Dear authors and readers!
We are concluding the 7th year of publishing the journal Lifelong Learning: XXI Century. It is a well known tradition to sum up the results of the year. About forty articles are published annually, and the outgoing year is no exception.
The articles by the authors from different regions of the Russian Federation, and also from Finland, Czech Republic, Canada, Vietnam were published in 2019. According to the data of Scientific e-library the journal is characterized by the following features:
- in the SCIENCE INDEX rating the journal takes the 9th place out of two hundred sixteen in the section "Public Education. Pedagogy";
- the RSIC (Russian scientific index citing) two-year impact factor is 0,634;
- the RSIC five-year impact factor is 0,643.
What new materials a reader may find in December issue?
In the lifelong learning methodology and project section the article by doctoral candidate (ABD) from Canada on the topic of using the digital Google library in the study of lifelong learning is presented. The Finnish colleagues continue the topic on the specific features of education and professional orientation in Finland and raise a point of transferring the Finnish social and educational technologies to post-Soviet countries.
As before, a number of the authors are focused on the problem of high school and tertiary education continuity. Two articles dwell upon the problems of the first-year students adaptation to the university education: one of the articles presents the results of the first-year students emotional states study; another one is devoted to the opportunities of a specific discipline (the English language) in solving the above-mentioned problem.
A number of articles touch upon the problems of upbringing the young generation. Personal orientation reflected in Federal state standards does not mean a success when put into practice. Some of the articles reveal this topic, they are dedicated to the problems of social activity development for high school students through the use of potential of the hero city, establishment of ethno-cultural competency of future technology teachers, and also to innovation approaches in organization of leisure practices in a family format (children and parents).
The problem of mentoring is far from being new for the theory and practice of postgraduate education, but traditionally the mentoring was addressed to the category of new personnel. The authors present a new view on mentoring as a way of lifelong learning and continuous development for the personnel.
The postgraduate education as a third level of tertiary education calls for ambiguous assessment. It seems that to solve this problem one should rely not on emotions and instances but evidence-based studies on advantages and disadvantages of the new approach both in Russia and abroad. In the article the analysis of successful experience and results of postgraduate education in a scientific organization in comparison with the statistic data in the Russian Federation is given.
In the journal we often published the papers on the specificity of lifelong learning embracing different areas of professional education and on the problems of additional education. In this issue one of the articles throws light on the specific features of additional architectural education.
In the polemical section of the journal the two papers are placed. In one of them sent from Czech Republic the attempt to study the features of professional activities of senior educators in the light of generation approach is presented. The aging of professors staff is observed in a number of countries including Russia. In connection with this it is useful to draw attention to the specific qualities of both educators and learners, and also to the potential problems of interaction between the senior professors (Silent generation and generation of Baby boomers) and the students (the Millennium and Homeland generations). Another article is devoted to one of the trends of education development, namely to fundamentalization of higher education. The author claims that it creates a new base for better adaptation of young specialists to the changing conditions of industrial activities and further professional growth. The combination of fundamentalization of higher education and applied bachelor education calls for speculation.
In conclusion we would like to draw attention of potential authors to the following data: in 2019 88 papers were received by the editorial office, of which only 43 were published. The most frequent reasons for the paper rejection are insufficient originality and inadequacy to the journal agenda and requirements.
We wish you interesting reading and express gratitude to the Russian and foreign authors, reviewers, and readers for the active attention and assistance in innovation development of the lifelong learning remit.
Merry Christmas and Happy New Year!
