Presenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning ...
Author: Michael Osborne
Presenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field. The book reviews the emerging issues from researching teaching and learning in different post-school contexts - an issue which has grown in research importance around the world in recent years - with the concern both to widen participation and improve student attainment. Examining empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts, it focuses on three main areas: learning careers and identities; pedagogy and learning cultures and learning beyond institutions.
This work takes an holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral ...
Author: Christopher Day
Publisher: Psychology Press
This work takes an holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching.
Assessing educational performance becomes a means of identifying how the UK
is doing in international education tables. Critical pedagogy disputes the
rationale behind this approach to teaching for moral reasons. Critical pedagogy
Author: Jonathan Tummons
Publisher: McGraw-Hill Education (UK)
The book covers a list of key topics that are central or even 'troublesome' in lifelong learning with each entry offering a critically informed and up-to-date introduction to the topic.
Russian adult educators will need to continue refining their adult education pedagogy. They also need to consider education policies of the EU regarding
key competences for lifelong learning, where the main aims are not only to “
Author: David N. Aspin
Publisher: Springer Science & Business Media
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
(2009). Researching transitions in lifelong learning. London: Routledge. Field, J.,
& Leicester, M. (Eds.). (2000). Lifelong Learning: Education across the lifespan.
London: Routledge-Falmer. Freire, P. (1972). Pedagogy of the oppressed.
Author: Manuel London
Publisher: Oxford University Press
One of the "Best Books of 2011" from the Center for Optimal Adult Development Amid fluctuations in today's job markets and economies, the importance of learning across the lifespan has become a point of emphasis for governments and employers throughout the world. The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: - continuous learning as it relates to technological, economic, and organizational changes - developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan - examples of learning programs, tools, and technologies, with a focus on corporate programs and business education - international perspectives on lifelong learning and learning across cultures - assessment of learning needs and outcomes This comprehensive and forward-thinking handbook is an important resource -- both personal and professional -- for students, scholars, and for practitioners in the fields of training and development, human resource management, continuing education, instructional technology, professional development, and organizational psychology.
Pedagogies for lifelong learning Building bridges or building walls ? Miriam
Zukas and Janice Malcolm Situating lifelong learning Lifelong learning pedagogies do not , as yet , exist in the UK . We have a stratified and segmented
Author: Roger Harrison
Publisher: Psychology Press
Annotation This Open University Readerexamines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies. The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
Situating lifelong learning Lifelong learning pedagogies do not, as yet, exist in
the UK. We have a stratified and segmented educational system in which there is
little connection between those sectors that might be regarded as contributing to
Author: Julia Clarke
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies. The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
This accessible book theorises education as a vehicle for self change and explores how such theorising impacts on the practices of educators.
Author: Clive Chappell
How is adult learning used to produce personal, organisational and social change? This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: * Self-help books * Work-based learning * Corporate culture training * AIDS education * Gender education * Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.
Lifelong. learning. through. heritage. and. art. Henrik Zipsane John Dewey made
an important point about the specific role of history in connection with the
formation of perspective in human life: Geography and history are the two great
Author: Peter Jarvis
As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally. The theoretical structure puts the learner at the centre and the book emanates from there, pointing to the social context beyond the learner. Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including: learning throughout life sites of lifelong learning modes of learning policies social movements issues in lifelong learning geographical dimensions. This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context.
Here to become inscribed withincertain discourses of lifelong learning
istobecome an activesubjectof a particularsort,onefor whomcareofthe ... The latter
themselves entail a range of pedagogical practicesto effectively dothe workthey
Author: Andreas Fejes
Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part. With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within socio-political systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do? The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.
The effects on assessment and pedagogy of A Basis for Choice and Gilbert ]
essup's book on outcome-based assessment have been inextricably ... A more
open, criterion-based PEDAGOGY AND ASSESSMENT IN LIFELONG LEARNING 29.
Author: Ecclestone, Kathryn
Publisher: McGraw-Hill Education (UK)
The idea that formative assessment or 'assessment for learning' can transform teaching and learning has become a mantra, and optimism in the 1980s and 1990s that outcome-based and competence-based assessment would widen methods and 'evidence' for showing achievement and motivate learners alienated from traditional approaches are now embedded in assessment systems, the inspection and professional development that supports them, and in teachers' own espoused theories of learning, teaching and assessment.
The idea of Lifelong Learning has evolved from the education concepts of
different supranational organizations, such as ... since after this the evolution of Lifelong Learning from an educational policy concept into a pedagogical
paradigm can ...
Author: Andrea Óhidy
Publisher: Springer Science & Business Media
The most important educational paradigm of our time is the idea of Lifelong Learning. According to this statement, Andrea Óhidy reflects the major trends in the European discussion on Lifelong Learning. The author’s main focus is the pedagogic view of the idea. She gives an overview of the development and the main points of the European discussion (chapter 1 and 2), analyses concepts of Lifelong Learning in school (3) and in the field of adult education (4) and also presents an interesting description of training-programmes in university education (5). These five chapters present some of the first results of a research study on Lifelong Learning in Germany and Hungary. (The doctoral thesis of Andrea Óhidy is on the “Adaptation of the idea of Lifelong Learning in German and Hungarian education and education policy”). Andrea Óhidy reflects the growing interest in and acceptance of concepts of Lifelong Learning in modern Europe. The most interesting point in the presented work is the Eastern European view. Hungary is one of the new Eastern European countries in which concepts of Lifelong Learning are getting popular. Above all one interesting result of her comparative research shows the similarities of German and Hungarian concepts of Lifelong Learning. For the first time in a European educational discussion readers find an excellent analysis of Hungarian papers on Lifelong Learning.
Learners'. Quests. to. Live. Full. and. Satisfying. Lives. Lifelonglearning. in its
policy-driven forms, developed and inadequately implemented since the 1990s (
Field, 2006), has been a partial and primarily instrumental formation with projects
Author: André P. Grace
Publisher: Canadian Scholars’ Press
Category: Continuing education
In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit. A detailed and thoughtful critique of the e ects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations. An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.
Teachers and trainers in lifelong learning may teach specialist subjects but they
may also see themselves as educators or even educationalists and seek to
become knowledgeable about the subject of education. This view is rather
Author: Andy Armitage
Publisher: McGraw-Hill Education (UK)
This volume examines key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work.
Learning is a lifelong activity and older adults are not so distinctive to merit a
special methodology of learning. ... Pedagogy, for Knowles, focuses on subject
matter to be learned by individuals (especially children) who had no previous ...
Author: Brian Findsen
Publisher: Springer Science & Business Media
This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).
Such students now have the right to gain partial qualifications and the Ministry of Education, Research and Church Affairs has been encouraging organisational, pedagogical and methodological strategies that will support this policy.
Publisher: OECD Publishing
This review of eight countries offers innovative schemes that appear to be developing the skills and attitudes necessary for lifelong learning.
This Canadian text covers developmentally appropriate curriculum in all developmental domains - physical, cognitive, affective - for children from ages two to six years.
Author: Dale Shipley
Category: Curriculum planning
This Canadian text covers developmentally appropriate curriculum in all developmental domains – physical, cognitive, affective – for children from ages two to six years. Designed to help students and practitioners formulate an approach to developmental curriculum planning and implementation, this text uses play-based methods as the medium for learning. The pedagogy builds on strategically planned learning centres (e.g., the daily living centre, the active role play centre, the quiet thinking centre) to provide an experimental context for learning through play. The textbook leads students through the steps involved in planning learning environments and curriculum that capitalize on play to facilitate children’s achievement of explicit developmental outcomes that are the foundation of learning success in school and throughout life.
Toronto: Department of Sociology in Education, Ontario Institute for Studies in
Education. Dei, G. (1996). ... International Journal of Lifelong Education, 14(1),75
–82. Epstein, J. L. (2001). School ... Pedagogy of the oppressed. New York:
Author: Shibao Guo
Economic globalization, modern transportation, and advanced communication technologies have greatly enhanced the mobility of people across national boundaries. The resulting demographic, social, and cultural changes create new opportunities for development as well as new challenges for lifelong learning. Transnational Migration and Lifelong Learning examines the changing nature of lifelong learning in the current age of transnational migration. The book brings together international scholars from a range of countries in a dialogue about the relationship between work, learning, mobility, knowledge, and citizenship in the context of globalization and migration. It covers a wide range of topics, including: global perspectives and analyses of migration; the impact of migration on lifelong learning; processes of exclusion and inclusion in lifelong learning; the tension between mobility, knowledge, and recognition; and transnationalism, learning communities, and citizenship. This book was originally published as a special issue of the International Journal of Lifelong Education.
recognition, which concerns the need to improve institutional mechanisms to
assess and recognize informal learning. Finally, the pedagogical challenge
refers to the need to purposefully design meaningful opportunities for relevant
Author: D.W. Livingstone
Category: Business & Economics
Lifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic competition to issues of social cohesion and personal fulfilment. However, despite the importance of lifelong learning there is a critical absence of direct, international evidence on its extent, content and outcomes. Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change. Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course.
We then explore the relevance of learner identity and the concepts of cultural and
identity capital to lifelong learning. We argue that lifelong learning discourses
enjoin us to reconstitute our identities in new ways. These 'identity narratives' are
Author: Brenda Morgan-Klein
This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices. Its very accessible approach is multi-disciplinary drawing on sociology and psychology in particular. In addition, issues are discussed within an international context. While there has been a proliferation of texts focussing on particular areas of practice such as higher education, there is little in the way of a broad overview. Chapters one to four introduce various conceptions of lifelong learning, the factors that impinge on learning through the life course, and the social and the economic rationale for lifelong learning. Chapters five-ten consider the varied sites of lifelong learning, from the micro to macro (from the home to the region to the virtual). Chapter eleven draws the strands together in the context of turbulence and continuing transition in personal and work roles, and against the background of future technological development. This timely overview will be relevant to education and training professionals, education studies students and the general reader.