Research On The Construction Of Adult’s Lifelong Learning Competencies

With the rapid development of science and information technology,lifelong learning has become an important way of social and personal progress.However, to promote lifelong learning not only subject to external learning supportsystem, but also depends on the citizen’s lifelong learning competencies. Adults, as themain group who practice lifelong learning, need to face more complicate learningenvironment due to their lost of the formal school learning environment. It requiresthem of higher competency to ensure continuous leaning. Thus, this article is to selectthe adult as the object of study to construct the lifelong learning competency by thetheoretical study and investigation. It also suggests the training strategies frommicro-level by analyzing the construction of lifelong learning competency.Thedissertation is consisted of six chapters.Chapter1is introduction, which includes the background, research significance,research approach, concept definition and literature review.Chapter2is the theoretical discussion on building competencies of lifelonglearning for the adult. Firstly, this article will analyze the feasibility of adults’lifelong-learning ability through two dimensions. One is the adult–who is the maingroup of practicing lifelong-learning. The other one is the feasibility of analyzinglifelong-learning ability by dividing adults into different age groups. Secondly, it is todiscuss the starting point for the construction of adults’ lifelong learning competency.By analyzing the internal mechanism of adult’s learning activates, this research exploresthe formation of adult’s lifelong learning competency which has three dimensions--cognition, regulation and interaction. On this basis, it then divides three dimensions intotwenty-four elements.Chapter3is investigation of composition adults’ lifelong learning competency. This chapter is about the survey which is made up of twenty-four adults’ lifelonglearning elements and it is used nationwide to investigate the composition of adults’lifelong learning competency. Then,using exploratory factor analysis extract the sixcore competencies that are “competency of adaptive learning”,“thinking ability”,“independent learning ability”,“ability to cooperate”,“self-monitoring ability”,“abilityto use language”.Chapter4is to research on the structural relationship among the compositions ofadult lifelong learning items. It analyzes the results of the survey using the twomethods of statistical analyzing which are correlation and partial correlation analysis.On this basis, it induces two characteristics for internal structural relationship incompetency of adult’s lifelong learning---independent learning ability term suites coreposition and a direct or indirect link between the core items. And the two featuresoffer enlightenments for practical use.Chapter5is to discuss the Suggestions which centered on the training of adults’lifelong learning competency. The composition of adult’s lifelong learning and theinternal relationship analysis provide guidance for practice from micro—level. Firstly, itimproves the level of adult’s met cognition, and helps the adult to learn “how to learn”.Secondly, it encourages abandoning the traditional training model in formal educationcontexts by adopting the activities which focus on cultivating the adult’s abilities.Thirdly, it makes clear the formation of the core learning ability and formulatescorresponding evaluation system.Chapter6is conclusions. It summarizes the main conclusions to reflect on thewhole research t and proposes the further research topic.