Lifelong Learning

Pervasive and ubiquitous computing has the potential to make huge changes in the ways that we will learn throughout our lives. This paper presents a vision for the lifelong user model as a first class citizen, existing independently of any single application and controlled by the learner. The paper argues that this has a key role for a vision of personalized lifelong learning and for augmented cognition that enables learners to supplement their own knowledge with readily accessible digital information based on documents that they have accessed or used. The paper presents work that provides foundations for this vision. First, it outlines technical issues and research into approaches for addressing them. Then, it presents work on the interface between the learner and the lifelong user model, an aspect that is important because the human issues of control and privacy are so central. The final discussion and conclusions outline a roadmap for future research that will underpin this vision of the lifelong user model.

Abstract:
In 2013, the Department of Education released the Music Curriculum Guide for grades 1 to 10 as a part of the Enhanced Basic Education Program, more commonly known as K to 12. The new curriculum advocates for a multicultural and integrative education, including topics and materials on Philippine music for both elementary and secondary levels. With new additions to the scope of music education, teachers have to find an array of sources and materials in order to deliver what the curriculum requires. This research paper illustrates the advantage of first-hand experience through ethnohraphic fieldwork as seen in the integrative teaching of music and dance by elementary and secondary music teachers. A focused group discussion involving the first batch of the UP-CMEP-CEMT Program1 was conducted to examine the impact of the three-day fieldwork on Cordillera on the music teachers’ conceptualization and implementation of music lessons, including dance, in their particular grade level. The FGD revealed that fieldwork had a positive impact on teaching, including the informed use of materials gathered and confidence to teach multicultural music and dance. With teachers learning from engaging in ethnographic fieldwork, theories from written and digital sources become informed with praxis, leading to an implementation of multicultural music education enhanced by lifelong learning, a key theme espoused by the United Nations Educational, Scientifc and Cultural Organization (UNESCO) during the 2015 World Education Forum.

Keywords: fieldwork, lifelong learning, multicultural music education

The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific research, and this has been leveraged to create a universal, optimised Learning Process. Research suggests the brain has four integrated learning systems that make use of the interaction between the brain's dominant cell type, astrocytes (75%), and neurons (7%) to create the most extraordinary learning instrument on the planet -the human brain. ! i! Mark Treadwell Consultancy mark@work.co.nzwww.MarkTreadwell.com

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

"The professional development and the improvement of the quality of adult learning staff have been recognised as a priority at European level. However, at European and national levels there is not always a clear view of the competences needed to fulfill the professional tasks in adult learning, partly due to the diversity of the field. In several European countries, competence profiles and standards for adult learning staff (referred to hereafter as adult learning professionals) have been developed and implemented, although their scope of application differs considerably between institutional and regional levels. Therefore, the European Commission decided to finance a study on key competences for adult learning staff. The aim of this study is to come up with a set of key competences which can functions as a reference for Europe and which can be used by Member States on a voluntary basis.
The study has been carried out by Research voor Beleid in partnership with the University of Glasgow, Aristotle University of Thessaloniki, and the University of Leiden. During the last year the research team has studied a large number of documents on the duties, tasks, responsibilities, roles, competences and work environments of adult learning professionals, described them in a narrative, organised an expert meeting for modeling the key competences and discussed the outcomes of this modeling exercise with a broad group of stakeholders all over Europe. Overall the research team’s opinion is that this study has triggered an intensive and stimulating professional debate, and we are confident that the set of key competences could play an important role in structuring future debates and developing policies for improving the quality of adult learning.
This report contains the outcomes of this study:
- Chapter 1 presents as an executive summary the set for key competences of adult learning professionals.
- Chapters 2 to 6 contain the report on the study on key competences of adult learning professionals.
- Chapter 7 and 8 provides information about the sources and literature used in this study.
- In the last chapter a short description is given of the educational programmes and job descriptions used to ground the set of key competences in empirical reality. These educational programmes and job descriptions have been taken up as case-studies in the report."

"The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced researches in neuroscience show that brain ageing may be reversible: the brain is plastic in all stages of life, and its maps can restructure themselves through learning experiences."
More info about the Author: www.guglielman.com

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

TreKker is an intervention model designed for students which aims to develop the individual as an integrated whole. This model was created to be used as a framework for individual skills development in an academic environment. As a result of the implementation of the Bologna Process, Higher Education Institutions in Europe are required to be more focused on skills and

This study is established to better understand the requirements of radio frequency (RF) laboratories based on the electrical engineers' and technicians' perspectives working in this field. In that context, the study is conducted with the electrical engineering (EE) and the technical colleges (TC) graduates. Here, EE covers the Bachelor of Science (BS) and the Master of Science (MS) level of education in electrical engineering while TC represents the vocational education and training as well as technical and associative educations prior to ...

The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students" levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then, that professional developers have designed and implemented numerous PD programs in an effort to bring about positive educational change and improvement. It is incontrovertibly true that the success of any professional development endeavor depends greatly on the willingness and readiness of the target participants, teachers.

This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as "snapshots" that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the infoDev web site. For more information, and to suggest modifications to individual Country Reports, please see www.infodev.org/ict4edu-Africa.

Nowadays, information and communication technologies are incorporating extremely rapidly to the individual's education and training. This trend lead the European academic research to focus on key terms like open distance learning or lifelong learning. In this context, there are a large number of past and actual projects and researches concerning the content, methodologies, technologies and new pedagogical challenges - all parts of so-called e- learning environments. There are a lot of achievements from this work but there is still a significant work left for the process of building a reliable and efficient learning process capable of satisfying the end user needs and meet the necessary requirements imposed by the educational organizations (content, standardization, measurement tools, ratings, etc.). This article reveals the components of an e-learning environment, the present trends in this research field and some conclusions.

Az ezredfordulót követően az élethosszig tartó tanulás szemléletének terjedésével és ki-szélesedésével egyre nagyobb figyelmet kapott a köznevelés kezdő szakasza-az óvoda és általános iskola alsó tagozata-is, mely időszakban a gyermek önálló tanulása alapo-zódik meg (OECD, 2007; Szabó, 2005, p. 80). Számos hazai és nemzetközi szabályozó dokumentum hangsúlyozza az erre való felkészítés szükségét, melyek ugyanakkor legjobb esetben is csak általános célkitűzéseket tartalmaznak (, p. 4). Azonban arról, hogy ez a gyakorlatban ténylegesen hogyan valósul, illetve valósulhatna meg, már lényegesen kevesebb forrást találhatunk, empirikus munkát pedig gyakorlatilag egyáltalán nem (Aspin & Chapman, 2000, p. 2). Laal & Laal (2012) szakirodalmi áttekintő tanulmányukban számos olyan akadályra mutat rá, amelyek az élethosszig tartó tanulás megvalósításának útjába állhatnak oktatás-politikai, gazdasági vagy munkaerőpiaci szinten. A szerzők tanulmánya pedig azt is jól sejteti, hogy amint a gyakorlatban, úgy a terület kutathatóságában is lesznek kihívások a neveléstudósok számára. Az oktatási rendszerükben fejlettebb országok körében a 21. századi, tudásalapú tár-sadalmak korában bevett és működő gyakorlat, hogy a köznevelés hatékonyságának fej-lesztése érdekében reformjaikat kutatási eredményekre alapozzák (Csapó, 2008; 2015). Ennek hiányában már aligha tudnánk hitelesen elvárásokat megfogalmazni azzal kapcso-latban, hogy miként kell "jól" csinálni az élethosszig tartó tanulásra való felkészítést. Jog-gal merül fel tehát a kérdés, hogy miért nem találunk az élethosszig tartó tanulás korai szakaszát érintő tudományos cikkeket, a gyakorlatot támogató eredményeket. Szakirodalmi áttekintő tanulmányunkban arra mutatunk rá, hogy az élethosszig tartó tanulás kutatásában milyen nehézségek és akadályok merülnek fel, valamint ezekkel ösz-szefüggésben miért nincsen a neveléstudomány nemzetközi és hazai repertoárjában kész segédanyag a pedagógusok számára ennek hatékony gyakorlására. A terület vizsgálatával kapcsolatos kihívásokat két főbb csoportban tárgyaljuk: elsőként a fogalom jellegéből, definiálásából adódóakat ismertetjük, majd a jelenség kutathatóságának akadályait tárjuk fel.

Rechnen mit Prozentangaben spielt in vielen Berufen eine Rolle. Prozentangaben werden dabei ganz unterschiedlich eingesetzt. Das gängige Bild – 100% steht für das ‚Ganze’, Angaben wie ‚70%’ spezifizieren einen Teil daraus – ist dabei oft nicht anwendbar.

Ausführlicher: Kaiser, H. (2011). Vorbereiten auf das Prozentrechnen im Beruf. Praxis der Mathematik in der Schule, 53(41), 37-44.

Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to many readers. There is a recognition that the current curriculum is not an adequate preparation for life and there is now an emphasis on lifelong learning and a wider view of development. Such a move has significant implications for the development of attitudes and skills amongst teachers. The issues that surround such educational reform in Hong Kong are analysed. This is followed by the detailed description of a study which involved a group of Hong Kong teachers in a structured experiential learning activity. It was found that though the teachers concerned acknowledged the value of their experience, they felt that given the culture and ethos of their own schools it would not be possible for them to undertake similar work with pupils. On the basis of these outcomes the writer suggests that there will need to be considerable emphasis on teacher development in Hong Kong if the reforms are to succeed.

The 'Bologna Declaration' has highlighted the importance of skills in Higher Education as well as primary and secondary education. The purpose of this paper is to show the most relevant aspects of the EQF model, and the aim of the powers in the EQF model. The compromise of each of the member states of the EU is to assume the EQF model. The final objective is to obtain a common education principally based on a focus of learning outcomes and with a lifelong learning perspective. We conclude by noting that the pretension of the EQF model for lifelong learning falls short. As noted by Aristotle in his Nicomachean Ethics' "ethical actions are not forgotten". This observation leads us to ask a question that we will try to answer in another paper: Is it appropriate consideration of ethics in the model EQF according to the make through the learning outcomes?

Research plan for project granted by the Swedish Research Council (the Swedish research links-programme) in November 2013. Project title: Interactions between traditions of lifelong learning in Scandinavia and Eastern Africa. Project leaders:
Associate Professor Henrik Nordvall (Linköping University, Sweden), henrik.nordvall@liu.se
Professor Maurice Amutabi (Catholic University of Eastern Africa/Kisii University, Kenya), amutabi@yahoo.com

The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning paradigm, procedures have been developed worldwide to assess and credit prior learning experiences (APL). While research on APL stresses the importance of a high-quality standard, so far the literature has applied only a psychometric quality framework. However, from the perspective of APL, where, besides prior knowledge and skills, competencies need to be measured, it is more appropriate to use a combination of the psychometric and edumetric quality criteria. This article will analyze and describe the relationship between quality criteria and the characteristics of APL. The results have revealed that quality criteria based on both are fundamental for APL, but that some criteria are more recognized than are others. Based on this analysis, design guidelines for APL have been formulated.

Bildungskonzepte beinhalten generell einen Lernbegriff, wobei Lernen als individuelle Aktivität verstanden wird, die die Basis des Bildungsprozesses darstellt. Sie fokussieren dabei auf das Individuum in seinem Verhältnis zur Gesellschaft. In diesem Sinne hat die dem jeweiligen Bildungsbegriff zugrunde gelegte Gesellschaftstheorie große Relevanz; sie bestimmt das entsprechende Konzept von Bildung und Lernen. Dabei entscheidet sich, ob Lernende als bloße Empfänger_innen von präparierten Inhalten oder als
interessierte gesellschaftliche Subjekte gedacht werden.

In der Lerntheorie der Kritischen Psychologie werden Lernende als Subjekte gedacht, deren Lernprozess immer zugleich eine Erweiterung des eigenen Weltzugriffs und damit soziales Handeln darstellt. Dieser Perspektive auf Lernen folgend muss eine kritische Bildungsarbeit bei den Interessen und Handlungsgründen des Individuums ansetzen, um den Lernenden gerecht zu werden.

In the midst of an economic crisis with vast sociopolitical repercussions that nearly divide Europe into the ‘sluggish South’ and the ‘diligent North’ and revive stereotypes among Europeans largely fomented by certain national and international media, the call for making a European area of lifelong learning a reality seems to be totally out of place. What we need today 10 years after the Memorandum and the Communication is a new paradigm that will be based on a collective approach on how different appreciations (narratives) of learning in Europe may support the development of participatory learning ‘networks’ that will involve exchange of ideas, decision-making and collaboration among different actors in a small scale. The ecology of lifelong learning in Europe differs greatly from what the policies had initially emphasized. The overarching notion today is that of lifelong learning for employability and a narrowly defined notion of active citizenship which overlooks the collective dimension of education for social change, and which provides a very problematic notion of individualised learning. This notion does not reflect any awareness of the way concepts, assumptions and practices are influenced by mechanisms that prey on people’s sensibilities. Today educational policy-making in Europe is exceedingly connected to economic benefits and human capital growth rather than social and cultural capital development. Lifelong learning in Europe is increasingly looking upon the learner as an employable unit that needs to fit in the market rather than a free individual that validates the benefits of its own learning. This essentially gravitates the discourse towards human capital (with focus on investing in the development of skills and competences) and pragmatist (with focus on learning outcomes) approaches, leaving most other approaches of lifelong learning compromised. What is proposed in this presentation is a framework for developing European learning collectives that will reinstate the learners in the centre of the objectives set by the European Commission. Fundamentally this proposed framework stresses the need for a collective promotion of lifelong learning from the learners and for the learners. Although the word ‘collective’ is not totally absent from European policies of lifelong learning, it is ‘the centrality of the learner’ – understood as the ‘individual’ learner – that needs to be considered as ‘the key characteristic’ of lifelong learning. In this context the collective (or the group or the society or the labour market) needs to become the entity in which the individual learner must be included (or empowered or employed) depending on various levels of networking. This collective promotion should be understood as promotion inside and to the benefit of one’s social group. It is an old idea, already present in the labour movement in the first half of the nineteenth century in Europe, long before the creation of trade unions, which later strongly defended this principle. The framework is based on four objectives that appear in the relevant policy documents. These objectives – namely, employment, educational and training provision, equity and inclusion – consist the new canvas for developing collective narratives on the targets initially set by the European Commission in the Memorandum messages (skills and competences, learning outcomes, quality, innovation in teaching and learning, access, guidance, values and equity).

This document synthesizes the findings of case studies of career guidance and advice for adults in the European Union. Section 1 examines the problems of helping the following groups: marginalized individuals in need of vocational or social (re)integration; individuals in the process of becoming marginalized, individuals who appear to be "problem free"; and groups adversely affected by the economic recession. The case study findings pertinent to the issue of facilitating adults' social, personal, and/or occupational transitions are detailed in section 2. Special attention is paid to facilitating vocational integration, encouraging self-esteem and determination, teaching adults to network, helping adults make the best use of what they have learned, and helping adults reacquire a social role and reintegrate into temporary or permanent settings. Section 3 presents the following institutional solutions to the problems of personalizing help, advice, and guidance and offerin...

In 2015, Europe experienced a migrant crisis-The European Union has faced an unprecedented influx of refugees and migrants. More than one million people arrived in the European Union, most fleeing war and terror in Syria and other countries, for example, the number of immigrants crossing the sea from Turkey to Greece per day (October 20, 2015) was 1,0006 people, as shown by the data of European Commission (European Commission, 2017). The migrant crisis in Europe and its consequences are our collective responsibility as Europeans and the ability to show solidarity by providing immigrants with much needed support, based on generally accepted human rights and moral responsibility issues. Along with the challenges posed by the migrant crisis the issue came up of better integration of immigrants into society, providing the necessary information regarding the assistance offered, providing the necessary information regarding the assistance offered social guarantees, protection, and knowledge of local culture, traditions, history and educational opportunities. The aim of the article is to share good practices in the field of lifelong learning by implementing an international pilot project aimed at training migrants in the context of lifelong learning, based on theoretical research methods on the consequences and challenges of the migrant crisis, as well as based on empirical research (statistical analysis, analysis of survey results, development of interactive learning environment). The main findings of the authors of the study are reflected in the interactive learning platform created within the framework of the international project, as well as the authors' recommendations for non-formal education of migrants in the context of lifelong learning.

Education is seen as a route to full participation in society, and widening participation in education and lifelong learning as a way of including those who are currently excluded from many of the benefits of society. The use of learning technology is perceived as a means of widening participation in higher education by enabling participation by non-traditional students. E-learning is perceived as lowering barriers of time and space to enable non-traditional students to attend campus-based education while accessing resources at a time and place of their choosing. This research finds a digital divide with some students financially unable to afford technology and broadband access, others without the skills to engage with learning technology, and some culturally less able to benefit from technological enrichment. It also finds gender and generational differences disenfranchising some students.

There has been a significant body of work in recent years in the development of e-learning tools and products. The main focus has been on models that are developed from the constructivist tradition, based on the notion that learners actively construct their own understanding and knowledge from their experiences.

The focus of this contribution is the relationship between the purpose to use an ePortfolio and its design. By highlighting the relationship between purposes and design of an ePortfolio, we want to present a framework that gives directives to use an ePortfolio in an educational context. When used for lifelong learning and / or ‘assessment for learning’, student-ownership and reflection are important characteristics. When used for accreditation (=’assessment of learning’) the use of ‘standards ’ is at least equally important. hal-00257151, version 1- 18 Feb 2008 1

This book explores the potential for lifelong learning in dementia. A growing social issue, dementia has previously been understood as a wasteland for learning: at best, those with dementia are helped to hold on to some pre-existing skills. This book draws on extensive qualitative data with people with dementia and their families to demonstrate that new forms of learning can happen in dementia, with positive outcomes for both the learner and those around them. In doing so, this book demonstrates that those with dementia help us to understand learning differently, thus providing a breakthrough in our understanding and theorising of lifelong learning. Using posthuman theory to scaffold and discuss the findings, this pioneering book will appeal to scholars of dementia, lifelong learning and the posthuman.

A number of recent studies have contributed to Knowledge Management (KM) and Learning integration. They are mainly based on organizational learning analysis. In this paper, KM is discussed from the viewpoint of adaptation in learning systems. The learning systems use and process great amount of different data, information, and knowledge which is necessary to be analyzed before KM methods can be applied. The main components of Adaptive Learning System (ALS) are discussed with respect to the KM processes. Goal of ALS is becoming self-directed learners. Learners will identify important resources for Life Long Learning in their field of study. For ALS is more important management of the Learners characteristics, they can define a learning agenda and follow them for reaching teaching goals. Course Management Systems as a part of ALS provide better communication with learners, quick access to course materials, and support for administrating and grading examinations.

Since 1999, European education ministers have discussed and further implemented the 'Bologna process', a wide-ranging framework for the reform of higher education. Lifelong learning was added as a goal of the process in 2001. This article evaluates the extent to which the development of lifelong learning has progressed and examines whether the Bologna process has facilitated lifelong learning opportunities in a sample of countries. The evaluation of legislative instruments and policy positions of different stakeholders in Germany, France, Italy and the UK shows that countries link quite different strategies to lifelong learning in higher education. Specific national approaches exist which facilitate or restrict its development. Thus far, the impact of the Bologna process on this issue has been modest. The process has mainly had an impact on the discussion regarding lifelong learning, not necessarily whether and how such policies and programs are implemented.

Концепция обучения в течение всей жизни, которая формировалась как отражение растущего осознания важности знаний и постепенного повышения их роли в образованности населения для успешного развития общества и его граждан, является общей концептуальной рамкой в настоящее время для развития систем образования и обучения в большинстве стран мира.

Population education is the term used to describe the efforts of the educational system to make children, youth and adults aware of population changes and their consequences, so that they may, as individuals and as members of society, make informed population-related decisions. The entire range of educational institutions within a country-both school and nonschool-are involved in principle. Primary attention should be directed to the development of programs at the national or subnational level. Some regional and global activities are suggested in support of these programs. It is estimated that between $20 and $25 million bill be needed during the next five years for the initiation and institutionalization of school and nonschool programs and supporting regional and global activities. At the end of the program development phase, estimated at five years, the need for special funds from external donors for population education programs will decline as the programs are integrated into the educational system. (For related document, see AC 014 388.) (Author) *

Information literacy is a key component of lifelong learning in higher education. It has the potential to improve the quality of student learning and provide student to be continual learners after they graduate. This study reports on a collaborative effort between academic librarians and faculty to enrich the students' informa- tion literacy. Purpose: The authors have studied the integration of information literacy into the curriculum that librarians and faculty incorporate to support students' information literacy skills through the web-based instruction. The objectives of this report are to study ways of integrating information literacy into the curriculum and the colla- borative activities in the information literacy tutorial, and to design a model of a web-based collaborative tutorial on information literacy Methods: This study was mainly based on a qualitative research methodology. Data was gathered from indi- vidual interviews of academic librarians and faculty members...