Improving Lifelong Learning: Cluster and Ecosystem Approaches
Research Article
How to Cite
Borovskaya M.A., Masych M.A., Panichkina M.V. Improving Lifelong Learning: Cluster and Ecosystem Approaches. Humanities of the South of Russia. 2020. Vol. 9. No. 5. P. 15-35. DOI: https://doi.org/10.18522/2227-8656.2020.5.1 (in Russ.).
Abstract
The qualitative changes of the modern economy modify the demands of the labor market that necessitates the qualitative transformation of the infrastructural basis of the continuous education system (lifelong learning). The study aims to propose the improvement of the system of lifelong learning based on the study of the education system environment and the development of the corresponding infrastructure, based on the cluster and ecosystem approaches.
The methodology of the study includes comparative analysis, systematic approach and analysis of foreign and Russian scientific publications on the current state of the problem of lifelong learning, as well as the legislative and regulatory acts of the Russian Federation, including the national program “Digital Economy of the Russian Federation”, the National projects “Education” and “Science” that contribute to the development of the system of continues education.
The results of the study show key features of the development of the infrastructural basis of the continuous education system (lifelong learning) in Russia, including clustering of the scientific, educational and research environment, that requires implementation of the ecosystem approach. These features ensure diversity, maximum productivity and resources circulation of the participants within clusters, as well as adaptability and scalability of the lifelong learning system. This paper presents the trends of structural changes in demand for lifelong learning, caused by the establishment and development of new markets related to the implementation of the National Technology Initiative and introduction of digital technologies in all sectors of the economy; considers the impact of ongoing National projects on the establishment and development of the infrastructure for the system of continuous education (lifelong learning) in Russia; presents the impact of lifelong learning on the quality of life of an individual; shows the influence of the systemic professional development of teachers and lecturers at various levels of the education system on the efficiency of the continuous education of an individual, and substantiates the introduction of cluster and ecosystem approaches to implementation of the concept of lifelong learning.
Keywords:
lifelong learning, cluster, ecosystem approach, quality of life, individualization of education, infrastructural basis
References
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Teo, T.W., Badron, M.F., Tan, A.-L. (2017). Enabling classroom change by infusing cogen and coteaching in participatory action research. Asia-Pacific Science Education, 3(6). DOI: https://doi.org/10.1186/s41029-017-0019-7.
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Wu, H., Zha, Q. (2018). A New Typology for Analyzing the Direction of Movement in Higher Education Internationalization. Journal of Studies in International Education, 22 (3), 259-277.
Yusupova, N.G., Skudareva, G.N. (2018). Ongoing Pedagogical Education in the Context of Education Innovation Cluster. EEIA-2018. 2018 International Conference “Education Environment for the Information Age”, 860-869.
Gromyko, Yu.V., Margolis, A.A., Rubtsov, V.V. (2020). School as an Ecosystem of Developing Child-Adult Communities: An Activity-Based Approach to Designing the School of the Future. Kul’turno-istoricheskaya psikhologiya, 16, 1, 57-67. DOI: https:// doi.org/ 10.17759/chp. 2020160106. (in Russian).
Ignatovich, E.V., Lopukha, A.O. (2016). Management of the development of continuing education at the university: the experience of PetrSU. Universitetskoye upravleniye: praktika i analiz, 5 (99), 80-94. (in Russian).
Makova, N. (2019). Life in Lifelong Learning style. Available at: https:// snob.ru/ profile/32064/blog/158409. (in Russian).
Sysoev, P.V. (2013). Individual trajectory training. Yazyk i kul’tura, 4 (24), 121-131. (in Russian).
Adilzhanova, A., Ixanova, U., Kaus, A. (2018). Enrichment clusters: Educating for the real world. NUGSE Research in Education, 3 (1), 11-20.
Aubrey-Smith, F. (2018). Every teacher a researcher. Available at: https:// www. headteacher-update.com/best-practice-article/every-teacher-a-researcher/170470/.
Chua, H., Lee, S., Fulmer, G.W. (2017). Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school. Asia-Pacific Science Education, 3, 4. DOI: https://doi.org/10.1186/s41029-017-0015-y.
Craig, C.J. (2009). Teacher Research and Teacher as Researcher. In: Saha L.J., Dworkin A.G. (Eds). International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education. Springer, Boston, MA, 21. DOI: https:// doi.org/ 10.1007/978-0-387-73317-3_4.
Davydova, N., Igoshev, B., Simonova, A., Fomenko S. (2018). Educational cluster as a system forming component of the regional model оf continuous pedagogical education. Pedagogical education in Russia, 10.
Fernandez, F.B. (2017). Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics. Asia-Pacific Science Education, 3, 3. DOI: https:// doi.org/10.1186/s41029-017-0014-z.
Flek, M., Ugnich, E. (2020). The professional and educational ecosystem as a driver of development collaboration between engineering education and production. MATEC Web of Conferences. IX Czarnowski Readings. DOI: https:// doi.org/10.1051/matecconf/202031102003.
Fulmer, G.W., Chu, H., Sonya N. (2018). Martin The Potential of Teacher-Led Research: Teachers’ Action Research Collaborations in Science Education in Singapore. Asia-Pacific Science Education, 4, 7. DOI: https:// doi.org/ 10.1186/s41029-018-0024-5.
Khodjamkulov, U. (2020). Necessity and Conditions For Forming A Cluster Of Pedagogical Education (On The Example Of The Education System Of Uzbekistan). European Journal of Research and Reflection in Educational Sciences, 8, 4, II, 133-137.
Khodjamkulov, U., Botirova, S., Shofkorov, A., Abdirimova, I. (2020). Bases of Organizing Cooperation between Educational Institutions through Clusters (on the Example of the Education System of Uzbekistan). Journal of Critical Reviews, 7, 12, 243-247.
Learning and earning. Special report lifelong education. (2017). Available at: https://www.economist.com/sites/default/files/learning_and_earning. pdf.
Long, S.C.J., Bae, Y. (2018). Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore. Asia-Pacific Science Education, 4, 2. DOI: https:// doi.org/10.1186/s41029-017-0017-9.
Menon, A.G. (2017). Towards building an education ecosystem of consequence. International Data Corporation.
Mills, J., Rinehart, K.E. (2019). Teachers as Researchers. Editorial Teachers and Curriculum Journal General Issue.
Moore, J.F. (1993). Predators and prey: a new ecology of competition. Harvard Business Review, 71, 76-86.
Mukhamedov, G.I., Khodjamkulov, U.N., Shofkorov, A.M., Makhmudov, K.S. (2020). Pedagogical education cluster: content and form. ISJ Theoretical & Applied Science, 01 (81), 250-257.
Obedkova, L., Opeikina, T., Korobkina, N., Belikina, A. (2019). Agricultural Educational Cluster as a Mechanism of Successful Investment in Human Capital. Advances in Social Science, Education and Humanities Research, vol. 393. The Fifth Technological Order: Prospects for the Development and Modernization of the Russian Agro-Industrial Sector (TFTS 2019).
Pestereva, N., Yuhu, S., Belyakova, M., Jgin, F. (2019). The Formation of the Eurasian Research-and-Education Ecosystem and the Internationalization of Educational Platforms: the Case of Russia and China. European Journal of Contemporary Education, 8(4), 841-854. DOI: 10.13187/ejced.2019.4.841.
Teo, T.W., Badron, M.F., Tan, A.-L. (2017). Enabling classroom change by infusing cogen and coteaching in participatory action research. Asia-Pacific Science Education, 3(6). DOI: https://doi.org/10.1186/s41029-017-0019-7.
The Future of Jobs Report 2018. Centre for the New Economy and Society. World Economic Forum. Available at: http:// www3. weforum.org/docs/WEF_Future_of_Jobs_2018.pdf.
Wang, Z.Y., Zhang, Q.Y. (2019). Higher-Education Ecosystem Construction and Innovative Talents Cultivating. Open Journal of Social Sciences, 7, 146-153. DOI: https:// doi.org/10.4236/jss.2019.73011.
West, S. (2020). Innovation in teaching and research: bridging life-long learning and research January. Conference: Bürgenstock-KonferenzAt: KKL, Luzern, Switzerland.
Wu, H., Zha, Q. (2018). A New Typology for Analyzing the Direction of Movement in Higher Education Internationalization. Journal of Studies in International Education, 22 (3), 259-277.
Yusupova, N.G., Skudareva, G.N. (2018). Ongoing Pedagogical Education in the Context of Education Innovation Cluster. EEIA-2018. 2018 International Conference “Education Environment for the Information Age”, 860-869.
Article
Received: 07.09.2020
Accepted: 08.12.2020
Citation Formats
Other cite formats:
APA
Borovskaya, M. A., Masych, M. A., & Panichkina, M. V. (2020). Improving Lifelong Learning: Cluster and Ecosystem Approaches. Humanities of the South of Russia, 9(5), 15-35. https://doi.org/10.18522/2227-8656.2020.5.1
Section
MODERN RUSSIAN SOCIETY
