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Descriptors:
Adult Education; Conferences (Gatherings); Lifelong Learning; Child Caregivers; Child Care; Early Childhood Education; Competence; Job Skills; Case Studies; Genealogy; Global Approach; Commercialization; Foreign Countries

Abstract:
We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local "hybridisations" of these discourses are constructed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Equal Education; Lifelong Learning; Foreign Countries; Generational Differences; Age Differences; Adult Learning; Educational Sociology

Abstract:
This exploratory paper considers the concept of generation in the context of learning across the life course. Although researchers have often found considerable inequalities in participation by age, as well as strongly articulated attitudinal differences, there have so far been only a handful of studies that have explored these patterns through the perspective of generational formations. The paper is primarily conceptual, exploratory and reflective, setting out a number of approaches to the concept of generations, most of which derive largely from debates with the ghost of Karl Mannheim; it then considers how these concepts of generation have been applied to understandings of educational inequalities in recent research in Germany and the Nordic nations. It then examines the dynamics of inter-generational relations in learning, drawing on research undertaken as part of the Teaching and Learning Research Programme. The paper argues that although inter-generational dynamics are a relatively neglected dimension of Anglophone research on life chances and learning, there is a strong case for understanding their dual roles in both inequality and cohesion. It concludes by outlining some themes and areas for further investigation in the future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Educational Attainment; Outcomes of Education; Cost Effectiveness; Education Work Relationship; Health; Child Health; Spouses; Infant Mortality; Mortality Rate; Birth Rate; Parent Background; Cognitive Development; Psychological Patterns; Efficiency; Work Environment; Lifelong Learning; Citizen Participation; Civil Rights; Politics; Poverty; Crime; Conservation (Environment)

Abstract:
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Adult Learning; Lifelong Learning; Investment; Labor Market; Outcomes of Education; Transitional Programs; Employment Potential; Economic Opportunities; Employment Opportunities; Longitudinal Studies; Foreign Countries; Surveys; Context Effect

Abstract:
Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too low to warrant large-scale public funding has been challenged by recent LLAKES research that shows significant returns to participants in lifelong learning with improvements in both their employability and employment prospects. It is argued that, under conditions of growing social polarisation and economic uncertainty, lifelong learning can have a significant protective effect by keeping adults close to a changing labour market. In this paper we review research from different disciplinary and epistemological traditions, providing evidence of the beneficial effects of lifelong learning, especially when taking into account the dynamics of the life course. Transitions and turning-points in youth and in adult life are markers of diversification of the life course; how far these diversifications amount to "de-standardisation" of the life course is debated. They involve biographical negotiation, in which any decision is consequential upon previous decisions and involves the exercise of contextualised preferences as well as the calculations of "rational choice". Gaining a better understanding of how changing demands are negotiated at different life stages offers a new perspective, moving from narrow versions of rational choice theory towards models of biographical negotiation as promising avenues for effective policy-making. (Contains 5 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Low Income; Role of Education; Lifelong Learning; Foreign Countries; Foreign Policy; Correlation; Financial Support; Case Studies; Educational Policy; Economic Development; Indigenous Knowledge

Abstract:
This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Novices; Guidelines; Internet; Computer Uses in Education; Educational Strategies; Educational Resources; Check Lists; Teacher Education; Web 2.0 Technologies; Electronic Publishing; Web Sites; Guides; Reflection; Professional Development

Abstract:
Discover how to transform your professional development and become a truly connected educator with user-generated learning! This book shows educators how to enhance their professional learning using practical tools, strategies, and online resources. With beginner-friendly, real-world examples and simple steps to get started, the author shows how to harness information from physical and virtual communities and become a lifelong learner in the digital age. Professional Learning in the Digital Age features: (1) In-depth explanations of curation, reflection, and contribution; (2) Guest appearances from digitally connected educators; (3) Simple to-do lists to help you get started; and (4) Handy appendices with resources for further learning, and so much more! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Fine Arts; Foreign Countries; Arts Centers; Barriers; Visual Arts; Performance Factors; Older Adults; Cultural Education; Learning Processes; Interviews; Predictor Variables; Participant Satisfaction; Art Appreciation; Learner Engagement; Adult Learning; Adult Programs; Art Education

Abstract:
This article addresses how older people understand and engage with contemporary art in the gallery context--whether there is something unique to the art, the format of the visits, the pedagogical approaches used by gallery educators, the social contact, or a combination of all these factors. It also addresses the psychosocial barriers to engagement. It draws from "Contemporary visual art and identity construction--wellbeing amongst older people", a two-year research project funded by the cross-research council New Dynamic of Ageing Programme. Over 21 months, 43 participants aged 60-92 made three visits to contemporary art galleries in north-east England. The potential for art galleries to develop lifelong learning opportunities for post-retirement people has implications for the cultural, health and voluntary sector. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Innovation; Lifelong Learning; Human Capital; Trend Analysis; Educational Trends; Skill Analysis; Skill Development; Performance Factors; Literature Reviews; Futures (of Society); Alignment (Education); Skill Obsolescence; Relevance (Education); Theory Practice Relationship; Epistemology; Program Content; Influence of Technology; Time Perspective; Basic Skills; Educational Needs

Abstract:
This article explores and discusses key conditions needed to develop skills for innovation. This article analyses five trends that can contribute to fostering the development of skills for innovation within and outside formal educational institutions. These key trends, identified through a literature review, are elements that foster learning and human capital development necessary for an innovative society. These five key elements are: (1) the mismatch between formal education and the challenges of an innovative society; (2) the shift from what we learn to how we learn; (3) the fluctuating relationship between digital technologies and contents; (4) the changing conceptions of space-time and the emphasis on lifelong learning; and (5) the development of soft skills. Finally, this article ends highlighting that the expanded learning and the development of skills for innovation are critical aspects for the future of education. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employees; Lifelong Learning; Intention; Educational Attainment; Influences; Gender Differences; Employment Level; Job Security; Job Satisfaction; Career Development; Work Environment; Individual Characteristics; Hierarchical Linear Modeling; Foreign Countries

Abstract:
In the continuously changing society and knowledge-intensive economy, the demand for the recurrent updating of competencies is coming to the fore for all employees, including low-qualified employees. Employees are considered low qualified when they do not have a starter qualification for higher education. Although many educational studies have focused on fostering learning under favorable circumstances, learning under less favorable circumstances--such as fewer career prospects and restricted possibilities for professional and personal development associated with low qualifications--has received fairly little attention. Participants in this cross-sectional, survey-based study were 246 low-qualified employees from eight different organizations. Results of the multilevel analyses show gender differences and differences between employees with different types of employment contracts. In addition, the seniority of employees showed a negative relation with learning intentions. Finally, learning intentions were positively predicted by self-directedness, financial satisfaction, and perceived support for learning. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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