Assessing the achievement of lifelong education components in the Implemented curriculum from the viewpoint of graduate students of Shiraz university

Document Type : Research Paper

Authors

• sirous hadadnia ¹
• mehdi mohammadi ²
• rahmatall marzoughi ³
• jafar torkzade ⁴
• ghasem salimi ⁵

¹ Department of Education, Nourabad mamasani Branch, Islamic Azad University, Nourabad mamasani, Iran.

² Associate Professor of Education and Psychology, Shiraz University.

³ Professor of Education and Psychology, Shiraz University.

⁴ Associate Professor of Education and Psychology, Shiraz University

⁵ Assistant Professor of Education and Psychology, Shiraz University

Abstract

Assessing the achievement of the component of lifelong education in the elements of the implemented curriculum at the Shiraz University.In this study, descriptive-survey method has been used. The study populations included were all the students of supplementary education course of Shiraz University. Stratified random sampling method have been used that 345 college students were selected. The research instrument, scale curriculum lifelong education (Mohammadi et al., 2016), and its validity using item analysis and confirmatory factor analysis was performed. Its reliability using Cranach’s alpha was confirmed. For data analysis, inferential statistics analysis of variance with repeated measures, Bonferroni post hoc test. One-sample t-test, and SPSS 21 and LISREL 8.8 software was used. The results showed that: Students of art and architecture group have allocated the most mean of being life-long to goal element and the lowest mean to content element. The results showed that there is a significant difference between students' viewpoints and the nature of curriculum elements about the tendency towards lifelong evaluation. There is a significant difference between the amount of tendency toward the lifespan of the target element, the content and the teaching strategy-learning with some elements. There is no meaningful difference in the degree of trend towards lifelong learning in the curriculum of Ph.D. and Masters. There is also no significant difference in the rate of lifelong learning of the curriculum and there is a significant difference in the rate of lifelong learning of the nine elements of the curriculum.

Keywords

• life-long education
• implemented curriculum
• higher education

20.1001.1.20086369.1399.11.41.14.3

---

References

• Afzal Nia, M;  Oshcheh, H,  Kakluhi, E. (2010). Study of the status of formal, informal and lifelong learning in the era of information instability, Iranian Journal of Engineering Education Quarterly, No. 12, No. 45, pp. 68-57. (in Persian).
• Ahmadi Tavana, B; Jafarzadeh, M;  Jahed,. (2013). Lifelong Learning, A Compulsory for Sustainable Development, First National Conference on Sustainable Development Strategies, Tehran. (in Persian).
• Barlett, P. F. & Chase, G. W. (2004). Introduction. Sustainability on campus: Stories and strategies for change.Cambridge, MA: The MIT Pre.
• Behak, F. P. (2012). Developing Lifelong Learning Skills through the Implementation of the Multiliteracies Approach. Lifelong Learning International Conference 2012 (3linc’12). P 84.
• Christensen, C. M. and Eyring, H. J. (2011), the Innovative University: Changing the DNA of Higher Education from the Inside Out, SanFrancisco. CA; josses bass.
• Cully, M. and Curtain, R. (2001). New apprenticeships: an unheralded labor market program. AustralianBulletin of Labor, 27 (3), 204-215.
• Fadeeva, Z. Mochizuki. Y. (2010). Universities as important actors for shaping the future of the world society in terms of sustainable development “by addressing sustainability through their major functions of education, research and outreach” 250.
• Furst Bowe, J. A. & Bauer, R. A. (2007). “Application of the Balding Model for Innovation in Higher Education”, New Directions For Higher Education , No. 137, pp. 5-14.
• Horrigan, J. B. (2016). Lifelong Learning and Technology, Pew Research Center, www. Pew Research. Org. p, 6.
• Hoskins. B, Fredriksson. U.(2013). Learning to Learn: What is it and can- it be measured, Joint Research Centre Technical Report JRC 46532.
• Hyde, M. & Phillipson, CH. (2014). How can lifelong learning, including continuous training within the labor market, be enabled and who will pay for this? Looking forward to 2025 and 2040 how might this evolve? Government Office for Science. Pp. 4-5.
• Iqbal. M. J. (2014). Life Long Education: A Conceptual Debate. International Journal of media. Technology & Life Long Learning. Volume 10 - issue 2. Pp. 107-117.
• Kanaper, S. Croply, A. J. (2007). Lifelong Education: Research Strategies. In: Lifelong Education for Adults: An International Handbook. New York: Pergamum Press. Pp. 525-528.
• Kennig, Alexander and Bertrand Schneider. (1995). The First World Revolution, Translator Shahindoukh Kharazmi, Tehran: Book Revival, First Edition. (in Persian).
• Koucheki, L. (2012). Investigating the Relationship Between Key Facts of Innovative University with Students' Orientation to Lifelong Learning: A Case Study of Shiraz University: Master's Thesis, Shiraz University. (in Persian).
• Maleki, H; Ebrahim Kafouri, K; Khosravi Babadi, A. (2015). Investigating the Role of Klein Curriculum Elements in the Graduation of Secondary School Mathematics from the Viewpoints of Curriculum Partners, Quarterly Journal of Research in Curriculum, Year 12, Volume 2, Issue 17, Pages 50-63. (in Persian).
• Marzooghi, Rahmatallah. (2015). Curriculum Sciences New and Future Development. Avaya Noor Publication. Tehran, Iran.
• McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy and action research, New York: Rutledge.
• Mohamadjani, S; Yarmohamadiyan, M, Kajbaf, M, Gholtash, A. (2016). Pattern of sexual education curriculum for adolescence based on the principles of the Qur'an. Quarterly Journal of  New Approaches in Educational Administration, 7(3), p 19. (in Persian).
• Mohammadi Mehr, M, Maleki, H, Abbaspour, A, Khoshdel, A. (2011). A Study on the Competencies Required for Life-Long Learning in Medical Students, Volume 11, Issue 8, p. 12. (in Persian).
• Mohammadi, M; Marzouki, R; Tarkasadeh, J; Salimi, Gh; Haddadnia, S. (2016). Higher Education Curriculum Based on Lifelong Learning Approach, Quarterly Journal of Higher Education Curriculum Studies, Year 7, No 13. (in Persian).
• Mullah Hosseini, A; Barkhordari, B. (2007). The Relationship between Self-management Skills and Innovation of Employees in Kerman Provinces, Journal of Humanities and Social Sciences of Management, No. 27, seventh year, Pages 98-110. (in Persian).
• Nasiri, M; Jafari, Sh, Khazaee Z. (2013). Elementary Education in Iran Lifelong Learning A Basis for Change Curriculum, National Conference on Curriculum Change Education Curricula, Birjand, Birjand University. (in Persian).
• Nongnafat, R. Junjira S. Jintana T. (2012). How To Prepare Nursing Student For Transition To Newly Graduate Professional Registered Nurse. Lifelong Learning International Conference 2012 (3linc’12). P 302.
• petegem w. v. de gruyter, j, & Leuven, K. U. (2008), university strategy development  for lifelong Learning and Innovation. Editors, European Networking and learning for the future. Pp 95-101.
• Pourhadi, P; Moheb Hosseini, F. (2016). Report on the Opening Ceremony of the UNESCO Chair "Teachers as Lifelong Learners, Tehran: Farhangian University. (in Persian).
• Saif, A. (2011). Psychology of Breeding, Tehran: Awareness, 9, pp. 26-27. (in Persian).

Toffler, A. (1993). Future shock, translated by Hesmatollah Kamrani, Tehran: Golshan printing, Third wave, Shahandokht Kharazmi translation, Tehran: Oct. (in Persian).