Impact of life-long learning on the socio-economic development of rural areas

Abstract

In this research, the topic was based on “impact of life-long learning on the socio-economic development of rural areas. Life-long learning supports individuals to enhance their knowledge and learning by self-initiation. It helps in the overall personal development where people learn about socio-economic issues. This report suggested that how life long learning is important to enhance the socio-economic life, especially in rural areas. Various key benefits was outlined such as life-long journey supports people to respect each other’s culture, nationality, values and so on. It also supports in diminishing the poverty line rural areas as education supports employment. The research was based on qualitative study where all data are gathered in-depth manner so that better understanding can be attained by the readers. Through research methodology, the researcher understood about different techniques and tools that supports qualitative study. With the use of qualitative research method, the investigator focused on the interpretivism philosophy, inductive approach, systematic literature review as the strategy, secondary sources for the data collection along with thematic analysis tool was outlined for the analysis purpose.

Introduction

Life-long learning is known as an ongoing, self-motivated and voluntary pursuit of knowledge for either individual and professional reasons. It is fundamental for an individual’s abilities and employability, but also increases social inclusion, personal development and active citizenship (Nørgård, 2021). Whereas, socio-economic development is an activity of social and economic evolution in the society. In this research, the investigator will demonstrate the impact of life-long learning on the development of socio-economic development of the country.

Problem definition

An individual can face severe problems when there is a lack of opportunities in the growth and development. Especially in rural areas, people do not encourage learning a lot as they cannot afford expensive education system. Women are also discouraged to grow their skills and abilities to become a better person who can change the world (Hansen and et.al., 2019). People living in rural areas discriminate men and women and stops women to enhance their learning. Poverty and illiteracy is also a major problem in rural areas that negatively affect the socio-economic development (Liu, Sun and Fang, 2019).

Research aims and objectives

Research Aim:

To analyse the impact of life-long learning on the socio-economic development of rural areas.

Research Objectives:

  • To understand the concept of life-long learning and socio-economic development in context of rural areas
  • To determine the impact of life-long learning on the socio-economic development of rural areas

Research Questions

  • Elaborate the concept life-long learning and socio-economic development of rural areas.
  • What is the impact of life-long learning on the socio-economic development of rural areas?

Literature Survey

Concept of life-long learning and socio-economic development in context of rural areas

From the viewpoint of Yang, Huang and Liu (2020) lifelong learning supports an individual to enhance from within and grows bit by bit. It refers to the self-initiated form of learning for individual growth of a person. Also, life-long learners identify the value and joy of personal growth so that they never settle for what they experience and systematically seek to enhance and discover upon their current knowledge (Mukherjee, 2019).

Whereas, Wang  (2022) socio-economic development is taken as the process of socio-economic development in a community. It deals with the transformation of social institutions in a way that enhances the capacity of the society to meet its objectives. It also relates with the progressive attitudes and behaviours by the local people, adoption of more advanced technology and effective process (Huang and et.al., 2021).

Impact of life-long learning on the socio-economic development of rural areas

From the viewpoint of Sajjad (2019) it is essential to understand the need for good quality learning in rural areas because it supports in keeping rural areas populated. Life-long learning can create income and employment opportunities in rural areas (Dede and Richards, 2020). It has been studied that the availability of skilled labour, local markets and transportation infrastructure are main factors in choosing a society for an industrial placement.

While, Llego (2022) perceives that  life-long learning helps in building strong and vibrant communities as education can support in starting new businesses, develop employment and contribute to the overall economy of the society. It also aids in developing productive citizens in rural areas who are engaged in the society and are committed to creating a better place to live (Boyadjieva and Orr, 2022).

Research Methodology

Research Philosophy

Interpretivism philosophy will be used in the report. It assists researcher to collect data with small sample size and more useful for qualitative study.

Research Approach

Inductive approach supports in qualitative research where the investigator can make theories and concepts which are new (Dion and et.al., 2020). It deals with a certain set of observations and shift to the ordinary set of proportions in context of experiences.

Research strategy

The investigator will use systematic literature review as a strategy to conduct qualitative type of study systematically.

Choice of methods

Through mono method, the investigator will use qualitative method of study because it supports in depth data.

Data collection and analysis

Secondary sources like journals, articles, books, government sites etc. will be exploited to collect secondary data (Leedy and Ormrod, 2019). It saves time and cost and easily available to meet the objectives. Thematic analysis tool will be used to analyse the gathered data.