Lifelong Learning as a Policy Process: A Case Study from Australia

2011 ◽  
pp. 759-772 ◽  
Author(s):  
John McIntyre
Keyword(s):  
Lifelong Learning ◽  
Policy Process

scholarly journals Filling in the Missing Link between Universalism and Democracy: The Case of Costa Rica

2014 ◽  
Vol 56 (4) ◽  
pp. 98-118 ◽  
Author(s):  
Juliana Martínez Franzoni ◽  
Diego Sánchez-Ancochea
Keyword(s):  
Costa Rica ◽  
Policy Process ◽  
Policy Design ◽  
Building Blocks ◽  
Missing Link ◽  
Payroll Taxes ◽  
Adoption And Implementation ◽  
Successful Case ◽  
Key Aspects

AbstractThis article explores a missing link in the recent literature on the formation of social policies: that between democracy and universalism, one desirable yet elusive feature of these policies. We base our argument on a case study of Costa Rica, the most successful case of universalism in Latin America. We proceed by first depicting Costa Rica's peculiar policy architecture, based on the incremental expansion of benefits funded on payroll taxes. Then we reconstruct the policy process to stress the key role played by technopoliticians in a democratic context. Backed by political leadership and equipped with international ideas, technopoliticians drove social policy design from agenda setting to adoption and implementation. Third, we argue that key aspects of the policy architecture established in the early 1940s were fundamental building blocks for a distinctive and seldom explored road to universalism. We conclude considering contemporary implications.

Strategies for Effective Digital Games Development and Implementation

2013 ◽  
pp. 168-198 ◽  
Author(s):  
T. Lim ◽  
S. Louchart ◽  
N. Suttie ◽  
J.M. Ritchie ◽  
R.S. Aylett ◽  
...  
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Digital Technology ◽  
Development Process ◽  
Digital Technologies ◽  
Digital Games ◽  
Strategic Development ◽  
Game Mechanics ◽  
Games Development

Digital technologies have increased the pace of knowledge creation, sharing, and the way in which learning is being undertaken. This chapter considers how Serious Games (SGs) as a digital technology endeavours to support effective lifelong learning. Three fundamental characteristics of the SG ecosystem, namely, game mechanics, interoperability, and assessment, are considered here as strategic elements that impact upon how SGs are to support learning, how they affect the learning environment, and ultimately, the SG development process. A prospective deconstruction of SGs into its pedagogical elements and its game mechanic nodes is presented to make aware the interoperability modus from which topical (domain) frameworks or architectures can be structured and assessed. To this end, the chapter explores the conceptual underpinnings through a case study on the eAdventure platform and argues that the key elements form the foundation for strategic development and implementation of SGs.

ICT in Education Development in Africa

2011 ◽  
pp. 283-305
Author(s):  
Chijioke J. Evoh
Keyword(s):  
Education Policy ◽  
Interest Groups ◽  
Policy Process ◽  
Teaching And Learning ◽  
Sub Saharan Africa ◽  
Ict In Education ◽  
African Countries ◽  
Education Development ◽  
Sub Saharan

This study presents the rationale for policy and institutional frameworks in the development of ICT in secondary education in countries in Sub-Saharan Africa (SSA). As the adoption of modern ICTs slowly gain momentum, various stakeholders in education have recognized the importance of leveraging these technological tools for the improvement of teaching and learning. To a large extent, the application of modern ICTs in education remains uncoordinated in many countries. This study identifies the institutional framework as the dominant approach to ICT in education policy process in the region. This involves the participation of broad-based interest groups in the policy process. Using South Africa as a case study, the study presents elements of ICT in education policy as well as policy lessons that would enable African countries use ICTs for productive educational outcomes.

Equity and Access as Keys for Opening Open Learning

2016 ◽  
pp. 263-290 ◽  
Author(s):  
Luke van der Laan ◽  
Liz Neary
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Lifelong Learning ◽  
Open Education ◽  
Critical Perspective ◽  
Education Demand ◽  
Equity And Access ◽  
Access And Equity ◽  
Key Drivers

This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age' of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.

Online Learning and Lifelong Learning

2011 ◽  
pp. 51-72 ◽  
Author(s):  
Glenn Finger
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Rural And Remote ◽  
Remote Communities ◽  
Information And Communication ◽  
Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

Lifelong learning pathway of a coach developer operating in a national sport federation

2020 ◽  
Vol 15 (3) ◽  
pp. 428-438 ◽  
Author(s):  
Vitor Ciampolini ◽  
Alexandre VB Tozetto ◽  
Fabrício J Milan ◽  
Martin Camiré ◽  
Michel Milistetd
Keyword(s):  
Lifelong Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
Time Line ◽  
Coach Education ◽  
Master Trainer ◽  
Practical Implications ◽  
Program Data

Coach developers play essential roles in “coaching the coaches,” and investigating their lifelong learning pathway is key for better understanding the mechanisms that lead certain coaches to become coach developers. Thus, the purpose of the paper was to conduct a case study to investigate the lifelong learning pathway of a coach developer operating in a national sport federation. The case investigated is Mille, a certified coach developer in charge of the Brazilian Rugby Federation’s coach education program. Data were collected through the Rappaport Time Line and two semi-structured interviews. An interpretative phenomenological analysis was adopted to explore the lived experiences reported by the participant. The results highlighted that Mille is an individual driven by challenges provided either by external factors (i.e. school, university, work) or by his own choices (i.e. becoming a coach, becoming a coach developer, starting a PhD) for personal and professional development. Specific life events led him to make decisions for evolving in his roles, from athlete, to coach, to coach developer, and to “master trainer,” which is the highest level of certification provided by World Rugby. Practical implications are suggested to contribute to the organization of education initiatives for coach developers through a lifelong learning perspective.

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