About this paper

Appears in:
Pages: 2684-2690
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0766

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain


I. Neimane

Liepaja University (LATVIA)
Nowadays we often have to change not only the job, but also the profession, improve our knowledge and competences. So, it is necessary to provide the lifelong learning opportunities for any human. Adult education is one of the lifelong learning stages. According to the definitions used in the European Union people over the age of 25 are participating in adult education. Adult education is a person varied educational process which provides a lifelong personal development and competitiveness in the labor market.
In the Latvian and EU policy planning documents determine Latvian Adult Education Policy defined educational development goal by 2020: qualitative and inclusive education for personal development, human well-being and sustainable national development. Nowadays extendable qualitative education offer using existing infrastructure facilities. One of the strategic priorities of vocational education is adult education opportunities. Each ministry has accumulated experience in adult education administration and management. Common experiences include : support system out of formal education is acquired or assessment and recognition of acquired study results obtained in professional experience; recommendations for adult educators in determination of competences; recommendations in qualifying criteria selection for the public tenders in the non-formal education.
When looking for answers to the question of what effective adult education is, the three most frequently mentioned answers are: acquisition of a program creates the opportunities for personal development; acquisition of a program creates the opportunities for career growth; short program with immediately applicable knowledge and skills.
The aim of research paper is attention to the answer - what is the reality in lifelong learning?
For supporting the topicality of the problem the survey data of further education course participants are summarized over a longer period of time. For analysis of the research data the following methods are employed: descriptive statistics (questionnaire) and content analysis.
Since universities have the task to make interest of people in various study courses , then in the field of lifelong learning they are faced with different requirements in non-formal education, nominated by the relevant ministries. As the result of research there will be analyzed good practice examples in the work of adult education organizers at the levels of ministries and universities lifelong learning. There will be developed recommendations for university organizers of adult vocational education and training, which would help to meet the requirements set by the European Union and Latvia in the planning documents “ Europe 2020” in relation to adult education.
author = {Neimane, I.},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.0766},
url = {http://dx.doi.org/10.21125/iceri.2017.0766},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {2684-2690}}
AU - I. Neimane
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.0766
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 2684
EP - 2690
ER -
I. Neimane (2017) STANDARDS AND THE REALITY IN LIFELONG LEARNING, ICERI2017 Proceedings, pp. 2684-2690.