International PhD seminar in Education | Educational trajectories and lifelong learning

Natalia Rosenfeld (HSE University), The prevalence and success of non-linear educational and career trajectories in Russia, considering the role of lifelong learning

For the first time the specifics of participation of different generations of Russian youth in educational activities are studied using the trajectory approach. 
The study is conducted on the data of RLMS participants born from 1976 to 1998, for whom the position in education and labor market for 10 years from the 15th birthday is known.
The results answer the following questions:
What educational trajectories do young people in Russia born at different times follow? Which life stages correspond to the most "active" and "passive" phases of the accumulation of human capital? What links exist between transitions in education and the labor market?

Koh Wei Xun (National Institute of Education, NTU Singapore), Lifelong learning: The impact of prior learning and life experiences on post-schooling learning motivation and continual learning engagement

Research in lifelong learning has primarily focused on andragogical perspectives of instructional teaching in adult education. Although important, this dissertation argues that the motivation to engage in continual learning for professional development plays an equally pertinent role given the self-directed nature of lifelong learning. To this end, a Propensity to Engage in Lifelong Learning Scale (PELLS), based off an identity theory and personal learning identity framework, is conceptualized to measure the tendency and likelihood in which individuals will engage in lifelong learning practices. It is theorized that the development of personal learning identities serves as the primary driver of individual post-schooling learning motivation and continual learning engagement. Additionally, this research study is also interested in elucidating the characteristics of experiences which influence the shaping of these personal learning identities. It is postulated that, in particular, salient educational events and microlevel educational experiences during initial schooling play a disproportionately important role in influencing individuals current propensity to engage in lifelong learning.
This PhD study seeks to extend lifelong learning research by investigating the often overlooked motivational dimension. It is the hope that results from this research study will contribute to the active shaping and development of lifelong learners and a renewed understanding of the requirements in molding a learning community and society.

For all questions, please do not hesitate to contact us at ioe_hse@hse.ru.

See more on the seminar webpage: https://ioe.hse.ru/phd_seminar_in_education