Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis
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Author(s)Kateryna OnopriienkoLink to ORCID Index: https://orcid.org/0000-0001-6455-5329
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Kornélia LovciováLink to ORCID Index: https://orcid.org/0000-0001-7624-0746
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Martina MateášováLink to ORCID Index: https://orcid.org/0000-0002-9637-9822
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Anzhela KuznyetsovaLink to ORCID Index: https://orcid.org/0000-0003-3590-7625
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Tetiana VasylievaLink to ORCID Index: https://orcid.org/0000-0003-0635-7978
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DOIhttp://dx.doi.org/10.21511/kpm.07(1).2023.02
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Article InfoVolume 7 2023, Issue #1, pp. 15-28
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216 Downloads
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Creative Commons Attribution 4.0 International License
In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as “SDG 4”, “adult education”, “lifelong learning” and “economic”. This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning.
Acknowledgment
The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198«OSEE – Open Science and Education in Europe: success stories for Ukrainian academia». This study was funded by the grant from the Ministry of Education and Science of Ukraine “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (registration number 0123U100114). “Convergence of economic and educational transformations in the digital society: modeling of the impact on regional and national security” (state registration number 0121U109553).
- Keywords
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JEL Classification (Paper profile tab)A13, A29, J08, J24
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References40
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Tables1
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Figures10
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- Figure 1. Dynamics of the number of scientific papers for the keywords “lifelong learning” and “education”
- Figure 2. Dynamics of the number of scientific papers for the keywords “adult education” and “economic”
- Figure 3. Spheres of publications on the topic of lifelong learning
- Figure 4. Top 10 countries by the number of publications on lifelong learning
- Figure 5. Map of networks between the keywords of articles published on lifelong learning
- Figure 6. Co-authorship network by country
- Figure 7. Map of co-authorship of Finland
- Figure 8. China co-authorship map
- Figure 9. Germany co-authorship map
- Figure 10. Time map of co-authorship of Ukraine
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- Table 1. Number of scientific publications by keywords
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Twice displaced, but unconquered: The experience of reviving a Ukrainian university during the war
Olga Porkuian , Oleksii Tselishchev , Ruslan Halhash ,
Yevhen Ivchenko ,
Olena Khandii
doi: http://dx.doi.org/10.21511/ppm.21(2-si).2023.12
Problems and Perspectives in Management Volume 21, 2023 Issue #2 (spec. issue) pp. 98-105 Views: 461 Downloads: 203 TO CITE АНОТАЦІЯA new wave of relocation of universities from the war zone has resulted from the negative consequences of the hostilities and the temporary occupation of the territories of Ukraine by the russian federation. The challenges of today have a multidirectional impact, especially on universities that have been displaced twice. The relocation of each university is a unique experience, and academic management is the object of modern scientific research. Therefore, the paper aims to highlight the experience of gaining resilience and developing the sustainability of Volodymyr Dahl East Ukrainian National University (hereinafter V. Dahl EUNU) during the evacuation in 2014 from the city of Luhansk to the town of Severodonetsk, and in 2022 along the entire movement path to the city of Kyiv. It is determined that the main resources are human and social capital, which allow not only counteractong the challenges of martial law, but also ensuring the restoration of the system and its further development. The introduction of digitalization of the educational process, and work on the development of values and reputation are identified as the main tools for survival in dangerous war conditions. According to the results of the study, it was proved that in the conditions of martial law, the university acquired new qualities and developed the capacity for resilience. The ability of V. Dahl EUNU to use its strengths to overcome dangers and obstacles and to choose strong strategies focused on recovery and development was considered.
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Digital tools for distance learning in the system of corporate training and personnel development
Iryna Varis ,
Oksana Kravchuk ,
Anastasia Burda
doi: http://dx.doi.org/10.21511/slrtp.12(1).2022.02
Social and labour relations: theory and practice Volume 12, 2022 Issue #1 pp. 14-25 Views: 353 Downloads: 122 TO CITEThe need to choose the best ways to implement corporate training processes in extreme conditions determines the relevance of research. The adaptation of traditional learning tools to distance learning using various methods and training programs is relevant. The aim is to determine the optimal digital tools (software and online platforms) for the successful implementation of the corporate training process in a remote format in the conditions caused by the COVID-19 pandemic and martial law in Ukraine. The main approaches to the implementation and conduct of distance corporate training are considered and the need for its proactive management is highlighted. The study summarizes the types of training, vocational training methods, the main factors influencing distance learning, and online training platforms. The survey highlighted current trends in the use of distance learning in Ukrainian business practice and its effectiveness. The survey results made it possible to draw a conclusion about the current role of distance personnel learning in business practices, as well as to determine the priority of forms of training and means of its implementation. The data obtained confirm that most companies in modern world are focused on retaining staff and maintaining their high skills to improve efficiency and conserve human resources even during a pandemic and war. Digital distance learning tools should be increasingly used in the corporate training and development system.
