Lifelong learning: policy and practice in further education

2003 ◽  
Vol 45 (7) ◽  
pp. 361-370 ◽  
Author(s):  
Gillian Leader
Keyword(s):  
Lifelong Learning ◽  
Government Policy ◽  
Further Education ◽  
Widening Participation ◽  
Policy And Practice ◽  
Learning Society ◽  
Educational Discourse ◽  
Inclusive Learning ◽  
The Impact ◽  
The Relationship

The lifelong learning agenda maintains a pivotal role in educational discourse. It reflects government policy that as a conceptual framework it is shaping a new model of learning. Moreover, it reinforces the view that the establishment of a learning society is vital to meet the growing diversity of economic and social imperatives. This paper explores some of the challenges facing further education in constructing an effective and vocational paradigm for lifelong learning that addresses the impact of widening participation and accessibility. It highlights the significance of recent post‐16 government initiatives and the relationship between a knowledge economy and the inclusive learning agenda in the context of policy and practice.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals 'Boat People' and Discursive Bordering: Australian Parliamentary Discourses on Asylum Seekers, 1977-2013

Refuge ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 13-26
Author(s):  
John Van Kooy ◽  
Liam Magee ◽  
Shanthi Robertson
Keyword(s):  
Content Analysis ◽  
Government Policy ◽  
Asylum Seekers ◽  
Security Threats ◽  
Political Language ◽  
Policy And Practice ◽  
Boat People ◽  
Sovereign Territory ◽  
The Relationship ◽  
Historical Periods

This article draws upon content analysis of Australian parliamentary transcripts to examine debates about asylum seekers who arrived by boat in three historical periods: 1977–1979, 1999–2001, and 2011–2013. We analyze term frequency and co-occurrence to identify patterns in specific usage of the phrase “boat people.” We then identify how the term is variously deployed in Parliament and discuss the relationship between these uses and government policy and practice. We conclude that forms of “discursive bordering” have amplified representations of asylum seekers as security threats to be controlled within and outside Australia’s sovereign territory. The scope of policy or legislative responses to boat arrivals is limited by a poverty of political language, thus corroborating recent conceptual arguments about the securitization and extra-territorialization of the contemporary border.

scholarly journals Sustainable development through lifelong learning: A good practice about women entrepreneurship from Turkey

2020 ◽  
pp. 201-220
Author(s):  
Sadife Çinkir
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Good Practice ◽  
Implementation Process ◽  
Active Involvement ◽  
Women's Participation ◽  
Directorate General ◽  
Age Appropriate ◽  
The Impact ◽  
The Relationship

Women form half of the world's population, but the same cannot be said for their active participation in economic development. Sustainable, strong economies can be achieved through equally active involvement in the process by developing or keeping up to date the skills of individuals in society. This paper focuses on women's contribution to sustainable development as entrepreneurs through Lifelong Learning. The paper consists of two sections. The first section discusses the relationship between accessibility to digital age-appropriate education and sustainable development in Lifelong Learning. The second section is a good practice of the impact of the "Women First in Entrepreneurship" project on developing women's entrepreneurship. It covers the reasons for the project and its implementation process, outputs, and impact. To increase women's participation in the labor market as part of sustainable development in today's economy, the project, which began in 10 pilot provinces, is currently being implemented across Turkey. The project has been implemented under the coordination of the Turkish Directorate General for Lifelong Learning since 2015. The General Directorate of Lifelong Learning is the highest policymaking authority in Turkey to strengthen the adult education system.

Beyond evidence-based policy and practice

2013 ◽  
Vol 16 (2) ◽  
pp. 20-36
Author(s):  
Mike Fisher
Keyword(s):  
North America ◽  
Practice Research ◽  
Evidence Based ◽  
Policy And Practice ◽  
Research And Practice ◽  
Social Work Research ◽  
Recent Developments ◽  
The Uk ◽  
The Impact ◽  
The Relationship

This paper concerns the impact of social work research, particularly on practice and practitioners. It explores the politics of research and how this affects practice, the way that university-based research understands practice, and some recent developments in establishing practice research as an integral and permanent part of the research landscape. While focusing on implications for the UK, it draws on developments in research across Europe, North America and Australasia to explore how we can improve the relationship between research and practice.

scholarly journals Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?

2020 ◽  
Vol 6 (2) ◽  
pp. 11-34
Author(s):  
Sarah Cox
Keyword(s):  
Language Learning ◽  
Red Cross ◽  
Policy And Practice ◽  
Family Reunion ◽  
Refugee Families ◽  
Research Findings ◽  
Integration Service ◽  
The Impact ◽  
The Relationship ◽  
Multilingual Approach

This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of refugee families who have recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from a pilot teaching study, working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full “linguistic repertoire” (Garcia & Kleifgen, 2010) and drawing on Norton’s construct of “investment” (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees’ own languages within the learning process.

Ruling Relations: Rethinking State and Gender in South African History

1992 ◽  
Vol 33 (3) ◽  
pp. 441-465 ◽  
Author(s):  
Linzi Manicom
Keyword(s):  
South African ◽  
Social Life ◽  
African State ◽  
The State ◽  
Gender History ◽  
Policy And Practice ◽  
History Of ◽  
And Gender ◽  
The Impact ◽  
The Relationship

Although South African women's history has been growing in volume and sophistication over the past decade, the impact of gender analysis has yet to be felt in mainstream or radical historiography. One reason for this neglect is the way in which the categories of both ‘gender’ and ‘women’ have been conceived – with ‘women’ assumed to have a stable referent and ‘gender’ treated as synonymous with women. Those areas of social life where women are not immediately present have thus remained unreconstructed by the theoretical implications of gender. This is particularly the case with the history of ‘the state’.The article identifies and looks critically at the major paradigms of South African women's and gender history in terms of how the relationship between ‘the state’ and ‘women’ is implicitly or explicitly represented. It argues that the understanding of the category ‘women’ as socially and historically constructed (as evident in more recently published gender history) provides a way of moving beyond the more static or abstractly posed state-versus-women relationship. This requires too that ‘the South African state’ be understood not as unitary or coherent but as institutionally diverse with different objectives being taken up and produced as policy and practice. The project then becomes one of understanding South African state formation as a gendered and gendering process, of exploring the different institutional sites and ruling discourses in which gender identities and categories are constructed.

Student Mobility and Migrant Knowledge

2014 ◽  
Vol 28 (2) ◽  
pp. 69-77
Author(s):  
J.J. Vauterin ◽  
T. Virkki-Hatakka ◽  
K.E. Michelsen
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Knowledge Flows ◽  
Knowledge Flow ◽  
Current Policy ◽  
Policy And Practice ◽  
Assessment Policy ◽  
The Impact ◽  
The Relationship ◽  
Over Time

For a better understanding of the impact of global student flows on industries and knowledge societies, we need to rethink the relationship between global student mobility and migrant knowledge. The authors elaborate on the view that current policy and practice relating to higher education mobility puts too much emphasis on mobilizing pools of knowledge, thereby ignoring the fact that knowledge flows tend to be concentrated among people who are actively participating in the knowledge flow. Adopting a shared social context perspective on the dynamics of knowledge flow embedded in mobile minds may enable a better assessment to be made of the impact of student mobility over time on industries and societies. Given such an assessment, policy and practice measures can be developed to encourage those involved in the knowledge flow to exploit student talent flow more effectively.

Understanding Well-Being

2018 ◽  
Author(s):  
Faye Sayer
Keyword(s):  
Public Health ◽  
Social Change ◽  
Government Policy ◽  
Best Practice ◽  
Well Being ◽  
Central Theme ◽  
Policy And Practice ◽  
Critical Juncture ◽  
Humanistic Approach ◽  
The Impact

In the last decade well-being has become a central theme in political and public discussions; it has also filtered into professional dialogue pertaining to the methods and practice of heritage. This chapter examines how heritage practice can support political agendas and positively impact on individual and community well-being. This chapter outlines a humanistic approach to heritage practice, applying public health perspectives to enable the use of heritage as a tool for social change. It provides an evaluation strategy for heritage projects, a toolkit to demonstrate the impact of heritage on well-being and on wider government policy and practice. The suggestions here offer internationally applicable guidelines and strategies for future best practice for heritage projects. They highlight that, at this critical juncture in well-being policy and practice, it is essential that the heritage sector quantitatively and qualitatively proves its value and changes its practices to support this global societal goal.

scholarly journals Re-imagining Diversity: Towards an Anthropology for Disruption in UK Higher Education

Journal ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 1-7
Author(s):  
Alison Macdonald
Keyword(s):  
Higher Education ◽  
Diversity Training ◽  
Reference Points ◽  
Widening Participation ◽  
Special Issue ◽  
Institutional Diversity ◽  
Policy And Practice ◽  
Inclusive Learning ◽  
The Uk ◽  
Uk Higher Education

From Athena Swan accreditations to Access and Widening Participation agendas, diversity training and renewed pedagogic approaches to inclusive learning, the higher education landscape is now awash with the language of ‘diversity’ as policy and practice. The institutionalisation of ‘diversity’ is a welcome method of inclusion, yet it is often reproduced as ‘happy talk’ (Bell and Hartmann 2007) that pacifies the call for meaningful structural and institutional change, silencing and even reinforcing the inequality it seeks remedy (i.e. Ahmed, 2012; Alexander, 2005; Archer, Hutchings & Ross 2003; Kirton, Greene & Dean 2007; Mohanty, 2003; Puwar, 2004). Taking these paradoxical dimensions of diversity as ethnographic and conceptual points of departure, this special issue seeks to unravel some of the everyday experiences, practices and policies encoded in diversity ‘speak’ and ‘diversity work’ (Ahmed 2012) across anthropology departments in the UK. By giving credence to accounts of the daily graft of ‘diversity work’, together with embodied and lived experiences of what ‘being diverse’ entails on the ground, we strive to productively mobilise decentred ‘situated knowledges’ (Haraway, 1988) in order to displace the continued centrality of white / elite / heteronormative / ableist reference points at the heart of much higher education institutional diversity strategies and inclusion agendas (cf. also Puwar, 2004). For us, the term ‘re-imagining’ is a call for positive political transformation in which we hope the difficult, uncomfortable - but hopefully - fruitful questions and critiques posed by papers in this special issue galvanise a space for diverse-led action. It is thus against this backdrop that we try to re-imagine diversity in a new light: to bear witness to those who live its effects and thereby reveal the potential to democratically and holistically re-structure anthropology from the ground up.

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