9.12 Learning Organisation
1.9.13 Changing organizations
1.9.14 Higher education institutions
1.9.15 South African Qualifications Authority (SAQA)
1.9.16 Guidelines
1.9.17 Skills Development Act
1.9.18 Skills Development Levies Act
1.10 STRUCTURING OF THE RESEARCH PROGRAMME
1.9.1 Chapter 1: Orientation
1.9.2 Chapter 2: Lifelong learning
1.9.3 Chapter 3: Staff development
1.9.4 Chapter 4: Empirical research
1.9.5 Chapter 5: Guidelines
1.9.6 Chapter 6: Overview, Conclusions and Recommendations
1.11 CONCLUSION
CHAPTER 2 THEORY OF LIFELONG LEARNING
2.1 INTRODUCTION
2.2 DEFINING LIFELONG LEARNING?
2.2.1 Functions of National Standards Bodies (NSBs)
2.2.2 Functions of Standards Generating Bodies (SGBs)
2.2.3 Functions of Education and Training Quality Assurors (ETQAs)
2.3 CHARACTERISTICS OF THE LIFELONG LEARNER
2.4 REASONS FOR DEVELOPING LIFELONG LEARNERS
2.4.1 Change
2.4.2 Change in work
2.4.3 Social change
2.4.4 Special groups
2.4.5 Demographic change
2.5 LIFELONG LEARNING MODELS
2.5.1 The industry-oriented central/South European approach
2.5.2 The Japanese and Pacific rim approach
2.5.3 The Northern Europe and North American approach
2.5.4 The integrated « Learning for a lifetime » approach
2.6 SKILLS FOR A LIFELONG LEARNING AGE
2.7 LEARNING COMMUNITIES
2.8 THE PROMOTION OF LIFELONG LEARNING THROUGH NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
2.9 THE PRINCIPLES OF NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
2.10 BENEFITS OF THE FRAMEWORK FOR HIGHER EDUCATION AND TRAINING
2.11 CONCLUSION
CHAPTER 3 STAFF DEVELOPMENT: A MECHANISM FOR EFFECTIVE LIFELONG LEARNING FOR ACADEMICS IN INSTITUTIONS OF HIGHER LEARNING
3.1 INTRODUCTION
3.2 INSTITUTIONS OF HIGHER LEARNING AS LEARNING ORGANISATIONS
3.2.1 What is a learning organisation?
3.2.2 Institutions of higher learning as learning organizations
3.3 THE RELATIONSHIP BETWEEN STAFF DEVELOPMENT AND LIFELONG LEARNING
3.3.1 Two broad approaches to staff development
3.3.2 Staff development models
3.3.2.1 Micro Models
3.3.2.1.1 The product-oriented model
3.3.2.1.2 Prescription-oriented model
3.3.2.1.3 Process-oriented model
3.3.2.1.4 Problem-oriented model
3.3.2.2 Macro model
3.3.2.2.1 Cascade model
3.3.2.2.2 Feedback model
3.4 DELIVERY MODELS OF STAFF DEVELOPMENT
3.4.1 Conferences
3.4.2 Workshops/Seminars
3.4.3 Meetings
3.4.4 Sabbatical leave
3.4.5 Mentorship
3.5 MODES OF LEARNING
3.6 IDENTIFYING NEEDS OF ACADEMICS
3.7 THE FUNCTIONS OF THE STAFF DEVELOPER
3.8 IMPLICATIONS FOR PROVIDERS
3.9 LEARNING CHALLENGES OF A LEARNING AGE FOR ACADEMICS
3.10 DEVELOPING HUMAN POTENTIAL :THE AIM OF CAPACITY BUILDING
3.11 CONCLUSION
CHAPTER 4 AN EMPIRICAL INVESTIGATION INTO THE NEEDS OF LIFELONG LEARNING FOR ACADEMICS AND AN ANALYSIS AND INTERPRETATION OF DATA
4.1 INTRODUCTION
4.2 RESEARCH
4.2.1 Nature of investigation
4.2.2 Aims of objectives of the study
4.2.3 Structure of the questionnaire
4.2.4 Observation
4.2.5 Selection of respondents
4.3 THE EMPIRICAL RESEARCH
4.3.1 The problem
4.3.2 Research population
4.3.3 The sample under investigation
4.4 ROLE OF QUESTIONNAIRE, DESPATCH AND RETURN
4.5 PERSONAL PARTICULARS
4.6 COMPARISON OF COLLEGES AND TECHNIKONS
4.6.1 Attitudinal approach towards training
4.7 RANKING OF TRAINING
4.8 CONCLUSION
CHAPTERS 5 GUIDELINES FOR THE DEVELOPMENT OF ACADEMICS AT INSTITUTIONS OF HIGHER EDUCATION
5.1 INTRODUCTION
5.2 GUIDELINES BASED ON THE LITERATURE STUDY AND EMPIRICAL SURVEY
5.3 GUIDELINES FOR PLANNING, DEVELOPMENT AND TRAINING
5.3.1 Needs analysis
5.3.2 Preparing the learning events
5.3.3 Evaluation and following
5.4 MODEL OF INVOLVEMENT OF LECTURERS IN DETERMINING THEIR TRAINING AND DEVELOPMENT PROCESSES
5.4.1 Participation
5.4.2 Opportunity
5.4.3 Motivation
5.5 GUIDELINES FOR TRAINING AND DEVELOPMENT OF LECTURERS
5.6 DEVELOP INSTITUTIONAL POLICY ON TRAINING
5.7 SOME ASPECTS TO BE COVERED
5.8 CONCLUSION
CHAPTER 6 FINDINGS, CONCLUSIONS AND MOTIVATED RECOMMENDATIONS
6.1 INTRODUCTION
6.2 OVERVIEW OF THE RESEARCH
6.3 FINDINGS AND RECOMMENDATIONS
6.4 CONCLUSIONS FROM THE RESEARCH
6.5 PROBLEM SOLVING AND GOALS ATTAINMENT
6.6 MOTIVATED RECOMMENDATIONS
6.6.1 Method of delivery
6.6.2 Know the client
6.6.3 Consultancy
6.6.4 Facilitators
6.6.5 Competencies
6.7 REPORT ON THE TESTING OF THE HYPOTHESIS
6.8 SHORTCOMINGS OF THE RESEARCH
6.9 FURTHER RESEARCH
6.10 CONCLUSION

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A STUDY OF LIFELONG LEARNING IN ACADEMIC INSTITUTIONS

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