Field, J. (2000) , Stoke of Trent: Trentham Books. 181 + xii pages. Extended essay that provides a very accessible discussion of themes and developments. Chapters on lifelong learning; the silent explosion (the development of reflexivity etc.); the learning economy; who is left behind; and the new educational order.
Smith, J. and Spurling, A. (1999) Lifelong Learning. Riding the tiger, London: Cassell. 288 pages. Examines Britain’s ‘learning divide’, lifelong learning (connecting schooling with other forms) and the shifts in policy and behaviour needed to establish a ‘lifelong learning culture’. While there is a nod in the direction of collective experience, the focus is on the development of individualised learning (and in particular ILLAs – individual lifelong learning accounts).
31/07/2010 · Lifelong Learning Essay; ..
Department for Education and Employment (1998) The Learning Age: A renaissance for a new Britain, London: The Stationery Office. Glossy Green Paper full of policy speak, that reveals the shift to individualized, market-driven notions of lifelong learning.
lifelong learning essay sample essay on education sample of
"Subjects" of some kind there must be, of course. One cannot learn the theory of grammar without learning an actual language, or learn to argue and orate without speaking about something in particular. The debating subjects of the Middle Ages were drawn largely from theology, or from the ethics and history of antiquity. Often, indeed, they became stereotyped, especially towards the end of the period, and the far-fetched and wire-drawn absurdities of Scholastic argument fretted Milton and provide food for merriment even to this day. Whether they were in themselves any more hackneyed and trivial than the usual subjects set nowadays for "essaywriting" I should not like to say: we may ourselves grow a littleweary of "A Day in My Holidays" and all the rest of it. But mostof the merriment is misplaced, because the aim and object of the debatingthesis has by now been lost sight of.
Essay learning foreign language in russian school - sfia-ess
First, lifelong education is seen as building upon and affecting all existing educational providers, including both schools and institutions of higher education… Second, it extends beyond the formal educational providers to encompass all agencies, groups and individuals involved in any kind of learning activity… Third, it rests on the belief that individuals are, or can become, self-directing, and that they will see the value in engaging in lifelong education. (Tight 1996: 36)
on Inclusive Learning approaches for Literacy, Language, ..
The term has come to be applied to a wide variety of different policy initiatives and structures. Lindeman and Yeaxlee were concerned with non-vocational forms, others have looked to quite narrow notions of skilling. The vagueness of the notion and its capacity to be used to serve very different political ends has opened it up to considerable critique. Is education life, as Lindeman contends? Is lifelong education simply the distribution of education throughout life, or preparation for learning and so on? As Tight (1996: 37) points out, the practical objections to the notion of lifelong education are also telling. How possible is it to overturn the hegemony of schooling and ‘preparation for life’? What are the financial implications of establishing lifelong educational opportunities and entitlements? How are resistances to continuing participation in more structured forms of education to be overcome?