an article by Phyllis Cummins and Suzanne Kunkel (Miami University, USA) published in New Horizons in Adult Education and Human Resource Development Volume 27 Issue 3 (Summer 2015)
Abstract
Continuous learning over the life course is necessary to successfully compete in a knowledge-based global economy. Workers are increasingly encouraged to remain in the labour force at older ages, which for many will require skills upgrading.
While a wide range of individual and community factors play a role in whether older workers receive skills training and remain in the labour force, national policies and practices are also likely to have an influence. This nation-level study used OECD data to identify associations between participation in lifelong learning activities and outcomes such as labor force participation at older ages and income inequality.
Countries with more hours spent in lifelong learning activities over the life course have higher labour force participation rates between the ages of 55 and 64 and have lower rates of income inequality.
Recognising lifelong learning as a shared responsibility among stakeholders is crucial to successful programme implementation.
Showing posts with label practices. Show all posts
Showing posts with label practices. Show all posts
Monday, 24 August 2015
Friday, 20 March 2015
Literacy, learning and identity: challenging the neo-liberal agenda through literacies, everyday practices and empowerment
an article by Vicky Duckworth (Edge Hill University, Ormskirk, UK) and Angela Brzeski (Runshaw College, Leyland, UK) published in Research in Post-Compulsory Education Volume 20 Issue 1 (March 2015)
Abstract
In the UK, further education (FE) colleges play a key role in providing literacy programmes.
This article draws upon our research in FE, with a focus on literacy, learning and identity, to explore how different learners are positioned differently depending on the value of the literacy practices they bring with them from home. Indeed, it is generally considered that recognising the literacies that learners bring into the classroom is an effective strategy to teaching and learning because purposeful and meaningful learning builds and expands on learners’ prior knowledge and experience to shape and construct new knowledge rather than seeing the learner as an empty vessel ready to be filled by the tutor.
Learning is seen as a social activity embedded in particular cultures and contexts where assessment is based on the learners demonstrating competence in achieving specific learning outcomes. The achievement of these learning outcomes is situated in the learners’ real life and everyday practices.
The paper concludes that New Literacy Studies and critical approaches to education are important to challenging prescriptive pre-set curriculum literacies driven by a neoliberalism agenda and to empowering learners in and out of the classroom.
Abstract
In the UK, further education (FE) colleges play a key role in providing literacy programmes.
This article draws upon our research in FE, with a focus on literacy, learning and identity, to explore how different learners are positioned differently depending on the value of the literacy practices they bring with them from home. Indeed, it is generally considered that recognising the literacies that learners bring into the classroom is an effective strategy to teaching and learning because purposeful and meaningful learning builds and expands on learners’ prior knowledge and experience to shape and construct new knowledge rather than seeing the learner as an empty vessel ready to be filled by the tutor.
Learning is seen as a social activity embedded in particular cultures and contexts where assessment is based on the learners demonstrating competence in achieving specific learning outcomes. The achievement of these learning outcomes is situated in the learners’ real life and everyday practices.
The paper concludes that New Literacy Studies and critical approaches to education are important to challenging prescriptive pre-set curriculum literacies driven by a neoliberalism agenda and to empowering learners in and out of the classroom.
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