Lifelong Learning In Action

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.

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

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.

Lifelong Learning is now central to the Hong Kong education reform agenda. As a recent Education Commission Report put it, 'lifelong learning is the key to Hong Kong's success'. This book focuses on the post-secondary, continuing and professional education (CPE) sector. It includes contributions from Hong Kong practitioners in the field as well as from eminent international scholars who are well acquainted with CPE in Hong Kong. The book is in three parts. The first part traces recent developments in CPE in Hong Kong and offers an up-to-date account of policy, programmes and provision. A profile of lifelong learners, drawing on recent research findings, is also provided. In the second part, practitioners from a diverse range of subject disciplines offer their perspectives on the issues. This part of the book contains a wealth of ideas and examples illustrating the practice of lifelong learning in Hong Kong. The third part examines the forces shaping post-secondary education in Hong Kong and explores emergent issues. Topics discussed include: the convergence of higher and continuing education, work-based learning, cross-border collaborations with mainland China, Hong Kong vocational education and training policy, and the legal challenges posed by on-line learning. Written primarily for academic managers and teachers in the adult and continuing education sector, this book will also be of interest to (postgraduate) students of lifelong learning, comparative education researchers, CPE policy-makers, employers and human resources managers. It is a timely contribution to the current debate on the future shape of education in Hong Kong. The two Editors' combined experience in tertiary sector teaching and administration totals 57 years. They are now both working in the School of Professional and Continuing Education, The University of Hong Kong (HKU SPACE). John Cribbin is the School Secretary and Registrar; a graduate of University College London and Leicester University, he has previously worked at King's College London and the UK Open University. Peter Kennedy is a Senior Programme Director responsible for programmes in the fields of human resource management and training, as well as in English and theatre studies.

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.

This text sets out to explain the issues and attributes of lifelong learning as well as outlining the many initiatives which are being taken to help understand the implications and new roles for many of our institutions.

This guide to lifelong learning brings together new writing from leading thinkers in the field to provide a critical summary of current developments in understanding adult learning and the societal context in which they are located.

'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups. This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university. Topics covered include: * Community education * Popular education * Higher education * The corporate university * The school curriculum * Vocational studies. With contributors from China, Africa, USA, Canada, UK and other European countries, Lifelong Learning offers a comprehensive and challenging account of issues arising from varying lifelong learning decisions, and exposes the impact these decisions have on such a large majority of the population.