Vocational And Adult Education

ESREA|ReNAdET Newsletter Issue nr. 4 (September/October 2011)

by George K. Zarifis

Newsletter Issue nr. 4 (September/October 2011)
This is the Newsletter of the ESREA Research Network on Adult Educators, Trainers and their Professional Development (ReNAdET). It is released in an electronic form twice a year (March and September) ISSN 1792‐538X

In preparation of the second ReNAdET meeting that will be jointly organized in Tallinn with the VET & Culture... more In preparation of the second ReNAdET meeting that will be jointly organized in Tallinn with the VET & Culture Network, our convener Larissa Jõgi and her colleagues in the University of Tallinn organize a very special event that will be close to no other in terms of paper presentations and plenary discussions. The idea is to organise three flow sessions. Each flow session will have 3 to 4 cafés and guests can visit all of them in one session. Presenters-hosts will share their ideas with all conference participants in this way. Café hosts will have 10-15 minutes for presenting and the same amount of time for discussion with their “guests”. And then they will get new guests in their café and hear their thoughts, and so on. Hosts may take notes from the discussions for later on conclusions. Café hosts may also use handouts or other presentation techniques in their cafés e.g. computers, posters, photos, iPads etc.
The idea of the learning café is not a new one in seminar and meeting organizing. It is a simple, effective, and flexible format for hosting immediate and participatory dialogue in large groups of people. Learning cafés can be modified to meet a wide variety of needs. Specifics of context, numbers, purpose, location, and other circumstances are factored into each event's unique invitation, design, and question choice, but the following five components comprise the basic model:
1) Setting: Create a “special” environment, most often modelled after a café, i.e. small round tables covered with a checkered tablecloth, butcher block paper, colored pens, etc.
2) Welcome and Introduction: The host begins with a warm welcome and an introduction to the learning café process, setting the context and putting participants at ease.
3) Small Group Rounds: The process begins with the first of three or more 15- minute rounds of conversation for the small group seated around a table. At the end of the 15-minutes, each member of the group moves to a different new table. The host will stay at the table to welcome the next group and briefly fills them in on what happened in the previous round.
4) Harvest: After the small groups, individuals are invited to share insights or other results from their conversations with the rest of the large group. This will take place in what Larissa and her team introduced as an ‘Open Space’.
Open space is one way to enable all kinds of people, in any kind of organization, to create inspired meetings and events. Over the last 20+ years, it has also become clear that opening space, as an intentional leadership practice, can create inspired organizations, where ordinary people work together to create extraordinary results with regularity.
Open Space works best when the work to be done is complex, the people and ideas involved are diverse, the passion for resolution (and potential for conflict) are high, and the time to get it done was yesterday. It's been called ‘passion bounded by responsibility’, the energy of a good coffee break, intentional self-organization, spirit at work, chaos and creativity, evolution in organization, and a simple, powerful way to get people and organizations moving -- when and where it's needed most.
This and another handful of small surprises (including a theatrical drama event as a group dynamics exercise ) is what we are promised by Tallinn. We look forward to it!

A non-english-speaking background in adult vocational education: breaking through the barriers

by Rosemary Lim

Communities of practice in action. Introducing pilot projects from a Spanish perspective

by Xavier Martinez-Celorrio

Xavier Martinez Celorrio & Dolors Escofet (2001)

The Spanish VET system at the turn of the century: modernization and reform

by Xavier Martinez-Celorrio

Xavier Martínez Celorrio (1997)

Places the reform of the Spanish vocational education and training (VET) system in context, identifying the salient... more Places the reform of the Spanish vocational education and training (VET) system in context, identifying the salient events and deficiencies in this modernization process.

Placing VET European Perspectives:Placing the current roles of vocational education and training professionals in national contexts: Spain and Greece

by Xavier Martinez-Celorrio

Xavier Martinez Celorrio, Ferran Miquel & Nikitas Patiniotis (1997)

Behaviourism and training: the programmed instruction movement in Britain, 1950–1975

by John Field

Published in Journal of Vocational Education & Training, 59, 3, 2007, pages 313-329

The paper examines the influence of behaviourism on vocational education and training in Britain between the Second... more The paper examines the influence of behaviourism on vocational education and training in Britain between the Second World War and the mid‐1970s. In this period, behaviourist ideas came to dominate the VET profession, in the form of ‘programmed instruction’ (later as ‘programmed learning’). Their advocacy and adoption also helped to underpin the emergence of a professional community of VET scholars and practitioners. The paper is based on primary sources, printed and archival.

Employability Skills in non-Professional Occupations. A four-country comparative research project.

by Jacques Ginestie

An Anti-Urban Education: The Work Camp Movement and the Pedagogy of Labour in Interwar Britain

by John Field

Presented at European Conference on Educational Research 2011

A variety of work camp movements flourished in Europe during the inter-war years. This paper explores the way in which... more A variety of work camp movements flourished in Europe during the inter-war years. This paper explores the way in which some of these movements developed a theory of the work camp as a means of countering the socialising influences of city life. This requires us to see the work camp as a pedagogic space, which was designed to promote particular educational outcomes, using particular techniques and methods that focused on bodily change as well as cognitive developments. The analysis is followed through, using three case studies of different work camp initiatives in Britain.

Historical Antecedents as Precedents for Nanotechnology Vocational Education Training and Workforce Development

by Robert M. Yawson

Yawson, R. M. (2011). Human Resource Development Review, 10(4): 417-430. doi: 10.1177/1534484311413072.

In an attempt to inform how to approach nanotechnology vocational education training (nanoVET), this article briefly... more In an attempt to inform how to approach nanotechnology vocational education training (nanoVET), this article briefly discusses the history of the development of vocational education training (VET) in the United States during the past century. The history of nanotechnology development and the current advances in this emerging field are discussed in the context of workforce development and the challenges it poses to human resource development (HRD) professionals. Concerned with the lack of educators and educational policy experts in the dialogue on nanotechnology and the need for multi-, trans-, and inter-disciplinary employability skills curricula for nanotechnology, this article argues for a different approach to VET that endorses the democratic ideals proposed by Dewey, in preparing students for challenges in nanotechnology careers. The article argues that the multi-, trans-, and inter-disciplinary nature of nanotechnology require that nanoVET should be guided by history and be modeled within the comprehensive democratic approach advanced by Dewey. The article concludes with a discussion on the implications for HRD practice, research, and theory.

A VISION FROM THE ALMIGHTY?: A BLACK TRINITARIAN PERSPECTIVE ON THE DOCTRINE OF CREATION AND CHRISTIAN DISCERNMENT OF VOCATION

by Rodney Thomas

Presented at the 3rd Joint meeting of the Wesleyan Theological Society and Society of Pentecostal Scholars in March 2008 at Duke University.

Since a free market economy causes uncertainty in the lives of both the rich and the poor, the question that must be... more Since a free market economy causes uncertainty in the lives of both the rich and the poor, the question that must be asked is “Where are we to place our confidence in? From whence comes our hope?”  Olsteen, in his best-seller, Your Best Life Now attempts to answer this question from a prosperity gospel Christian viewpoint.  Olsteen’s Your Best Life Now should be considered to be a theological treatise on eschatology from a prosperity gospel perspective.  In this paper, I contend positive thought materialists such as Olsteen as well as adherents to the Word of Faith doctrine avoid any cross-talk in their theology in order to avoid answering questions of human suffering in the context of the United States, especially when it comes to issues of racial and economic justice.  In contrast, I will use aspects of Jürgen Moltmann’s cross-centered notion of hope in his work, In the End—The Beginning as a critique of Olsteen’s eschatology.
The prosperity gospel is not solely about a particular doctrine; it also means a particular approach to the Christian life.  The Reverend Rick Warren is one proponent of the prosperity gospel who use an approach of Christian accommodation to cultural norms.  It seems that Warren has shed many of the overt traits of the Word of Faith/Prosperity gospel; in Warren’s personal ministry, he distinctively addresses the needs of the poor and he has made it a point to tithe 90% of his earnings of his books to charity.  His strategy for church growth, however, makes more accommodations for the culture at large in order that the Christian religion seems more agreeable with postmodern North American sensibilities.  The ecclesiology behind The Purpose Driven Life is problematic.  Warren’s concept of God’s plan is restricted to the individual. He never discusses God’s vision for the church or the society at large because, first, his theology necessarily begins with the individual persons and second, his understanding of the reign of God is limited to the great “by and by.”
In order to propose a theology of Christian vocation, I will utilize Martin Luther’s concept of Deus Asconditus (or the active hiding and revealing of God) along with scriptural references to theophanies in this work while explicating how the Triune God reveals a divine vision for the body of  Christ and human society of social equality, mutuality, and self-giving. I propose that we as the body of Christ look to John Wesley’s Trinitarian doctrine of the imago Christi.  In order to demonstrate a practical model for how we as Christians are to respond to the Holy Trinity’s call on our lives, I will explore the life and ministry of 19th century African Methodist Episcopal Zion evangelist Julia Foote who became aware of her destiny an encounter with the Father, Son, and Holy Spirit.  It is through her story that Christian communities might recognize what it means for the church to exist as the sign of the new creation in the midst of a fallen world.

Impact of Ongoing Reforms in Education and Training on the Adult Learning Sector (2nd phase) - Study Report

by George K. Zarifis

2010 -Impact of ongoing reforms in education and training on the adult learning sector (2nd phase) - Final report  S. D. Broek, B. J. Buiskool, B.  Hake | This study has been financed by the European Commission DG
EAC (EAC/15/2009)

This study that was completed by Research voor Beleid, sought ways to increase and widen participation of adults in... more This study that was completed by Research voor Beleid, sought ways to increase and widen participation of adults in learning, overcoming particular barriers for participation and system weaknesses. In order to do so, the study aimed at providing a thorough analysis of ongoing developments, reforms and modernisation in the adult learning sector in the countries participating in the Education and Training 2010 process; an assessment of the role of the European Commission in stimulating adult learning; identify conditions for successful and effective adult learning policies on EU and Member State level. The specific focus of this study is the articulation between the demand for, and supply of adult learning and the ways in which policies seek to improve the articulation between demand for and provision of learning opportunities. The most basic indicator of an effective adult learning system is the participation rate by adults taking part in adult learning activities, as well as educational attainment and qualification levels. The focus is both on increasing participation and widening participation in order to reach the disadvantaged groups. The report consists of two volumes. The first volume contains the main report. The second volume is an annex-report containing the detailed descriptions of the methodology used, examples of measures implemented to increase participation in the countries, descriptions of the case studies and outcomes of the expert meeting. Furthermore, a literature list is included used for the analyses on country level. The main report consists of three parts:
Part A: Aims of the study, the object of study and methodology.
Part B: Outcomes of the study.
Part C: Final conclusions and recommendations.

Good for your soul? Adult learning and mental wellbeing

by John Field

For a copy, contact me at john.field@stir.ac.uk

Although there is a widely held view that adult learning has a positive impact on well-being, only recently has this... more Although there is a widely held view that adult learning has a positive impact on well-being, only recently has this proposition been systematically tested. A review of recent research confirms that adult learning has a clear influence on earnings and employability, both of which may influence well-being indirectly. These are more important for some groups than others: in economically advanced societies, additional earnings produce limited gains in well-being for most groups except the poorest, while employability is most significant for groups that are most vulnerable in the labour market. Recent studies have also shown that participating in learning in adult life has a positive direct influence on well-being. Quantitative studies suggest that the influence is comparatively small, but it is nevertheless significant. There has been less investigation into the negative consequences of learning for well-being, and the paper draws on current qualitative data to illustrate some of these less desirable influences. It concludes by identifying areas for further research, and outlining a number of implications for policy and practice. 

Able Bodies: Work camps and the training of the unemployed in Britain before 1939

by John Field

Before 1939, around 200,000 young unemployed men entered government work camps in Britain. By comparison with Germany... more Before 1939, around 200,000 young unemployed men entered government work camps in Britain. By comparison with Germany or the USA in the same period, this was a relatively small scale operation. The purposes and architecture of the initiative was, though, remarkably similar. The paper examines the origins of the British system, looks back to earlier experiences of labour colonies, discusses the brief period of compulsory recruitment under the second Labouor government, and evaluates its impact on interwar unemployment (concluding that it was negligible).

Learning Transitions: Research, policy, practice

by John Field

Co-authored with Jim Gallacher and Robert Ingram, published in revised form as the introduction to 'Researching Transitions in Lifelong Learning'.

Life transitions, above all those connected with working life, are of considerable interest to researchers. Many... more Life transitions, above all those connected with working life, are of considerable interest to researchers. Many writers such as Bauman and Giddens have argued that such transitions are an inherent feature of contemporary life, and indeed are of increasing importance as the pace of change quickens. This chapter outlines a number of educational dimensions to life transitions. It argues that while adult transitions are under-researched in comparison to the field of youth transition studies, this area is developing fast as a result of new approaches to research and new theoretical interests in the adult life course.

Skill Formation and Utilisation In the Post‐Soviet Transition: Higher Education Planning In Post‐Soviet Georgia

by Irakli Gvaramadze

Low-Skilled Workers and Adult Vocational Skills-Upgrading Strategies In Denmark and South Korea

by Irakli Gvaramadze

‘Nothing will prevent me from doing a good job’. The professionalisation of part-time teaching staff in further and adult education

by Jill Jameson

(2008) Journal of Research in Post-Compulsory Education , 13(1), 39 - 53, with Prof Yvonne Hillier

Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL)... more Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL) in the UK are often seen as ‘a problem’. The intrinsic ‘part-timeness’ of these staff tends to marginalise them: they remain under-recognised and largely unsupported. Yet this picture is over-simplified. This article examines how part-time staff make creative use of professional autonomy and agency to mitigate problematic ‘casual employment’ conditions, reporting on results from Learning and Skills Development Agency-sponsored research (2002–2006) with 700 part-time staff in the learning and skills sector. The question of agency was reported as a key factor in part-time employment. Change is necessary for the professional agency of part-timers to be harnessed as the sector responds to ambitious sectoral ‘improvement’ agendas following the Foster Report and FE White Paper. Enhanced professionalisation for part-time staff needs greater recognition and inclusion in change agendas.