Lifelong Learning through the lens of faculty in Azerbaijan

Currently, in the field of education, lifelong learning is a crucial concept pointing at
knowledge and skill upgrade through formal, informal and non-formal ways. In accordance
with National Qualifications Framework of Azerbaijan, this concept is planned to be
reinforced in various stages of education. Nevertheless, literature pointed at that there is a
lack of awareness and involvement to certain forms of lifelong learning in Azerbaijan.
Particularly in higher education stage, findings from studies point at lack of involvement of
faculty members to both formal or non-formal learning options (such as, conducting research
and participating at developmental programs). This qualitative study examined the way
faculty understand and gain new knowledge and skills. The data collected through memoing,
review of documents and interviews from 15 faculty members from diverse disciplines.
Based on faculty perceptions, definitions of lifelong learning are outlined in three different
directions. Findings suggested that in Azerbaijan, faculty members opt for informal learning
opportunities due to its less structural and pliable features. Self-study builds up huge part of
informal learning and certain personal and institutional level factors hinder faculty
engagement with all types of lifelong learning. Only a group of faculties can involve non
formal learning opportunities via institutional support, however, formal learning is considered
less productive owing to structural and stringent nature, specifically at local PhD programs.