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1.
The creation of technologically-based ‘virtual education’ has been portrayed as a means of widening access to learning opportunities for those currently excluded from participation in lifelong education and training. Now in the UK these claims are being operationalized under the ‘University for Industry’ initiative and associated Virtual College programmes all of which aim to make real the concept of Britain as a ‘learning society’ for all with an emphasis on reaching those traditionally seen as non-participants in learning. This paper examines these claims in the light of current knowledge about the characteristics of non-participants in lifelong learning and the barriers that they face. It is suggested that the application of ‘technological fixes’ to underlying socio-economic determinants of participation will solve some problems, create others, and leave many unaffected. In this way the paper argues for independent research on the impact of the ‘virtual college’ movement, and begins to outline the form such research could take. 相似文献
2.
STEPHEN GORARD NEIL SELWYN LOUISE MADDEN 《International Journal of Lifelong Education》2013,32(3):281-287
The role of information and communications technology (ICT) in widening participation in lifelong learning, and thereby establishing the UK as a bona fide ‘learning society’, is now enshrined in a series of multi-million pound government initiatives such as the University for Industry, learndirect and UK Online. Although politicians and educationalists have been quick to herald such initiatives as revolutionizing post-compulsory education and extending learning opportunities to ‘anyone’ on an ‘anytime, anywhere’ basis, there has been little empirical analysis of how ICT is actually impacting on patterns of lifelong learning in the UK. With this in mind, the present paper presents an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5885 households, focusing on learners' access to technology and the role that technology is playing in facilitating learning. 相似文献
3.
ABSTRACTNurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome. 相似文献
4.
In this article, Tom Schuller and David Watson, who were responsible for a major review of lifelong learning in the UK published in 2009, describe the main proposals from that review and compare them with the 1996 UNESCO report, The Treasure Within. They find many points of similarity, as well as clear differences. Apart from specific differences of analysis or emphasis, their 2009 ‘Learning Through Life’ (LTL) report focused particularly on adults and dealt prominently with workplace and community-based opportunities compared with the full life-cycle but largely formal education focus of the Delors report. They discuss the LTL 4-lifestage model, the lifecycle distribution of resources, and entitlements to learning. They draw out key issues related to ‘learning to be’. They provide a stocktake of the progress that has been made in the UK since the publication of their report in 2009 and find little grounds for encouragement that their suggested directions for change have been put into practice. They reflect on rationales and developments to offer a prospectus for lifelong learning that has general application, not only in the UK. 相似文献
5.
As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded by the Economic and Social Research Council and one by the Nuffield Foundation, as well as sources by specialists in local government, political analysts and educationalists. It explores the broad features of the three versions of localism and their implications for upper secondary education and lifelong learning. The article concludes by examining the strengths and limitations of the first two models and suggests that the third has the potential to offer a more equitable way forward. 相似文献
6.
Bernard Blandin 《European Journal of Engineering Education》1995,20(2):187-193
In the concept of ‘open learning’, the word ‘open’ is certainly the keyword. But what does this idea of ‘openness’ mean today? It is not only a matter of registration or timetable, but also a real question: how should we face the challenge of the necessary permanent updating of professional skills and knowledge? The author addresses some critical issues concerning the implementation of the concept of ‘lifelong learning’ in general and professional contexts. The proposed hypothesis emerges from an attempt to go beyond the opposition of three current approaches trying to shape the future: an institutional approach, which sees the future of education in the development of open and flexible learning systems; a social approach, which sees the future of education in the reinforcement of social exchanges as ‘knowledge exchanges’ leading to the development of a ‘learning society'; and a technological approach, which sees the future of education in the provision of easy access to knowledge via multimedia systems. Merging these approaches leads to the concept of ‘learning organization’, relying on the use of facilities provided both by ‘knowledge technologies’ and ‘knowledge transactions’. 相似文献
7.
Akihiro Ogawa 《International Journal of Lifelong Education》2013,32(5):601-614
The concept of ‘lifelong learning’ or shōgai gakushū has rapidly become one of the topmost priorities in Japan’s education policy agenda. This was considerably evident in December 2006 when the term ‘lifelong learning’ was added to Japan’s educational charter, the Fundamental Law of Education. This paper explores, as a means to develop Japan’s new lifelong learning policy, the lessons that can be learnt through an examination of the European countries’ efforts to build a knowledge economy, where lifelong learning is regarded as the key solution in overcoming several important social and economic concerns. In this paper, I first examine the current situation of lifelong learning in Japan, employing the ethnographic data that I have collected since 2001. Second, I provide a brief review of the European lifelong learning policy, which is one of the priority guidelines in the European Union. Under the Lisbon Strategy, for example, the argument on European lifelong learning theoretically centres on developing human capital in order to survive in the global knowledge economy. Lastly, referring to the European experience over the past decade, I propose to directly connect Japan’s latest policy development regarding lifelong learning with the trend of building human capital through lifelong learning in order to enhance its competitiveness in the era of globalisation. 相似文献
8.
ROBERT TOBIAS 《International Journal of Lifelong Education》2013,32(6):569-588
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world. 相似文献
9.
Kaori Okumoto 《Compare》2008,38(2):173-188
This article provides a comparative analysis of the development of lifelong learning in England and Japan, while addressing the multi‐dimensional nature of ‘lifelong learning’. The article argues that ‘lifelong learning’ is a concept which has unusual adaptability and legitimacy, and for these reasons has been subject to multiple translations over the last twenty years in both England and Japan. These translations can be identified: a) through discourse; b) in the development of policy; and c) as the shift in the political ideology. Drawing on the insights generated from the three strands, the article concludes that lifelong learning is being translated to accommodate various agendas and has been adapted in diverse contexts. 相似文献
10.
Seiko Ogawa 《International Journal of Lifelong Education》2013,32(4):351-368
This paper explores the social dimension of lifelong learning from the perspective of demographics, with particular focus on the issue of the birth of fewer children, which has become one of the most important current social issues in Japanese society. When considering the relationship between lifelong learning and demographics, the issues arising from an ageing population are usually the focus of policy‐makers. This perspective often overlooks crucial children’s issues, such as child development and the influence of the child’s daily environment. This paper suggests that it is necessary to analyse the issues arising from a society with fewer children independent of the concept of an aged society with fewer children in an attempt to emphasize these essential issues. The presented relationship between lifelong learning and the issues surrounding the birth of fewer children is based on two perspectives. The first perspective seeks to remove barriers such as the economic burden of educating children and the traditional stereotypical gender‐roles that have contributed to the birth of fewer children. The second perspective includes a response to the negative influences that the birth of fewer children has had on family’s experiences of child rearing and on children’s growth. Specifically, this paper develops the second perspective by focusing on three aspects: the development of children’s social skills; children’s growth as influenced by a high adult:child ratio; a decline in the quality of child rearing. Three issues are identified as necessary in order to build a Japanese society that fosters children: (1) embracing the concept of the ‘family‐friendly company’; (2)creating opportunities for mixed age groups to participate in learning programmes based on communities and schools; (3) reconsidering an intergenerational exchange programme. 相似文献
11.
ABSTRACTThis article builds on the previous articles in this special issue to explore two related concepts – a ‘UK policy laboratory’ and ‘expansive policy learning’, with a specific focus on further education (FE) and skills. We argue that the potential for a UK policy laboratory in this area is based primarily on a new balance between the forces of convergence and divergence across the four countries of the UK. In this ‘goldilocks zone’ lie opportunities for policy learning. The methodology of the UK FE and Skills Inquiry, on which this article draws, attempted to model the conditions of the UK policy laboratory by involving a rich mix of social partners and highlighting the importance of national contexts and how these can inform differing approaches to common challenges. The Inquiry also identified ‘interesting practice’ that may form the basis of an initial ‘common project’ across the different systems. However, its pursuit will require shifts towards the more collaborative approach to FE and skills that characterises the three smaller countries of the UK. In this variegated political environment, we conclude by speculating on the wider conditions for the permanent development of a UK policy laboratory (or laboratories) and expansive forms of policy learning. 相似文献
12.
为解决现有终身学习体系无法适应现代信息技术发展背景下国民终身学习需求的问题,日本政府从2016年开始进行终身学习平台构建研究,期望搭建集学习机会提供、学习成果累积和认证以及学习成果运用等多功能为一体的现代化支持服务平台。目前,我国各地方也在积极推进各类终身学习公共服务平台建设。基于此,着眼于构建中的日本终身学习平台在搭建"终身学习立交桥"方面的逻辑和细节,详细分析了平台的定位、功能需求设计、可持续性设计等方面,以期为我国终身学习公共服务平台的建设提供借鉴与启示。 相似文献
13.
14.
Julia Preece with contributions from David Croome Mankatso Ntene Nomazulu Ngozwana 《International Journal of Lifelong Education》2013,32(6):713-732
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings. 相似文献
15.
This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16–19 year‐olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then explores a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16–19 year‐olds and for adults. We conclude the paper by looking briefly at a number of inter‐related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century. 相似文献
16.
JOHN AITCHISON 《International Journal of Lifelong Education》2013,32(6):517-544
The new South Africa has formally embraced the concept of ‘lifelong learning’ in its education and training policies. But what is the concept of ‘lifelong learning’ that has informed these policies and what progress has there been in implementing them? Have these new policies brought significant changes to education and training for adults? 相似文献
17.
Yvonne Robinson Anna Paraskevopoulou Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
18.
Kapil Dev Regmi 《International Journal of Lifelong Education》2013,32(5):551-568
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have proposed that ‘providing quality education and lifelong learning’ is an overarching post-2015 education agenda. It is an important breakthrough since ‘lifelong learning’ has been recommended; however, it is not clear what understanding(s) of lifelong learning has been articulated in those documents. How have those recommendations addressed the issues and challenges of the LDCs? In this paper, I review literature on lifelong learning and analyse major documents related to the post-2015 education agenda, especially the one prepared by UN High Level Panel. I conclude that unless the LDCs are given a leadership role for setting their goals—according to their contextual realities—the post-2015 millennium initiatives, such as ‘lifelong learning’ as a new educational agenda, will make no sense. 相似文献
19.
Barbara M. Crossouard 《International Journal of Lifelong Education》2013,32(6):679-692
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras. 相似文献
20.
B.R.S. Chivore 《International Journal of Lifelong Education》2013,32(3):201-218
The terms community development and lifelong learning have been in use for several decades and refer to different areas within the field of adult education. This paper sets out to explore the relationship between these two concepts. It examines the ways in which community development work contributes to the development of an overall system of lifelong education. Recent writing on the idea of the learning society points towards a more holistic view of education, which acknowledges learning in all its forms and venues and which values the many and varied ways in which people learn. The nature of this rapidly changing society demands that individuals and communities take up this challenge, so that they can play their part in shaping the future. This paper is based on research which was carried out in the early 1990s, under the auspices of the Community Research and Development Centre, by one of the authors (RM) as part of a DPhil study. It was constructed with a view to exploring the need for a more holistic, integrated approach to meeting the educational needs of those involved in adult education, community development and community regeneration in Belfast. The research set out to investigate the relationship between the various forms of learning, through an examination of organizations engaged in providing formal, non‐formal and informal adult learning opportunities in Belfast. The results confirm that traditional providers of adult education no longer hold a monopoly over learning and that there is an emerging sector of community and voluntary organizations engaged in providing learning opportunities for adults in their communities. There is some indication that whilst the relationship between traditional and non‐traditional providers is complex, the opportunities for learning which they offer are complementary. The voluntary and community sector emphasizes issue‐based and action‐oriented learning within a democratic, participative culture. Non‐formal providers often seek to support such groups, by providing more structured learning situations. Their programmes frequently offer an alternative adult education to that of the formal providers, who are more concerned with traditional ‘liberal adult education’. Whilst formal providers may try to be more community‐based, they are severely confined by their bureaucratic, hierarchic structure. Informal providers, however, also offer opportunities for more formal adult learning opportunities, through links with formal providers. The existence of this network suggests the basis for a system of lifelong education, which incorporates the range of adult learning opportunities. 相似文献