Teachers’ Awareness of the Significance of Lifelong Learning: A Case Study of Secondary School Teachers of Batna – Algeria
Authors: Bahloul Amel
This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical selfawareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1096827Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1627
 Bentley, T. (1998). Learning beyond the classroom: education for a changing world. London: Routledge
 Blaxter, T.,Hughes, C., & Tight, M. (2002). How to research (2nd ed.) Buckingham : Open University Press.
 Bolhuis, S. (2001). Leren en veranderenbijvolwassenen. Eennieuwebenadering. (Learning and change of adults], (2nd ed.) BussumCoutinho
 Candy, P.(1991). Self-direction for lifelong learning: a comprehensive guide to theory and practice. San Francisco. Jossey-Bass
 Coffield, F. (1999). Breaking the Consensus. Lifelong learning as social control, British Educational Research Journal, 35 (4).
 Deleon, A. (1964). Basic Trends in Workers’ Education. International Review of Education, 9, 301-310.
 EU Commission (2006). Official Journal of the European Union, OJ L 327/45 Retrieved on 24. 11. 2006, from http//eur-lex Europa.eu/LexUnServ/site/en/oj/2006/1_327/1_32720061124en0045006 8.pdf
 European Council (2002). Detailed work programme on the follow-up of the objectives of education and Training Systems in Europe, 2002/C142/01.
 Huber, G.L. & Roth, J. H. W. (1999). Findenodersuchen? Lehren und Lemen in Zeiten der Ungewissheit. (To find or to look for? Teaching and learning in times of uncertainty). Schwangau: Ingeborg Huber.
 Jakobi, A. (2009). Global education policy in the making: international organizations and lifelong learning. Globalization, Societies and Education 7, (4), 473 – 487
 Jarvis, P. (1995) Adult and Continuing Education : theory and practice (London, Routledge, second edition)
 McCombs, B. L. (1991). “Motivation and lifelong learning”. Educational Psychologist, 26,117-127
 Rose, M. M. Kristin, Z. C., & Tomas, A. L. (1999). Lifelong Learning : A Preliminary Look at Litterature in view of EC 2000, 29th ASEE/IEEE Frontiers in education Conference, November 10-13, 1999, San Juan, Peurto Rico
 Sharples, M. (2000). The Design of Personal Mobile Technologies for Lifelong Learning, Computers & Education, 34, 177-193
 Su, Y. (2009). Idea Creation: the need to develop creativity in lifelong learning practices. International Journal of Lifelong Education, 28(6), 705-717
 Sutton, P. (1996). Lifelong Learning and Continuing Education. In: A. C. Tuijnman, (ed.), The International Encyclopedia of Adult Education and Training. Oxford: Pergamon Press.
 Verma, G. &Mallick, K. (1999). Researching Education : Perspectives and Techniques, New Delhi: Palmer Press
 World Bank. (2003). Lifelong Learning in the Global Knowledge Economy. Challenges for Developing Countries. Washington: World Bank.
 Zuboff,S. (1998). In the age of the smart machine. New York: Basic Books, Inc.