Anja P. Jakobi and Kerstin Martens
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199591145
- eISBN:
- 9780191594601
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199591145.003.0008
- Subject:
- Political Science, International Relations and Politics, Political Economy
Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only ...
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Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only since the 1990s. To explain this rise, this chapter argues that the OECD's wide‐ranging influence in this policy field is caused by expanding and refining its activities in education policy. The OECD's evolution in education policy‐making is examined by contrasting two periods of time: the 1970s — during which the OECD mainly produced discursive contributions to education policy; and the 1990s — when the organization extended its activities to conducting reviews and producing reliable data, enabling the organization to emerge as an influential policy agent in this field. This development is illustrated by the two examples of disseminating the goal of lifelong learning and benchmarking through education indicators.Less
Chapter 8 analyzes the OECD's impact on education policy‐making. Despite its long‐term involvement in education policy, the organization has developed into a central actor in this field only since the 1990s. To explain this rise, this chapter argues that the OECD's wide‐ranging influence in this policy field is caused by expanding and refining its activities in education policy. The OECD's evolution in education policy‐making is examined by contrasting two periods of time: the 1970s — during which the OECD mainly produced discursive contributions to education policy; and the 1990s — when the organization extended its activities to conducting reviews and producing reliable data, enabling the organization to emerge as an influential policy agent in this field. This development is illustrated by the two examples of disseminating the goal of lifelong learning and benchmarking through education indicators.
Stephanie Pitts
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199838752
- eISBN:
- 9780199950065
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838752.001.0001
- Subject:
- Music, Psychology of Music
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest ...
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This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.Less
This book considers the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. The discussion draws upon rich qualitative data, in which over 100 adults with an active interest in music reflect upon the influences and opportunities that shaped their musical life histories. The book addresses the relationship between the claims made for music education, the practice and policy through which those aims are filtered, and recollections of the lived experiences of learning music in a variety of contexts. This consideration of school music is set in the broader context of learning in the home and community, and illustrates the circumscribed yet immensely powerful role that music teachers and other potential role models can play in nurturing open-minded, active musicians. The four central chapters focus on generational change in home and school experiences of music; the locations in which musical learning takes place, including a cross-cultural comparison with respondents from Italy; the characteristics of teachers, parents and others as musical mentors and role models; and the lifelong outcomes of musical engagement for performers, teachers, listeners and adult learners. This analysis is then used to illuminate the claims made for music education in historical and contemporary debate, and to propose ways in which school music might better prepare young people for lifelong engagement in music. The book takes a long-term perspective on how formative musical experiences and opportunities have a lifelong impact on musical values, skills and attitudes.
John Field
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9781861346551
- eISBN:
- 9781447303374
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346551.001.0001
- Subject:
- Sociology, Economic Sociology
This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which ...
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This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which has become central to contemporary government; provides a detailed empirical investigation of the relationship between social capital, knowledge creation, and lifelong learning; relates the findings to wider policy debates; questions the dominant theoretical models of social capital; and confronts the assumption of many policy makers that the obvious solution to social problems is to ‘invest in social capital’.Less
This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic which has become central to contemporary government; provides a detailed empirical investigation of the relationship between social capital, knowledge creation, and lifelong learning; relates the findings to wider policy debates; questions the dominant theoretical models of social capital; and confronts the assumption of many policy makers that the obvious solution to social problems is to ‘invest in social capital’.
David A. Davis
- Published in print:
- 2011
- Published Online:
- May 2016
- ISBN:
- 9780262016032
- eISBN:
- 9780262298957
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262016032.003.0015
- Subject:
- Psychology, Health Psychology
In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, ...
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In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, and (c) workplace learning. Embedded in these constructs are the principles of shared decision making and patient-centered care. A sizable shift in the concept of the “medical school” is described to enable greater attention to lifelong and workplace learning, and in support of interprofessional care. To accomplish this broad goal, faculty development is needed to address the changes required in a patient-centered health environment. This requires institutional reorganization and integration, increasing the use of human, technological, and clinical resources from clinical, educational, and research entities within an integrated and functional, effective academic medical center. Such shifts will require thinking along an integrated educational continuum, not only from the standpoint of admissions to a health professional career to retirement, but also across health professional divisions. Finally, a shift to patient-centered care requires reform in educational methodology: an increased use of a wide variety of educational tools and methods as well as more focus on measurable and meaningful uptake of content and less on the process of the simple dissemination of information.Less
In the United States, health care reform calls for a realignment of physician roles to include (a) teamwork and interdisciplinary collaborative care, (b) continuing education and lifelong learning, and (c) workplace learning. Embedded in these constructs are the principles of shared decision making and patient-centered care. A sizable shift in the concept of the “medical school” is described to enable greater attention to lifelong and workplace learning, and in support of interprofessional care. To accomplish this broad goal, faculty development is needed to address the changes required in a patient-centered health environment. This requires institutional reorganization and integration, increasing the use of human, technological, and clinical resources from clinical, educational, and research entities within an integrated and functional, effective academic medical center. Such shifts will require thinking along an integrated educational continuum, not only from the standpoint of admissions to a health professional career to retirement, but also across health professional divisions. Finally, a shift to patient-centered care requires reform in educational methodology: an increased use of a wide variety of educational tools and methods as well as more focus on measurable and meaningful uptake of content and less on the process of the simple dissemination of information.
Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0087
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work ...
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The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.Less
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.
Sheila Riddell
- Published in print:
- 2001
- Published Online:
- March 2012
- ISBN:
- 9781861342232
- eISBN:
- 9781447303886
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861342232.001.0001
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging ...
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There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging the exclusion of this group, but also of enhancing their economic status. This book demonstrates that policy based on human capital premises has produced forms of lifelong learning that exacerbate the marginalisation of people with learning difficulties. This book reviews the range of policy fields that increasingly intervene in the lifelong-learning arena; maps the agencies involved in service delivery and describes their (sometimes conflicting) ethos; and provides in-depth accounts of the lived experiences of individuals with learning difficulties as they navigate lifelong-learning options.Less
There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging the exclusion of this group, but also of enhancing their economic status. This book demonstrates that policy based on human capital premises has produced forms of lifelong learning that exacerbate the marginalisation of people with learning difficulties. This book reviews the range of policy fields that increasingly intervene in the lifelong-learning arena; maps the agencies involved in service delivery and describes their (sometimes conflicting) ethos; and provides in-depth accounts of the lived experiences of individuals with learning difficulties as they navigate lifelong-learning options.
Jay Schulkin
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157443
- eISBN:
- 9781400849031
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157443.003.0007
- Subject:
- Psychology, Cognitive Neuroscience
This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled ...
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This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled with a liking for music. It first explains how a sense of music begins very early in infancy, noting that the discrimination of pitch and other perceptual capabilities are expressed within the first year of life, events believed to be fundamentally linked to social capabilities. It is the social world, gaining a foothold in the life of others, which makes this knowledge essential. Rhythmic engagement also begins in infancy, generating movement. This musical expression is linked to affective needs and diverse forms of social contact. The chapter proceeds by discussing hypersocial and hyposocial behaviors among individuals with Williams syndrome, along with the evolution of social behavior that underlies musical expression. Finally, it considers epigenetic events and lifelong learning changes in relation to music.Less
This chapter examines normal neonatal orientation to sounds as well as developmental disorders that affect musical sensibility, including Williams syndrome, a form of hypersocial expression coupled with a liking for music. It first explains how a sense of music begins very early in infancy, noting that the discrimination of pitch and other perceptual capabilities are expressed within the first year of life, events believed to be fundamentally linked to social capabilities. It is the social world, gaining a foothold in the life of others, which makes this knowledge essential. Rhythmic engagement also begins in infancy, generating movement. This musical expression is linked to affective needs and diverse forms of social contact. The chapter proceeds by discussing hypersocial and hyposocial behaviors among individuals with Williams syndrome, along with the evolution of social behavior that underlies musical expression. Finally, it considers epigenetic events and lifelong learning changes in relation to music.
Dorothy Lander and John Graham‐Pole
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0019
- Subject:
- Religion, Religion and Society
This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the ...
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This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the chapter's authors' beloved dead. In subsequent dialogue, the chapter reviews the potential of this autoethnographic and holistic methodology for death education, as well as for research and care work, in both formal and informal palliative care settings. It is argued that death and mourning are hard to teach through didactics and need to be interwoven with arts-based personal story, self-expression, and dialogue. The chapter proposes that such direct, non-mediated, communications can offer a vital, although largely unexplored, form of lifelong pedagogy as well as serving as a source of direct healing for bereaved people, whether personal or professional caregivers.Less
This chapter explores the “reflective practice” of letter-writing to the deceased. It reviews the literature of this unique form of epistolary communication, as a prelude to writing letters to the chapter's authors' beloved dead. In subsequent dialogue, the chapter reviews the potential of this autoethnographic and holistic methodology for death education, as well as for research and care work, in both formal and informal palliative care settings. It is argued that death and mourning are hard to teach through didactics and need to be interwoven with arts-based personal story, self-expression, and dialogue. The chapter proposes that such direct, non-mediated, communications can offer a vital, although largely unexplored, form of lifelong pedagogy as well as serving as a source of direct healing for bereaved people, whether personal or professional caregivers.
Sheila Riddell and Elisabet Weedon (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0002
- Subject:
- Sociology, Occupations, Professions, and Work
The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers ...
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The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers the growth of economic inequality across much of Europe, which has coincided with the emergence of the knowledge economy. In addition the relationship between national typologies of welfare and lifelong learning are explored, and it is argued that these are closely aligned.Less
The aim of this chapter is to examine the relationship between lifelong learning systems and the wider socio-economic context in which they are located at national and European levels. It considers the growth of economic inequality across much of Europe, which has coincided with the emergence of the knowledge economy. In addition the relationship between national typologies of welfare and lifelong learning are explored, and it is argued that these are closely aligned.
John Field
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9781861346551
- eISBN:
- 9781447303374
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346551.003.0004
- Subject:
- Sociology, Economic Sociology
This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of ...
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This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of social relationship. It explains that the core idea of social capital is the suggestion that people's connections have value because they allow people to cooperate for mutual benefit and to gain access to resources which they can then use. The chapter discusses that the Northern Ireland survey data confirm other studies which have found a link between social capital and lifelong learning. It demonstrates a positive association between attitudes towards civic engagement and adult learning.Less
This chapter considers the issues of values and behaviour, based on survey data on people's attitudes towards learning, and the way that these can be associated with their engagement in wider sets of social relationship. It explains that the core idea of social capital is the suggestion that people's connections have value because they allow people to cooperate for mutual benefit and to gain access to resources which they can then use. The chapter discusses that the Northern Ireland survey data confirm other studies which have found a link between social capital and lifelong learning. It demonstrates a positive association between attitudes towards civic engagement and adult learning.
John Holford and Vida A.Mohorčič Špolar (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0003
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency ...
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This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency and competitiveness on the one hand, and education for broader personal development and social inclusion on the other.Less
This chapter presents an historical account of the evolution of the EU’s thinking and practice on lifelong learning. It examines the continuing tension between education for productivity, efficiency and competitiveness on the one hand, and education for broader personal development and social inclusion on the other.
Sherry L. Martin
- Published in print:
- 2011
- Published Online:
- August 2016
- ISBN:
- 9780801449178
- eISBN:
- 9780801460821
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449178.003.0005
- Subject:
- Political Science, Asian Politics
This chapter examines the unexpected consequences of state efforts to harness women's educational attainment to its own developmental goals over the postwar period. Women's education was initially ...
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This chapter examines the unexpected consequences of state efforts to harness women's educational attainment to its own developmental goals over the postwar period. Women's education was initially promoted to prepare mothers to socialize and educate a highly skilled and disciplined workforce for the future. A side effect is that women themselves constitute a highly skilled and underutilized pool of human capital that seeks alternative spaces for reinvestment and future growth. The Japanese state's promotion of lifelong learning, from the 1980s onward, to create a more flexible labor force generated opportunities for women to define new research and study agendas outside of a formal institutional setting. Women engaged in study groups have the opportunity to shift popular understandings of what constitutes legitimate knowledge and expertise, how it is produced, and who is fit for teaching and being taught.Less
This chapter examines the unexpected consequences of state efforts to harness women's educational attainment to its own developmental goals over the postwar period. Women's education was initially promoted to prepare mothers to socialize and educate a highly skilled and disciplined workforce for the future. A side effect is that women themselves constitute a highly skilled and underutilized pool of human capital that seeks alternative spaces for reinvestment and future growth. The Japanese state's promotion of lifelong learning, from the 1980s onward, to create a more flexible labor force generated opportunities for women to define new research and study agendas outside of a formal institutional setting. Women engaged in study groups have the opportunity to shift popular understandings of what constitutes legitimate knowledge and expertise, how it is produced, and who is fit for teaching and being taught.
Sheila Riddell and Elisabet Weedon (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0001
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter sets out the broad problematic of the book, which explores how lifelong learning is understood and enacted across Europe and how this is changing over time. Tensions between ...
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This chapter sets out the broad problematic of the book, which explores how lifelong learning is understood and enacted across Europe and how this is changing over time. Tensions between understandings of lifelong learning as a generator of human capital and social capital are explored. Different conceptions of lifelong learning, the learning society and social inclusion are examined in the context of evolving EU lifelong learning policy. It is argued that the Lisbon Strategy goal of achieving ‘smart, sustainable and inclusive growth’ has been only partially achieved, and future progress is threatened by the ongoing economic crisis.Less
This chapter sets out the broad problematic of the book, which explores how lifelong learning is understood and enacted across Europe and how this is changing over time. Tensions between understandings of lifelong learning as a generator of human capital and social capital are explored. Different conceptions of lifelong learning, the learning society and social inclusion are examined in the context of evolving EU lifelong learning policy. It is argued that the Lisbon Strategy goal of achieving ‘smart, sustainable and inclusive growth’ has been only partially achieved, and future progress is threatened by the ongoing economic crisis.
John Field
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9781861346551
- eISBN:
- 9781447303374
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861346551.003.0002
- Subject:
- Sociology, Economic Sociology
This chapter examines the idea of both social capital and lifelong learning, and evaluates the relationship between them. It does so in the context of the notion of the learning society, along with ...
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This chapter examines the idea of both social capital and lifelong learning, and evaluates the relationship between them. It does so in the context of the notion of the learning society, along with such related ideas as the learning region, the learning city, and the learning organization. The chapter notes that what all these ideas have in common is the belief that the architecture of people's relationships with one another, and the quality of the learning they undertake, are fundamentally linked, and that the two can be harnessed to one another in a mutually beneficial manner. It provides an account of current debates over the social contexts of adult learning. Next, the chapter elaborates the concept of social capital, which has developed rapidly across the social sciences. It then analyses the ways in which social capital and adult learning might be related to one another. The chapter concludes by outlining a hypothetical taxonomy of possible relationships.Less
This chapter examines the idea of both social capital and lifelong learning, and evaluates the relationship between them. It does so in the context of the notion of the learning society, along with such related ideas as the learning region, the learning city, and the learning organization. The chapter notes that what all these ideas have in common is the belief that the architecture of people's relationships with one another, and the quality of the learning they undertake, are fundamentally linked, and that the two can be harnessed to one another in a mutually beneficial manner. It provides an account of current debates over the social contexts of adult learning. Next, the chapter elaborates the concept of social capital, which has developed rapidly across the social sciences. It then analyses the ways in which social capital and adult learning might be related to one another. The chapter concludes by outlining a hypothetical taxonomy of possible relationships.
Siân Jaggar
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199558612
- eISBN:
- 9780191595011
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199558612.003.0031
- Subject:
- Public Health and Epidemiology, Public Health
The quality of care provided to patients is presumed to be related to lifelong learning. Continuous professional development (CPD) is therefore a requirement for all those who profess a commitment to ...
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The quality of care provided to patients is presumed to be related to lifelong learning. Continuous professional development (CPD) is therefore a requirement for all those who profess a commitment to competence. This chapter discusses the definitions of CPD, what lifelong learning should involve, how to undertake CPD, and obstacles to CPD.Less
The quality of care provided to patients is presumed to be related to lifelong learning. Continuous professional development (CPD) is therefore a requirement for all those who profess a commitment to competence. This chapter discusses the definitions of CPD, what lifelong learning should involve, how to undertake CPD, and obstacles to CPD.
Sheila Riddell and Jorg Markowitsch (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.001.0001
- Subject:
- Sociology, Occupations, Professions, and Work
The ongoing economic crisis raises fundamental questions about the political and social goals of the European Union, particularly the feasibility of harmonising social and education policy across ...
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The ongoing economic crisis raises fundamental questions about the political and social goals of the European Union, particularly the feasibility of harmonising social and education policy across member states. The forward momentum of the European project is clearly faltering, raising the possibility that the high water mark of European integration has been achieved, with implications for many aspects of education and social policy, including lifelong learning. This timely book makes a major and original contribution to the development of knowledge and understanding of lifelong learning in an expanded Europe. A wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing on its challenge to social exclusion. It draws on comparative data from the EU Sixth Framework Project Lifelong Learning Policy and Practice in Europe (LLL2010), which ran from 2005 - 2011 and involved twelve European countries and Russia. Very little research has been conducted to date on the nature of lifelong learning in post-Soviet countries, and this book provides important insights into their evolving education and lifelong learning systems. The book will be of interest to researchers and academics in the UK and Europe, especially those from social policy, adult and comparative education, equality studies and practice of lifelong learning.Less
The ongoing economic crisis raises fundamental questions about the political and social goals of the European Union, particularly the feasibility of harmonising social and education policy across member states. The forward momentum of the European project is clearly faltering, raising the possibility that the high water mark of European integration has been achieved, with implications for many aspects of education and social policy, including lifelong learning. This timely book makes a major and original contribution to the development of knowledge and understanding of lifelong learning in an expanded Europe. A wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing on its challenge to social exclusion. It draws on comparative data from the EU Sixth Framework Project Lifelong Learning Policy and Practice in Europe (LLL2010), which ran from 2005 - 2011 and involved twelve European countries and Russia. Very little research has been conducted to date on the nature of lifelong learning in post-Soviet countries, and this book provides important insights into their evolving education and lifelong learning systems. The book will be of interest to researchers and academics in the UK and Europe, especially those from social policy, adult and comparative education, equality studies and practice of lifelong learning.
Bernard Hugonnier
- Published in print:
- 2007
- Published Online:
- March 2012
- ISBN:
- 9780520254343
- eISBN:
- 9780520941496
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520254343.003.0007
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter calls for significant improvements in education and training, and analyses the current state of education worldwide. It explores where the global economy is headed and what nations and ...
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This chapter calls for significant improvements in education and training, and analyses the current state of education worldwide. It explores where the global economy is headed and what nations and international stakeholders must do to compel sluggish school systems to match the pace of global economic, technological, and cultural change. The chapter argues that the process of globalization, characterized in part by the increasing replacement of physical labour by knowledge-based skills, has direct consequences for education. It provides data on a variety of indicators such as lagging student performance in certain domains and the disastrous effects of persistent inequality in schooling. The chapter examines a number of OECD studies, including ones on countries leading the way in training citizens for ‘lifelong learning’. It describes five major challenges of globalization for education: the need for higher-level skill development and opportunities for continuous learning; the demands of increased cultural interconnectedness; increasing social and income disparities; the responsibilities of global citizenship; and the impact of education in developing countries.Less
This chapter calls for significant improvements in education and training, and analyses the current state of education worldwide. It explores where the global economy is headed and what nations and international stakeholders must do to compel sluggish school systems to match the pace of global economic, technological, and cultural change. The chapter argues that the process of globalization, characterized in part by the increasing replacement of physical labour by knowledge-based skills, has direct consequences for education. It provides data on a variety of indicators such as lagging student performance in certain domains and the disastrous effects of persistent inequality in schooling. The chapter examines a number of OECD studies, including ones on countries leading the way in training citizens for ‘lifelong learning’. It describes five major challenges of globalization for education: the need for higher-level skill development and opportunities for continuous learning; the demands of increased cultural interconnectedness; increasing social and income disparities; the responsibilities of global citizenship; and the impact of education in developing countries.
Sherry L. Martin
- Published in print:
- 2011
- Published Online:
- August 2016
- ISBN:
- 9780801449178
- eISBN:
- 9780801460821
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449178.003.0006
- Subject:
- Political Science, Asian Politics
This concluding chapter offers concrete examples of political action by women and for women that is inextricable from the cognitive processes that are mobilized in political conversation, study and ...
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This concluding chapter offers concrete examples of political action by women and for women that is inextricable from the cognitive processes that are mobilized in political conversation, study and lifelong learning, and local political action. It examines how the state's interest in bringing citizens into collaborative relationships to solve problems coalesces with citizens' demands for direct participation. Japanese women are thus placed at the center of a struggle to harness human capital to achieve state developmental goals. The process by which everyday citizens convert basic education into knowledge for empowerment raises important questions for further research on the potential for lifelong learning to empower underrepresented and socially disadvantaged groups in the political process. The chapter concludes with reflections on the potential and limits of lifelong learning in promoting political deliberation, a more inclusive democracy, and more representative outcomes.Less
This concluding chapter offers concrete examples of political action by women and for women that is inextricable from the cognitive processes that are mobilized in political conversation, study and lifelong learning, and local political action. It examines how the state's interest in bringing citizens into collaborative relationships to solve problems coalesces with citizens' demands for direct participation. Japanese women are thus placed at the center of a struggle to harness human capital to achieve state developmental goals. The process by which everyday citizens convert basic education into knowledge for empowerment raises important questions for further research on the potential for lifelong learning to empower underrepresented and socially disadvantaged groups in the political process. The chapter concludes with reflections on the potential and limits of lifelong learning in promoting political deliberation, a more inclusive democracy, and more representative outcomes.
Péter Róbert (ed.)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0005
- Subject:
- Sociology, Occupations, Professions, and Work
Based on large scale survey analysis, this chapter argues that there is a relationship between overall levels of participation and the level of inequalities that exist in access to formal adult ...
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Based on large scale survey analysis, this chapter argues that there is a relationship between overall levels of participation and the level of inequalities that exist in access to formal adult education. In countries where overall levels of participation are high, there are fewer socio-economic and demographic barriers than in countries with overall low levels of participation. There is strong support for the idea of bounded agency, in which individual biographies, including decisions to return to education, are strongly shaped by the over-arching social structures, including the welfare regime, within particular countries.Less
Based on large scale survey analysis, this chapter argues that there is a relationship between overall levels of participation and the level of inequalities that exist in access to formal adult education. In countries where overall levels of participation are high, there are fewer socio-economic and demographic barriers than in countries with overall low levels of participation. There is strong support for the idea of bounded agency, in which individual biographies, including decisions to return to education, are strongly shaped by the over-arching social structures, including the welfare regime, within particular countries.
Ellen Boeren, Ides Nicaise, KU Leuven, Eve-Liis Roosmaa, and Ellu Saar (eds)
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781447300137
- eISBN:
- 9781447307709
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300137.003.0004
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter reports on a survey of adult learners participating in formal adult education. The survey collected data from 12,000 adult learners in the 11 European countries/regions involved in the ...
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This chapter reports on a survey of adult learners participating in formal adult education. The survey collected data from 12,000 adult learners in the 11 European countries/regions involved in the LLL2010 project and Russia. A key finding is that while intrinsic reasons for participation are present in all countries/regions, the extrinsic reasons differ more across countries and tend to be more prevalent in Central and Eastern European countries.Less
This chapter reports on a survey of adult learners participating in formal adult education. The survey collected data from 12,000 adult learners in the 11 European countries/regions involved in the LLL2010 project and Russia. A key finding is that while intrinsic reasons for participation are present in all countries/regions, the extrinsic reasons differ more across countries and tend to be more prevalent in Central and Eastern European countries.
