Lifelong Action Learning

This book explains and demonstrates how indigenous communities – built on traditional knowledge, culture and language – can be extended and strengthened by (1) the new, integrated methodology of Lifelong Action Learning (LAL), and (2) new approaches to learning and development as exemplified by the system of GULL (Global University for Lifelong Learning). The GULL system harnesses the potential of people to bring about positive change together, characterized by self-reliance, financial independence, and cascading learning and benefits to others. It is a self-directed and self-sustainable process of learning and growth. The case studies in this book provide evidence that over time economically very poor communities can achieve transformations that bring with them many benefits personally, professionally and for the community. This book manages to accomplish an almost impossible goal—to be both deeply inspirational and highly practical all at the same time. Professor Mary Brydon-Miller, USA I was sold on this book from the foreword – the need to rethink how we think about and ‘do’ education is emerging as a ‘hot topic’ among academics. Professor Lesley Wood, South Africa All development practitioners and students should study this book carefully, as should aid bureaucrats and aid donors. Dr Chad Perry, Australia In this book Ortrun Zuber-Skerritt and Richard Teare invite us to re-think, re-evaluate and re-create our views of learning. Associate Professor Doris Santos, Colombia In this new book, the authors present challenging and original models for encouraging community and social development work. Drawing on a Lifelong Action Learning (LAL) approach, they challenge Western-dominated approaches to learning, encouraging the development of local solutions for local needs. Dr Pip Bruce Ferguson, New Zealand By bringing education to the people, rather than people to education, they create the possibility for real personal, organizational and community learning on-the-ground in developing countries. Dr Ron Passfield, Australia The genius of this book is its simplicity. It provides a sound approach to addressing the holes in our mainstream approaches to education, training, development and in living together in communities, through providing a new understanding of ‘lifelong action learning’ and how to achieve it through proactively cultivating and passing on local knowledge. Dr Frank Thompson, Africa. I believe this book has the potential to transform the century old teaching and learning paradigm that is failing many countries to one that is futures oriented and transformational in nature. This is a book that all educators need to read and to consider within their own learning context. Dr Margaret Fletcher, Australia This book will be useful to international community developers, educators and researchers - especially if they are looking for alternative ways of successfully improving living conditions for disadvantaged and subsistence communities. Associate Professor Wendy Rowe, Canada

Since the concept of lifelong learning came to prominence much excellent work has been undertaken but, as Professor Longworth's new book shows, major change in some areas is still needed if the concept of learning from cradle to grave is to become a true reality. Using his unique vantage point from consulting with schools, universities, local, governmental and global authorities, Professor Longworth brings the development of lifelong learning bang up-to-date with a complete survey of the principles of lifelong learning including examples from around the world and crucial information on the impact of lifelong learning on 21st century schools.

Why is it that in the 21st century the place where a person is born still determines their life chance? This is Richard's 23rd book and in it, he charts his journey from university professor to honorary chief of a remote island tribe in Papua New Guinea. Along the way, he co-founded GULL and this book explains how lifelong action learning can be provided to those who are traditionally excluded - the low paid, the marginalized and the millions of people who are living in poverty.Dr Richard Teare is Co-founder and President, Global University for Lifelong Learning (GULL) - a non-profit network movement that works with other organizations to facilitate self-help in communities and the workplace. Author proceeds will be used to support GULL's work in African subsistence communities.

In this era of economic uncertainty, there has been renewed interest in the benefits of adult and higher education for economic and professional gain. André P. Grace questions this perspective and advocates for a holistic view that also incorporates the social, cultural, and personal benefits of learning as a lifelong pursuit. A detailed and thoughtful critique of the e ects of neoliberalism and globalization on adult and higher education, this book examines the quality of lifelong learning in historical and contemporary contexts, with an emphasis on multivariate learner populations and education as a platform for social engagement, ethics, and justice. Weaving together academic analysis and first-person reflections, the author addresses the diverse needs of learners from Canada and around the world in a variety of social and economic situations. An essential text for anyone interested in the development of lifelong-learning policy and practice, Lifelong Learning as Critical Action is a call to action that challenges readers to engage with lifelong learning as a critical, democratic, and inclusive process.

In covering the essentials of action learning, this title returns to the basics and most powerful aspects of the subject. It is not a book of theory, but rather of practice. Application of action learning in a variety of settings is explored, with guides to programme design and how-to information.

This tribute to Ortrun Zuber-Skerritt is a celebratory Festschrift of her learning/research action-packed life. Colleagues around the world reflect on their own learning, research and professional development, with and through Ortrun, in action learning and action research (ALAR). Four Parts identify focus areas in Ortrun’s work and interests over the last 40 years. Higher Education is the site for most of Ortrun’s work experience since 1974 when she joined Griffith University in Australia. Organisations is a context where Ortrun has actively explored processes of learning, leadership and development in management education.

Action Learning and Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research. It clarifies what constitutes AL/AR in its many forms and what it is not.

This book applies and expands upon the concept of the ‘learning conference’ as a site of learning and development, using the paradigm and methodologies of participatory action learning and action research (PALAR). Making a significant contribution to the field, this is the first book to outline the characteristics and development of a learning conference culture in theory and practice. It demonstrates how application of the learning conference concept can maximise learning opportunities and successful research outcomes to bring about sustainable professional, organizational and community development. An international team of contributors offer their diverse perspectives on conferences and the practical and theoretical work conducted at these events. They contextualize these reflections in the light of global developments in this increasingly troubled twenty-first century marked by greater complexity through technology, globalization, neo-liberalism, climate change and other sources of practical and ideological change, all of which enhance the conceptual and practical utility of the learning conference.