This document is a research paper on lifelong learning written by Nicolle M. Ayala Mercado for a class at the University of Puerto Rico in Aguadilla. The paper defines lifelong learning as continuous learning from birth to death. It discusses formal, informal, and non-formal methods of lifelong learning and cites philosophers who advocated for learning outside of school. The paper also outlines benefits of lifelong learning such as improved cognitive ability, self-esteem, career prospects, and social integration. It stresses the importance of developing lifelong learning habits like daily reading and knowledge sharing.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
In Custody and the Inspiration Agenda: positive steps forwardDeirdre Hughes
This keynote from Karen Adriaanse, Senior Associate, reflects on findings from the Inspiration in Custody agenda activities and partnership work across the West Midlands region to establish best practice and help promote the importance of future delivery of this type of provision in prisons. The focus of the evaluation was on the impact the events and activities have had on motivating the prisoners to plan for their release and to take actions, while still in prison, that would enhance their chances of future employment or self-employment.
Career Cities: A Way ForwardAarhus University, DenmarkDeirdre Hughes
This presentation sets out examples of Deirdre Hughes' ongoing work on shaping experiences of learning and work within cities. It begins by setting out the rationale for building a careers offer for everyone young person that can be applied both within and outside of cities. The issues associated with child poverty are presented with a call for greater emphasis on career learning for all. The second part focuses on the evidence-base underpinning career education and its impact on pupil's skills and outcomes. It highlights findings from research designed to locate robust casual evidence on career education impact, drawing on experimental and quasi-experimental design.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Positive steps forward education and training in prisonsDeirdre Hughes
Presentation by Karen Adriaanse following research into In Custody Evaluation Agenda for National Careers Service - West Midlands. The associated report is entitled - Inspiration in Custody"
For more information go to dmhassociates.org
Counselling Needs of Higher Secondary School Students of Kerala: An Explorati...iosrjce
The present investigation was directed towards the identification of counselling needs of the higher
secondary school students of Kerala as perceived by higher secondary school teachers by normative survey
method. Perceptions of 200 teachers from selected schools were used to assess the counselling needs. For this, a
Counselling Needs inventory was constructed by the investigator. Results of the analysis indicate that higher
secondary school students have strong counselling needs, as perceived by their teachers. Results also show that
there is no significant difference between male and female teacher perception on the counselling needs of higher
secondary school students.
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
Positive steps forward education and training in prisonsDeirdre Hughes
Presentation by Karen Adriaanse following research into In Custody Evaluation Agenda for National Careers Service - West Midlands. The associated report is entitled - Inspiration in Custody"
For more information go to dmhassociates.org
Counselling Needs of Higher Secondary School Students of Kerala: An Explorati...iosrjce
The present investigation was directed towards the identification of counselling needs of the higher
secondary school students of Kerala as perceived by higher secondary school teachers by normative survey
method. Perceptions of 200 teachers from selected schools were used to assess the counselling needs. For this, a
Counselling Needs inventory was constructed by the investigator. Results of the analysis indicate that higher
secondary school students have strong counselling needs, as perceived by their teachers. Results also show that
there is no significant difference between male and female teacher perception on the counselling needs of higher
secondary school students.
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
Education: Empowering Minds and Shaping Futures
Introduction
Education is a fundamental pillar of human development and progress. It equips individuals with the knowledge, skills, and attitudes necessary to navigate the complexities of life and contribute meaningfully to society. With its roots deeply embedded in human civilization, education has evolved over centuries, adapting to individuals' and communities' changing needs and aspirations.
This essay aims to explore the multifaceted nature of education and its profound impact on individuals, societies, and nations. We will delve into various aspects of education, including its historical context, its role in personal and intellectual growth, the societal benefits it brings, and the challenges it faces in the modern era.
I. The Historical Context of Education
Education has played a central role in human societies since ancient times. In the earliest civilizations, such as Mesopotamia and Egypt, education was primarily reserved for the elite classes, focusing on subjects like mathematics, literature, and philosophy. As societies progressed, the spread of knowledge became more accessible, with the establishment of schools and universities in Greece, India, and China.
During the Renaissance and Enlightenment periods, education experienced a significant transformation. The rise of humanism emphasized the importance of a well-rounded education that encompassed the arts, sciences, and humanities. This period witnessed the birth of universities, which became centers of learning and intellectual exchange.
II. Personal and Intellectual Growth through Education
Education is a transformative journey that nurtures personal and intellectual growth. It fosters curiosity, critical thinking, and creativity, enabling individuals to explore their interests and develop a deeper understanding of the world. Through education, individuals acquire knowledge and skills that empower them to pursue their dreams and aspirations.
Formal education in schools and universities offers structured learning environments where students engage with diverse subjects and disciplines. It equips them with foundational knowledge, analytical thinking abilities, and problem-solving skills. Moreover, education encourages individuals to question assumptions, challenge conventional wisdom, and develop a lifelong love for learning.
Beyond formal education, informal and lifelong learning opportunities further enrich personal growth. Self-directed learning, through books, online resources, and community-based initiatives, allows individuals to explore their passions and develop expertise in specific domains. Lifelong learning ensures that individuals remain adaptable and resilient in a rapidly changing world.
III. The Societal Benefits of Education
Education is not solely confined to individual growth; it also brings numerous societal benefits. Educated individuals are more likely to secure better job opportunities
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
C
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t
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
The importance of understanding the learning process when trying to improve p...wellcome.trust
Presented by Maria Elizabeth Gastal Fassa, Anaclaudia Gastal Fassa, Neice Müller Xavier Faria at the Public Engagement Workshop, 2-5 Dec. 2008, KwaZulu-Natal South Africa, http://scienceincommunity.wordpress.com/
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. University of Puerto Rico in Aguadilla
Department of English
Research paper
“Lifelong Learning”
Nicolle M. Ayala Mercado
INGL3231-LB1
Dr. Carmen Cabán
November 9, 2015
2. 2
Table of Content
Topic Page
Introduction…………………………………………………………………….3
Lifelong learning meaning, methods, benefits and habit creation…..………….4-8
Conclusion………………………………………………………………………9
References…………………………………………………………………….10-11
3. 3
In the world teaching and learning has been very important for many people. Learning is
a very significant factor in human development and social behavior. If humans maintain
themselves learning. They will be more productive in the society and they will feel good about
themselves, because they will know and share new information constantly with others. Statistics
show that the vast majority of human population is mature and old. With this changes in
population, there should be a change in the way humans get educated and to whom and how the
education is given. This is why people should think of lifelong learning. This topic of lifelong
learning began growing a few decades ago and now has developed into a much needed aspect of
life. Lifelong learning can be implemented in schools because is not only for the elderly and it will
be helpful in the future. To be a lifelong learner people should know the meaning and have a clear
view and understanding of it. Another important factor that each individual should know are the
types of learning methods used in the process. Additional people should know the benefits this
system offers to their cognitive learning, self-confidence and productivity. Finally people should
know the techniques that will motivate and improve a lifelong learning behavior through life.
4. 4
This method has been defined as a continuous learning from the moment the person is born
to the moment he or she takes his last breath. It has been around since the 50’s and 60’s but the
moment of highest impact was in the 1990’s. The method can be seen as any type of learning
whether it is on school, job, and home or in extra-curricular activities. People can experience it
when they learn and socialize with their surroundings. Throughout the years there have been
philosophers that have agreed that learning should take place outside school because learning in
school is very limited. Schools only offers and focusses on basic subjects. Here in Puerto Rico
they focus on some areas in Math, Science, Health, Social Studies, History, Spanish and English.
Ivan Illich said “More learning should be done at home, in offices and kitchens, in the contexts
where knowledge is deployed to solve problems and to add value to people’s lives” (Smith, M. K.
2001). Affirming that, learning in an informal way, could bring help to the community. People can
acquire knowledge outside of school ground in a daily basis because this is where the individual
has the freedom to participate in discussions and figure out better ways to develop cognitively and
in a personal aspect. Illich also said that “educators freed from the restraint of schools could be
much more effective and deadly conditioners.” (Smith, M. K. 2001). Therefore, teachers should
promote learning outside of school grounds, and should motivate their students to start lifelong
learning behaviors so later in their life they can be valuable in their community even when they
get into an old age.
Young people, old people, parents and teachers should understand the methods in which
learning can take place. There are three ways people can learn. They are:
1. Formal = It is well planned and structured, it can be enrolled in a class, attending
lectures or engaging in seminars. It is usually directed by a teacher and the structure
has objectives about a certain topic, it is given in an institution, university or a school
5. 5
and will provide the person with a degree, diploma or certification. Therefore, formal
learning is strict and will guide the learner in the path that the teacher wants, giving the
individual less freedom, but providing the necessary tools to learn.
2. Informal =It is known as the daily work an individual does or any self-taught material.
It can take place at any given time and place, the individual has no need to have a well-
structured process in learning. Usually informal learning is not taught by teachers but
by a co-worker, aunt, father, mother, brothers, grandfather, friend or someone outside
of the educational system who has vast knowledge over a given subject.
3. Non-formal = It is structured and relates in an indirectly way to formal education. This
type of education became a big part of formal learning around the 1960’s and 1970’s,
Malcolm Tight a professor in Lancaster University suggested that non-formal learning
is passed on “acknowledging the importance of education, learning and training which
takes place outside recognized educational institutions”(Smith, M. K. 2001). Also, this
method is flexible, independent and the time that people spent in it is short. If the person
is very interested in the subject, he or she will spent more time searching and learning.
It is also individualized and the person decides what subject should be discussed,
developed or investigated. Almost all the students and adults use non-formal learning
because they are using their interests and needs to educate themselves. It still involves
formal education, but the subjects are presented in a flexible time period and the student
will have a friendly behavior towards the teacher or any other individual. Also if we
use non-formal learning people can express themselves freely. Sharing what they think
and debating in a more independent way.
6. 6
Now there is a better understanding of the definition and the methods used in lifelong
learning. People should also know what benefits can be provided by this method on their self-
esteem, productivity and cognitive development. All of these go hand in hand, if a person’s
cognitive development is on a good track then the individual will feel more confident, therefore
increasing self-esteem. When people have high self-esteem they feel good about themselves and
behave productively in society. Having this perspectives in mind, a few professionals like
Hildebrand, Mascle, and Nordstrom and his son have mentioned some benefits that lifelong
learning pervades. The benefits will not be mentioned in any particular order, the objective is for
the individual to see in what ways this learning style can help and motivate the person to create a
habit or rutting of learning in this special way. The benefits of lifelong learning are the following:
You sharpen the mind with the years of learning, when people maintain themselves reading
and searching for new topics to learn from, they stimulate the brain, creating lifelong
learning. This helps in the future because older people will not feel lost in the world.
The individual has a broad mind filled with knowledge he or she can accomplish, better
goals in the job and outside of it. Even get a better position and salary.
Lifelong learning can improve and ensure a good career for your life. An excellent job and
a high position in the society.
People create self-assurance when they are lifelong learners.
With lifelong learning people can expand their knowledge and vocabulary. Be aware of
what is changing in the world, what’s true and what’s false. This way the person can share
the information with others in the society.
7. 7
It can help young and older people adapt, because if they have a lifelong learning self –
routine. They will know the changes occurring in the environment and they will not feel
lost. They will adjust very quickly.
With Lifelong learning behavior, people generate an appetite for learning more and acquire
more knowledge. Each day the individual would want to look for information that can
provide knowledge that hadn’t been acquired.
It also can help people’s integration in the society, because they become more social and
secure about themselves and by this they make new relationships in work, schools,
neighborhoods and social groups.
This is why the lifelong learning habit is so important. If an individual wants to promote
this habit he or she should always have a book nearby. It does not matter if it is a story, a
novel or an article. It could be whatever the person wants but there has to be reading
involved for there to be an acquired knowledge in the end. This will help the individual
expand their vocabulary. The person has to choose a time in their day to do this. Also the
individual can make a list to keep track of what they want to learn. If the individual is
surrounded by friends with the same lifelong learning habit he or she will become more
intellectual throughout the years because they are exchanging information from each other
and learning about different topics every time they meet. People become critical thinkers
when they acquire the skill through this habit. They start to agree and disagree with others
opinions and ideals. They start questioning others and themselves looking for answers and
new ideas for the topic they are is reading and learning about.
8. 8
The individual should share what he or she has learned with peers in work, friends and
family. In addition, it should be taught all acquired for a better understanding of it. When
the individual has decided to promote this habit he will develop new skills that will be used
throughout life. The person should be aware of the time spent learning. It would be better
to take some time in the morning because the brain is rested without the stress of the day,
but the person decides in what time of the day he is going to spend doing this. The more
time the individual spends learning the more effective it will be. Finally, the individual
should make lifelong learning a priority and make it part of their life.
9. 9
Lifelong learning can be done in three ways formal, informal and non-formal. It has
a lot of good benefits that each individual would want to have. It creates critical thinking and
people can think outside the box. It also creates self- confidence and nurtures the brain.
Lifelong learning is acquired through reading and searching about different subjects that will
help the person grow in knowledge. Older people can benefit from this because if they would
apply such habits they would keep up with society changes. They will not feel lost or left out.
This habit can be implemented at an early age. If every child grows using this
method in their life, it would bring amazing results. When people become lifelong learners
they will acquire skills in themes like: global awareness, financial, economic, business and
literacy. When they start thinking, they become critical thinkers, innovators and leaders in
society.
“Once you stop learning, you start dying.” – Albert Einstein.
10. 10
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