Educational Technology for Lifelong Learning and Sustainable Development
CHAPTER ONE
Objectives of the study
- Examine the relationship between educational technology, lifelong learning and sustainable development.
- Investigate how instructional media and technologies can be employed to facilitate lifelong learning, and by implication, sustainable development.
- Examine the challenges facing the use of educational technology for lifelong learning and sustainable development.
CHAPTER TWO
LITERATURE REVIEW
CONCEPT OF LIFELONG LEARNING
The term “lifelong learning” was used as early as the late twenties. There is a bit of confusion as to what lifelong learning means exactly. According to Knapper &Cropley (1991: 17), lifelong learning has a different meaning in different countries: “in the United States it has frequently been regarded as simply a new term for adult education (as in the 1976 Lifelong Learning Act, for example). and has been linked with “alternative” educational activities such as educational brokering. In Europe the concept has more frequently been associated with the linking of learning and work. especially through provision of paid educational leave, recurrent education. or with open learning”. In South Africa the concept of lifelong learning has been developed by the trade union movement, particularly in organisations within the Congress of South African Trade Unions (Cosatu), as one of the components of a reconstructed education and training system capable of meeting both equity and development needs. One of the aims of a programme of lifelong learning, as Adrienne Bird of the National Union of Metal Workers of South Africa (Numsa) explains. is the “incremental skilling of workers by means of a system that knits together formal and informal or on-the-job learning” (DSA in Depth. 1993:42). From the above it is not surprising that the Skills Development Act (199) was a brain child of the department of labour. The challenge facing the department of labour, is to implement its dream and reap the fruits. Field (2000:133) states that “the education policy matra of the new millennium is lifelong learning”. The researcher hopes it is not just one of the millennium excitement but a reality as it is significant for the nation. Knapper & Cropley (1991 :20) differentiates between lifelong education and lifelong learning. According to them, “lifelong education can be thoL1ght of as a set of organisational and procedural guidelines for educational practice aimed at fostering learning throughout life”. It has an alternative approach to the provision of learning and experiences for all citizens.
The followifl9 definition by Longworth &Davies (1996:21) will be used throughout this research, “lifelong learning is… the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environment.” Delors as quoted by Wilson (1998:4) argues that “lifelong education should enable people to develop awareness of themselves and their environment and encourage them to play their social role at work and in the community”.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
Research design is a detailed outline of how an investigation took place. It entails how data is collected, the data collection tools used and the mode of analyzing data collected (Cooper & Schindler (2006). This study used a descriptive research design. Gill and Johnson (2002) state that a descriptive design looks at particular characteristics of a specific population of subjects, at a particular point in time or at different times for comparative purposes. The choice of a survey design for this study was deemed appropriate as Mugenda and Mugenda (2003) attest that it enables the researcher to determine the nature of prevailing conditions without manipulating the subjects.
Further, the survey method was useful in describing the characteristics of a large population and no other method of observation can provide this general capability. On the other hand, since the time duration to complete the research project was limited, the survey method was a cost effective way to gather information from a large group of people within a short time. The survey design made feasible very large samples and thus making the results statistically significant even when analyzing multiple variables. It allowed for many questions to be asked about a given topic giving considerable flexibility to the analysis. Usually, high reliability is easy to obtain by presenting all subjects with a standardized stimulus; observer subjectivity is greatly eliminated. Cooper and Schindler (2006) assert that the results of a survey can be easily generalized to the entire population.
Research settings
This study was carried out in Federal ministry of education Abuja Nigeria, The Federal Ministry of Education is a part of the Federal Ministries of Nigeria that directs education in Nigeria. It is located at Block 5A, Federal Secretariat Complex, Shehu Shagari Way, Central Area, P.M.B. 146, Garki, Abuja.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Udoyen, 2019). The population of the study were all staff of Federal ministry of education Abuja Nigeria.
CHAPTER FOUR
PRESENTATION OF DATA AND ANALYSIS
Introduction
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of Ninety-five (95) questionnaires were administered to respondents of which 80 were returned. The analysis of this study is based on the number returned.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
In this study, our focus was to carryout a critical analysis on Educational Technology For Lifelong Learning And Sustainable Development. The study specifically was aimed at discussed the concepts educational technology, lifelong learning and sustainable development in detail. The paper also described how instructional media and technologies can be employed to facilitate lifelong learning, and by implication, sustainable development. Some challenges facing the use of educational technology for lifelong learning and sustainable development have been pointed out. The paper concludes with recommendations such as: the fiscal provision for instructional facilities in educational institutions should be increased so that the technology needs of the institutions can be adequately met, and government should organize technology awareness seminars and workshops for educators on how to overcome techno-phobia. This study reviewed and anchored its framework on conversational theory.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 80 responses were validated from the enrolled participants where all respondent are active staff in the Federal ministry of Education Abuja office.
From the result, the Pearson correlation coefficient, r, value of 0.821 was positive and statistically significant at (p< 0.000) same as 0.822. This indicates that educational technology (EDT), lifelong learning (LIL) will result in sustainable development (SDEV) . Thus, SDEV, LIL and EDT are correlated positively.
From the result, the Pearson correlation coefficient, r, value of 0.721 was positive and statistically significant at (p< 0.000) same as 0.722. This indicates that instructional media (INS), lifelong learning (LIL) will result in sustainable development (SDEV). Also the Pearson correlation coefficient, r, value of 0.822 was positive and statistically significant at (p< 0.000). This indicates that instructional media (INS) will result inlifelong learning (LIL) . Thus, SDEV, LIL and INS are correlated positively.
RECOMMENDATION
Based on the responses obtained, the researcher proffers the following recommendations:
- The fiscal provision for instructional facilities in educational institutions should be increased so that the technology needs of the institutions can be adequately met, and
- Government should organize technology awareness seminars and workshops for educators on how to overcome techno-phobia.
- Improvement and provision of educational technologies around the country.
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