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LIFELONG LEARNING

Today’s job market requires lifelong learners, people who take responsibility for their progress and are willing to invest time and effort into a continuous learning process. Increasing investment in human capital or education is one of the main priorities of the developed country’s economic policy. Human capital is usually approximated with the average level of qualification or education of the population. Education is defined as the freedom, the ability and the ability to shape oneself in the process of becoming a human being, whereby I am changing the circumstances that are conditioned by the historical and cultural man as the working and creative being of nature transforms itself into his work and becomes a constructive creature to the extent that it is able to realize its human potential. In the function of self-actualization education meets the human need to understand and design the world around it, the need for creativity, to develop the abilities that are given only as opportunities. Knowledge increases social inclusion, active personal development, but also competitiveness that is very important in today’s global world. According to Maslow, man’s need for knowledge is fundamental, given that people are lifelong learners.

Lifelong learning – a prerequisite for better employability
Lifelong learning is the basic requirement of confronting the modern (later) posmodern world. With the concept of lifelong learning, the goals of economic nature are often linked (achieving greater competitiveness and sustainable employability). However, one must not neglect equally important goals that contribute to the more active role of the individual in society (fostering social inclusion, the development of active citizenship and the development of individuals’ individual potentials.) In the 1990s, lifelong learning in Europe is affirmed as a policy that responds to economic crises and increased Unemployment is then shifted away from the focus of education, which is an institutionalized and organized process, to lifelong learning that includes all forms of learning in all life circumstances.

Lifelong learning should not be seen as a combination of education of children and youth and adult education and the concept of lifelong learning must equalize the education of adults

It is necessary because of the nature of the modern society itself and the nature of mankind. Since existing forms of education are resistant to change, lifelong learning has had many obstacles that must have prevailed and there was a great pressure for wider opening up of educational opportunities. Over the last 50 years lifelong learning from the initial idea has developed into a dominant principle and orientation of the development of numerous national educational systems. Its importance is highlighted in a series of international action plans, declarations, documents and conferences (the Memorandum on Lifelong Learning, Europe is not lagging behind in this trend, and the inclusion of lifelong learning in strategic documents in the area of ‚Äč‚Äčeducation, the System Development Plan, the Adult Education Strategy, the Declaration of Knowledge If we take into account that maturity takes longer than childhood, youth and the third age, we will see that much of lifelong education takes place as adult education. That is why it is today in developed countries by including the costs, and the contribution to social and personal development, approximately equivalent to education of children and young people. The aspiration of modern Europe to provide an equal and quality life for its adult population, a reflection of knowledge of the demographic situation as well as the established democratic relations in which man regardless of age. According to the applicable legal regulations in the European Union there are the following forms of adult education: education and secondary education; retraining; training and upgrading. Every citizen should be allowed to continue and finish school to gain first occupation. At present there is less interest in schooling, as it lasts as much as regularity, and there is a growing interest in undergraduate or pre-qualification; training and upgrading.

Conclusion
The data from the analysis show that over 1000,000 people annually change their occupation through retraining and apprenticeship programs. Lifelong learning is the key strategy of a contemporary man for successful coping with rapid changes in technology and science, and participation in the labor market is unthinkable without the readiness for continuous learning and development. The European Union places high demands on building an education system that should enable highly skilled workforce to compete with employees of other EU member states. The educational system needs to be better linked to the needs of the labor market, which shows the fact that the rate of participation is high in lifelong learning is very high, especially in the EU member states. Individuals should constantly adapt to changed working conditions, mode of work and organization, technology, management and be prepared to learn all your own life. The length of unemployment is proportional to the need for lifelong learning, the longer the period of unemployment, the greater the need for renewing the knowledge and skills required in the labor market. The fact is that the unemployed are not sufficiently aware of the importance of lifelong learning, that they are not sufficiently involved and interested in lifelong learning programs. Action is needed to promote lifelong learning for the unemployed. Well-educated and qualified people are the most important determinants of the social and economic well-being of a country and of the very individual.