SCHOOL OF EDUCATION: The Teacher as a Life-Long Learner

Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education system as their practices will renew themselves, and they will train future generations accordingly. However, at the point at which these expectations are implemented, the extent to which these teacher training programs are effective in upskilling life-long learning competence is unclear.

The Legendary India known for its Vedas and Values and Teachers in India have an Esteemed and pious status for the past centuries together and it is no way an exaggeration to say that it has been Continuing and will be. As Lifelong learning has become the catch-cry of the new millennium we are in dire need for maintenance of skill and knowledge currency.

Despite conclusive evidence from high performing higher education (HE) institutions worldwide demonstrating the benefits of strong alumni relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English pedagogy alumni through a digital newsletter.

The education of children in the Age of Knowledge is a challenge for educators all over the world since it is questionable how we can educate learners to become responsible citizens in different areas. Finding a suitable methodology is a highlighted goal of presentday educational researches. The intention of our work is to contribute to this dispute with a research investigating the challenge-based-learning-adapting European UKids programme designed for eight-to-eleven-year-old learners.

The chapter offers a theoretical outline of the heuristic potential of the capability approach in conceptualizing lifelong learning and tests the capacity of this approach to guide empirical studies on lifelong learning. It argues that the capability approach provides a theoretical framework for the understanding of lifelong learning as an agency process which is embedded in different social and institutional contexts, for grasping its different meanings for individuals and society and for its critical evaluation against the background of important values, such as justice, freedom and identity development.

This research is based on case studies of seven district teacher development centres (DTDCs) in the KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding professional learning and development experiences at these centres.

The fundamental role of education in the development of the individual and the
society at large cannot be over emphasized, it is therefore paramount to focus on how to place education at the door step of every individual irrespective of age, sex, location, religion etc. Lifelong learning is a concept in education.
which, no doubt has great potential towards achieving this feat.