Lifelong Learning

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Transitions in lifelong learning: public issues, private troubles, liminal identities

by John Field

Published in special issue of Studies for the Learning Society, an open access journal. See: http://versita.metapress.com/content/l07478170466/?p=cfe4336e822e4b03aea50a8b297aadc4&pi=0

We need to reconceptualise the significance of transitions in adult learning. The paper starts by considering how... more We need to reconceptualise the significance of transitions in adult learning. The paper starts by considering how lifelong learning and mobilities of various kinds have become absorbed into, and expressed in, the policy mainstream. It then discusses the ways in which researchers are addressing this topic. While researchers are pursuing many lines of inquiry into transitions, and using a wide range of methods (including new statistical techniques), the analysis in this paper is primarily concerned with questions of identity, and particularly the idea of learner identity. and it concludes by proposing the idea of a liminal identity, understood as shaped through social and cultural processes which are formed and re-formed in dynamic relationships with others.

I metodi di insegnamento/apprendimento alternativi a quello formale

by Flavio Carbone

the link doesn't work but it is: http://www.carabinieri.it/Internet/Editoria/Rassegna+Arma/2002/1/Informazioni+e+Segnalazioni/03_Carbone.htm,
published in “Rassegna dell’Arma dei Carabinieri”, n. 1 gennaio/marzo 2002, pp. 167-172

Postmaterialism as a lifetime learning process

by Raul Tormos

presented at the conference of the European Survey Research Association, Warsaw 2009.

Human Development Theories throughout the Human Lifespan

by Beth Calvano

Two cognitive human development theories, one advanced by Jean Piaget and one developed by Jerome Bruner, include the... more Two cognitive human development theories, one advanced by Jean Piaget and one developed by Jerome Bruner, include the authors’ theories of childhood cognitive development. The two theories are similar in certain ways and dissimilar in other ways. Both theories can be applied to the designing and implementation of learning strategies for a second grade student in a public school, a 31-year-old adult learner in a master’s program, and a 68-year-old retired adult learner taking a personal enrichment course. These similarities and differences are evident when one attempts to apply them to designing and implementing learning strategies for people at differing stages of life.

Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum

by Alison Iredale

Worker Control as a Facilitator in the Match between Education and Jobs

by Johanna Weststar

Researching the benefits of learning: the persuasive power of longitudinal studies

by John Field

Published in 'London Review of Education'

Recent years have witnessed considerable growth of research on the benefits of adult learning. Much of this draws on... more Recent years have witnessed considerable growth of research on the benefits of adult learning. Much of this draws on evidence from large scale longitudinal data sets. Overwhelmingly, these studies have found clear evidence of economic, social and individual benefits as a result of participating in adult learning. While these claims are important and influential ones, there has to date been little discussion of the nature of the data and analytical techniques being used. The paper explores the limitations of longitudinal research, but concludes that this body of work still represents an important new departure in the field.

Is lifelong learning making a difference? Research-based evidence on the impact of adult learning

by John Field

Now published by Springer in International Handbook of Lifelong Learning

We have, in recent years, seen a remarkable expansion in serious research attention to lifelong learning and its... more We have, in recent years, seen a remarkable expansion in serious research attention to lifelong learning and its benefits. Many researchers and policy specialists find this work particularly persuasive, because it is based on large scale longitudinal survey data. After summarising and commenting on this work, as well as findings from other countries where available, I then consider the implications for policy, practice and research.

Tillspetsad spekulation

by Magnus Dahlstedt

co-authored with Mekonnen Tesfahuney, published 2012 in Tidskrift för Genusvetenskap, [1-2]; 76-83

Artikeln tar sin utgångspunkt i den samtida strävan efter spets inom forskarvärlden. Vi menar att denna strävan är del... more Artikeln tar sin utgångspunkt i den samtida strävan efter spets inom forskarvärlden. Vi menar att denna strävan är del av ett större skifte, där forskning och högre utbildning, liksom många andra delar av samhället, allt mer stöps enligt marknadens rationalitet. Akademins främsta uppgift är att bidra till stärkt internationell konkurrenskraft. I detta sammanhang riskerar samhällskritik forskning att mer eller mindre hamna på undantag – den anses helt enkelt inte tillräckligt samhällsnyttig.

Governmentality – Neoliberalism – Education: the Risk Perspective

by Ondrej Kaščák

Co-authored with Branislav Pupala
Published in Journal of Pedagogy, 2011, 2 (2): 145-160
Themed Issue: Governmentality - Neoliberalism - Education: the Risk Perspective

This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for... more This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for the neoliberal government of education. It outlines Foucault’s methodology for analysing governmentality and shows how neoliberalism is a discursive formation which homogenises apparently unrelated language games and discourses. It places particular emphasis on the rhizomatic dispersion of neoliberal discursive and non-discursive practices, which in the end create a mosaic of thinking and acting with its own existing internal logic. This paper provides a cross-sectional perspective on how neoliberalism has implanted itself as a universal phenomenon along the horizontal and vertical lines of the education sphere and shows how, particularly through the policy of lifelong learning for a knowledge society, it is transforming first of all the education of adults and how subsequently it has become a fundamental blueprint for the complex revision of higher education and regional schooling, including pre-school education. This paper prefaces this single-issue edition of the Journal of Pedagogy and therefore presents and summarises the articles published in this issue, and suggests how they are thematic examples of a single and more general theoretical framework.

Learning from our lives

by John Field

Published in Routledge International Handbook of Learning, 2012

As individuals, we value our ability to learn productively from such everyday experiences as going about our work,... more As individuals, we value our ability to learn productively from such everyday experiences as going about our work, caring for our family, encountering friends and neighbours, experiencing illness, enjoying sports and hobbies, or sitting around relaxing. And this capacity matters. In this chapter, I suggest that our capacity for learning from our lives is also a major influence on who we are (our ‘identity’) and how we live with others. More immediately, it can help us earn a living, avoid injury, make and repair things, plan ahead and deal with llife’s crises. At a wider level, it helps to shape our social relationships and our economic position.

Showcases of University Strategies and Business Models for Lifelong Learning

by Ines Gil-Jaurena

Coordinated by Martin Watkinson & Luis Tinoca. Published in 2010, Heerlen, The Netherlands: EADTU. ISBN: 978-90-79730-04-9

Organising Lifelong Learning: A Report on University Strategies and Business Models for Lifelong learning in Higher Education

by Ines Gil-Jaurena

Coordinated by Jorgen Bang. Published in 2010, Heerlen, The Netherlands: EADTU. ISBN: 978-90-79730-05-6

Learning to Be a Person in Society

by Julian McDougall

EACEA/2007/07 Changing patterns of working, learning and career development across Europe

by Terje Gronning

Brown, Alan, Jenny Bimrose, Sally-Anne Barnes, Simone Kirpal, Terje Grønning and Marianne Dæhlen

Since 2000 the European Union (EU) has sought to become the most competitive and dynamic knowledge-based economy in... more Since 2000 the European Union (EU) has sought to become the most competitive and dynamic knowledge-based economy in the world. In line with this goal, member states committed themselves to increasing European cooperation in vocational education and training (VET) through the Copenhagen process. However, in this process relatively little attention has been given to continuing vocational
training (CVT) and, more precisely, how individuals use continuing learning and engage with continuing
vocational training to develop and direct their individual careers, particularly in the context of increased
labour market flexibility and mobility. As a response to this research gap a study was commissioned in 2007 to examine continuing vocational training from the perspective of how individual careers are developing across Europe. In particular, the European Commission was seeking to get a better understanding of the different kinds of continuing
training workers engage with and the role that work itself plays in individuals’ skills and competence
development. To date, most research and surveys in this area have focused upon the take-up of formal
CVT provision and self-directed individual learning and development. In addition, the emphasis has been
mainly on learning and training in the past few months or in the last year.What was missing, however,
was some sense of how individuals integrate learning and development into their evolving careers over
a much longer period of time. The main objective of this study was therefore to develop an understanding of the different ways individual careers are unfolding over time and the implications such processes have for European policies on CVT. The study was designed to involve a desk review of qualitative material on work biographies, learning
and career decision making styles in the first year, and the implementation of a small-scale international
comparative survey in the second year. The desk review and feasibility study, which also included the
review of third party surveys, resulted in the generation of hypotheses that provided the basis for
developing a standardised questionnaire for survey implementation. The English questionnaire was pretested
and translated into Dutch, French, German, Italian, Norwegian, Polish, Portuguese, Romanian and
Turkish to be implemented in ten European countries. Overall, answers from 1148 respondents, of
which 900 questionnaires were fully completed, were used for a descriptive statistical analysis.

Grønning, Terje. A learning at work-matrix: Analyzing learning at work in terms of tasks performed, required knowledge and persons involved in the work experience.

by Terje Gronning

Paper to 2011 conference for Organisational Learning, Knowledge and Capabilities (OLKC), Hull University Business School, 12-14 April, 2011

There has during the last couple of decades been a wave of theoretical advances focused on job quality and workplace... more There has during the last couple of decades been a wave of theoretical advances focused on job quality and workplace learning respectively. However, there is within the job quality discourse a notable lack of explicit reference to the ongoing parallel discussion on workplace (lifelong) learning, except for some references to the importance of skill and literacy. In this paper I make an attempt at presenting a review and synthesis, resulting in a “learning at work matrix” which to some extent integrates aspects within the two discourses for the purpose of further discussion and analyses.

Protección social e inserción laboral de trabajadores jóvenes con carencias de titulación y cualificación, (Informe de investigación)

by Francisco Javier Ramos

Published in "Revista de Educación, 349, 243-267"

Este artículo pretende difundir el proceso y los principales resultados obtenidos en la investigación sobre protección... more Este artículo pretende difundir el proceso y los principales resultados obtenidos en la investigación sobre protección social, mercado laboral y mejora de la empleabilidad de trabajadores jóvenes con baja formación y cualificación2, realizada en la Comunidad de Madrid durante 2005-06. El objeto de estudio se centra en las posibilidades de empleo de jóvenes de 18 a 25 años sin la titulación básica en Educación Secundaria (GES). De acuerdo con sus objetivos, las fases y resultados principales de nuestro estudio pueden resumirse en: a) análisis de variables del mercado de trabajo que influyen en la inserción laboral de jóvenes con baja cualificación; b) descripción del impacto de los contratos temporales sobre empleo y formación continua de estos trabajadores; c) exploración de las posibilidades que abren las nuevas normativas sobre formación básica y laboral; d) hacer un plan formativo que reúna las condiciones de, por una parte, estar basado en las posibilidades actuales del mercado y la acreditación de competencias profesionales y, por otra, repercutir en la mejora laboral del colectivo estudiado; e) contrastar y difundir los resultados obtenidos entre técnicos de las administraciones, formadores, empleadores, organizaciones sindicales y los propios jóvenes, como sectores participantes en el trabajo de campo y relevantes para el desarrollo de las propuestas de mejora. Como aportación más concreta, el estudio incluye cinco itinerarios formativos, con unidades didácticas y guía de buenas prácticas, que integran formación teórica y práctica, acreditación y proyección laboral del colectivo objeto de estudio.

Fostering Knowledge Sharing In Ad Hoc Transient Communities

by Francis Brouns

Down the rabbit-hole: Routinised Practices, Dewey and Teacher Training in the Lifelong Learning Sector

by Alison Iredale