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Author: Brian Findsen
Publisher: Springer Science & Business Media
ISBN: 9460916511
Category : Education
Languages : en
Pages : 229
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Book Description
This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).
Author: Brian Findsen
Publisher: Springer Science & Business Media
ISBN: 9460916511
Category : Education
Languages : en
Pages : 229
Get Book
Book Description
This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).
Author: Alexandra Withnall
Publisher: Routledge
ISBN: 1135278199
Category : Education
Languages : en
Pages : 176
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Book Description
With life expectancy increasing, there is growing emphasis on encouraging older people to continue learning. This comes as part of a strategy to allow them to remain healthy, independent and vitally engaged in society for as long as possible. All the same, policymakers have barely begun to address the issues involved and the perspectives of these learners. This book presents insightful research that will help shift the focus of debate onto the learning experiences of older people themselves. It offers a critical overview of the development of theoretical and philosophical approaches to later life learning that have developed over the last three decades, drawing on published work from the USA, the UK, Australia and other countries. It documents the individual experiences of older people through a variety of methods, including: Focus group discussions Learning diaries kept by older people Questionnaires considering, among other issues, older people’s definition on what learning is Interviews and commentary This material gives a sense of the breadth and diversity of older people’s experiences, as well as the enormous range of learning activities, both informal and formal, in which they are engaged in retirement. In a climate of debate and change concerning the provision and funding of non-vocational learning opportunities for adults of any age, this study’s findings will be of particular importance. It will appeal to researchers and students of education as well as those directly involved in the implementation of courses and classes involving older learners.
Author: Nancy Merz Nordstrom
Publisher: Sentient Publications
ISBN: 1591810477
Category : Business & Economics
Languages : en
Pages : 322
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Book Description
Lifelong learning is an incredibly important tool for finding satisfaction in the after-50 years. Authors Nancy Nordstrom, former director of the Elderhostel Institute Network--the largest educational organization for older adults in the world--and her son Jon are experts on the subject. They give the how-to details on maintaining an active, fulfilling lifestyle after leaving the workforce, through educational travel, volunteerism, civic action, and more.
Author: Peter Jarvis
Publisher: Routledge
ISBN: 1135379823
Category : Education
Languages : en
Pages : 178
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Book Description
An analysis of learning throughout the whole of life. Written as a text for both educators and carers, it demonstrates how the learning process works through life and how learning at all stages of life is best achieved.
Author: Michelle R. Weise
Publisher: John Wiley & Sons
ISBN: 1119597528
Category : Business & Economics
Languages : en
Pages : 272
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Book Description
A visionary guide for the future of learning and work Long Life Learning: Preparing for Jobs That Don’t Even Exist Yet offers readers a fascinating glimpse into a near-future where careers last 100 years, and education lasts a lifetime. The book makes the case that learners of the future are going to repeatedly seek out educational opportunities throughout the course of their working lives — which will no longer have a beginning, middle, and end. Long Life Learning focuses on the disruptive and burgeoning innovations that are laying the foundation for a new learning model that includes clear navigation, wraparound and funding supports, targeted education, and clear connections to more transparent hiring processes. Written by the former chief innovation officer of Strada Education Network’s Institute for the Future of Work, the book examines: How will a dramatically extended lifespan affect our careers? How will more time in the workforce shape our educational demands? Will a four-year degree earned at the start of a 100-year career adequately prepare us for the challenges ahead? Perfect for anyone with an interest in the future of education and Clayton Christensen’s theories of disruptive innovation, Long Life Learning provides an invaluable glimpse into a future that many of us have not even begun to imagine.
Author: World Bank
Publisher: World Bank Publications
ISBN: 1464813566
Category : Business & Economics
Languages : en
Pages : 148
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Book Description
Work is constantly reshaped by technological progress. New ways of production are adopted, markets expand, and societies evolve. But some changes provoke more attention than others, in part due to the vast uncertainty involved in making predictions about the future. The 2019 World Development Report will study how the nature of work is changing as a result of advances in technology today. Technological progress disrupts existing systems. A new social contract is needed to smooth the transition and guard against rising inequality. Significant investments in human capital throughout a person’s lifecycle are vital to this effort. If workers are to stay competitive against machines they need to train or retool existing skills. A social protection system that includes a minimum basic level of protection for workers and citizens can complement new forms of employment. Improved private sector policies to encourage startup activity and competition can help countries compete in the digital age. Governments also need to ensure that firms pay their fair share of taxes, in part to fund this new social contract. The 2019 World Development Report presents an analysis of these issues based upon the available evidence.
Author: Domini Bingham
Publisher: Routledge
ISBN: 1317085981
Category : Business & Economics
Languages : en
Pages : 208
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Book Description
We are all going to become old. Many countries are ageing demographically with ageing workforces. Despite anti-discrimination and equality laws, older workers are routinely left out from learning opportunities even unconsciously so, suffer stereotyping or they simply do not participate. Why is this so? This book looks to understand the background to this and re-imagine older workplaces to capitalise on older workers. The author explores what learning and development offers a best fit for older workforces through literature, research and case studies with organisations and individuals. She considers how an organisation might shift its strategic processes to offer a holistic workforce opportunity of value to both employee and employer, as it is cognitive skills that will be needed in future workforces. Emphasising the area of work agency and the human right to learning, this book turns ageing and learning in workplaces on its head, seeing older workers as vessels of untapped potential. It re-imagines their possibilities in a time of intense demographic and digital change. This book will be a pragmatic guide to academics, researchers and practitioners in the fields of workplace learning, human resource development, social policy and diversity.
Author: Trish Hafford-Letchfield
Publisher: Routledge
ISBN: 1317106601
Category : Social Science
Languages : en
Pages : 200
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Book Description
Within the UK and Europe, government legislation and policies concerned with demography have asserted a paradigmatic shift towards the increased engagement of older people with public services. The philosophy of user involvement and co-production within these contexts has become integral to finding ways in which to improve the wellbeing of older people and their experiences of ageing well. Whilst this area has been steadily emerging within the educational field in relation to the lifelong learning of older people, there has been a relative under-theorization and a lack of empirical research however into the lifelong learning needs, opportunities and experiences of those older people using social care who are typically marginalized from these debates and developments. This book address this gap by paying specific attention to examining what opportunities might be present within care services and public services in general for older people using social care to capitalize on the skills and knowledge they might need to achieve more person-centred support. Through developing a debate and argument for the convergence of the lifelong learning agenda with social policy and social care, its core argument focusses on the challenge of sustainability of the care and support of older people. The author explores how social care could engage more meaningfully with concepts such as social capital and the challenges associated with achieving a genuine co-productive approach towards the quality of experience of older people using social care. This book will be an essential read for professionals working with older people in health and social care, as well as those engaged with gerontology and ageing studies in education and practice.
Author: Alexandra Withnall
Publisher: Routledge
ISBN: 1135278202
Category : Education
Languages : en
Pages : 170
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Book Description
With life expectancy increasing, there is growing emphasis on encouraging older people to continue learning. This comes as part of a strategy to allow them to remain healthy, independent and vitally engaged in society for as long as possible. All the same, policymakers have barely begun to address the issues involved and the perspectives of these learners. This book presents insightful research that will help shift the focus of debate onto the learning experiences of older people themselves. It offers a critical overview of the development of theoretical and philosophical approaches to later life learning that have developed over the last three decades, drawing on published work from the USA, the UK, Australia and other countries. It documents the individual experiences of older people through a variety of methods, including: Focus group discussions Learning diaries kept by older people Questionnaires considering, among other issues, older people’s definition on what learning is Interviews and commentary This material gives a sense of the breadth and diversity of older people’s experiences, as well as the enormous range of learning activities, both informal and formal, in which they are engaged in retirement. In a climate of debate and change concerning the provision and funding of non-vocational learning opportunities for adults of any age, this study’s findings will be of particular importance. It will appeal to researchers and students of education as well as those directly involved in the implementation of courses and classes involving older learners.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 706
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
