Lifelong Learning - Four Stages in the Educational Life Course - Assignment Example

Learning and Change Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecture Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 30th October, 2012. Question 1 Lifelong learning is best seen as an individual motivation to further their knowledge and studies in a particular field for professional or personal reasons. Field (2006) says that, it is the recognition that learning may stretch across one’s lifetime. According to Field (2006), learning is characterized by the primacy of knowledge other than the need for good, old-fashioned investment in skills and knowledge (P, 1 L, 1-14). Question 2 Inequality is caused by the fact that, some people lack the resources which others possess, thus some people are not able to participate in the economic benefits of the society. Education being the same in every society, Alan calls for an action plan for the deficit mode of lifelong learning, believing that, if those who are in deficit change engage in learning activities things will be well. (P, 129 L 9-35). Question 3 Schuller and Watson highlight four stages in the educational life course. The first stage is that of people up to 25, the entire members in the group have claims to learning and development. The second stage is that of 25-50, the members here aim at sustaining productivity and prosperity and also building family lives and personal identity. The third stage is that of 50-75, here training and education opportunities are paramount. The fourth stage is that of above 75, this stage means developing a more appropriate approach to curriculum offer in later life. (P, 8 L, 3-21). Question 4 Field of practice Production Recontextualisation Reproduction Form of regulation Distributive rules Recontextualising rules Evaluative rules Kinds of symbolic structure Calculus curriculum Didactic teaching Principal types Algebra, analytic geometry High school mathematics syllabus Problem solving Typical sites Senior schooling curriculum policy, textbooks, learning aids classrooms and examinations (P, 9) Question 5 As stated, learning is the key in all organizations and it involves both education and learning by doing, learning by using and learning by interacting. Learning underpins a knowledge-based economy. Interactive learning involving creators, producers and users in experimentation and exchange of information drives innovation therefore learning holds the social economic position of individuals and firms. Learning composes of networking where learning organizations are networked organizations. (P, 22 L 1-39). Question 6 It falls in the 4rth quadrant. This is so because it is an informal way and the content learned matters. Where and how it was learned matters not. There is always a more relaxed attitude on the values occurring in the non-formal and informal settings. It leaves it that one secures few credentials and no status. The fact that one is learning how to relate well with the family leaves us convinced that we are talking of a young person (P, 8 L 18-30). Question 7 He talks of neighborhood displacement, which has politically related but distinct specific meanings to the school’s populations. It means gentrification in North Lawndale (the Black community) and exclusion from the country altogether in South Lawndale (the Mexican immigrant community). During the interviews, they described mathematics as a weapon in the struggle for social justice. The project on Reading Hurricane Katrina with Mathematics aimed at establishing what story mathematics can tell about what happened with Hurricane Katrina—and who did it happen to and why? (P, 7 L 7-23 & P, 8 L 10-20). Question 8 It is by change in demographic that may incorporate one person or many people who may join learning institutions to excel academically and hold better and powerful positions and careers in future (P.7, L.23-34). Globalization is indispensable in assisting travel, business and maintaining culture (P.11, L.20-22). Lastly is through information technology which creates jobs opportunities for some and others are discharged from their responsibilities (P.17.L.26-27). Question 9 Education for senior age must attend to possible needs and aspirations of the academicians. (P.125, L. 24-26). Seniors education is turning a private issue (P.125 L.1). Individualization of education for the seniors symbolizes an imminent end for public institutions to be assisted by government (P. 129 L.3, 14-16). Education for the grown-up is now very indispensable (P.130, L.18-20).One has work harder in maintaining national economy. Question 10 At the beginning of interview Sophie confidently relates her ability to breastfeed with her professionalism and competence (P.185 L.27-28) .According to her it is the knowledge one has that is important while breastfeeding (P.189, L.12). After undergoing the breastfeeding process she develops new perception that she had not heard of before. This makes her to completely change her position on breastfeeding therefore this knowledge is absolutely new learning. Question 11 Social justice is of capital importance as an economic booster (P.15, L19-20)and may lead to both fruitful and promising production level (P.15, L. 22-23) and collaboration can catalyse fast economic growth (P.15, L.27-28). Despite all the positive steps in pursuit of independence in economy earlier educations programmes is a bold challenge to it (P.15, L.31-32). Question 12 Many people use know how they gained from theory in expressing themselves and in showing their aspirations and explaining various anticipated achievements which therefore makes them very free to do what they like. (P.202, L.7).As people armed with theory it is good to be ready to interpret and try all the best to apply what we learnt to the jobs we undertake (P.202, L.14-17). Question 13 Nussbaum says that one can learn with the fundamental aim of becoming rich and one can learn to be academically upright. Learning to be rich does not deliver all people from real poverty but involves only a few people. The best form of education is the one that tries to achieve means and ways of solving problems even without expecting monetary gain (P.8, L. 23-25, 29). Question 14 Trust is a virtue that cannot be forced into an individual and therefore should be taught in a peaceful and caring manner. (P.345, L.16). For one to be trustworthy it is good to be faithful in whatever one undertakes, volunteering for the sake of others, understanding others, taking responsibility and perform duties diligently (P.345, L.35-36). Some promises of a possible gain or setting consequent impact just leads to abuse of trust. Question 15 Kalantzis and Cope (P.1) the form of education offered nowadays is very different from what was offered in the distant past due to modern changes and possible upcoming changes which might threaten and ouster the important role played by a current teacher. The coming of new education does not change a lot of things it basis and origin is what we already know so we should develop positive attitude towards new technology and ignore biased perceptions against it and pursue it altogether in good faith. Mobile and flexible forms of technologies have become part and parcel of our daily life. Prensky (2005) when he carried out the research he estimated that the number of mobile phones handsets in the world may sum up to one and a half billion and over three quarter of the world population are connected to the mobile networks. In United States about 40 percent in junior high schools and 75 percent of senior high school have self phones while in countries like Europe mobile usage is at a maximum level. Furthermore, the processing power of top-end mobile phones and PDAs is only a decade behind the computing power of desktop computers. Mobile phones might become both now and the near future medium of communication and will most probably be used as learning tools. It is good to change the negative perception we have of mobiles should not be used in a class but rather try to identify the better part of it and try to incorporate them which might be advantageous. The only problem we have is that we are in the initial stage of understanding the functioning of mobiles but there are some advantages we are not familiar with and some of them include; Movable and easy to carry, one can make calls anytime and anywhere, speedy and fast mode of communication, and do posses a lot of features to suit one’s interest. Future social learning will continue beyond the school day, will involve continuous input from team members and will be available wherever students are located. Technology will sustain continuous learning by active students in a way that enable students to communicate where they are located and to value learning. Technologies that might tackle social learning include scattered instructional software, learning communities, networking, teamwork and mobile and ever-present computing to create unspoiled social learning. A more deliberate approach toward enlightening technology asks how to support and enhance basic educational improvement through technology. To address the future of education requires that we approach the educational environmental science from the perspective of teachers, learners and other stakeholders. This intentional view starts from this perspective and identifies how technology can be challenged to produce such transformations. Teachers’ great effort is to maintain the conventional methods on which their institutions run; they also attempt to use technology to transform the way they teach. Some don’t even try. It is crucial to identify teachers need in order to do the tough job of helping learners understand difficult ideas and develop high-level skills. And then use this to challenge the technology to come up with something superior to what is now envisioned”. Education and learning are not synonymous, information technology, plus other innovations, increases opportunities for learning outside as well as inside the educational apparatus. When talking about learning, encompass learning that occurs within the educational apparatus as well as that which does not; the impact of technology on learning might be greater outside the educational tools than within it. One aspect of this challenge is to scrutinize both formal and informal education and to incorporate, for example, a student’s computer studies in the classroom with her searches and computer work done at home. The need for formal education cannot be discussed without acknowledging the need for care of young people, even at a time when we may see less need for classrooms and daily routines. Some existing educational barriers are both technical and social in nature. For instance education is hindered by lack of equal opportunities with the widening participation remaining a fundamental issue to be addressed by future governments. At the basic level of ensuring equality of opportunity, platforms of access to learning will need to be low-cost, portable, and durable build upon the technologies that are already well-integrated into individuals’ lives similarly, modes of learning will need to follow activities which are already well-integrated into individuals’ lives. References Alan, R 2006 International Journal of Lifelong Education: Escaping the slums or changing the slums? Lifelong learning and social transformation, UK: Nottingham University. Caffarella, M. & Baumgartner, L. 2006. The social Context of Adult Learning. 3rd Ed. San-Francisco: Jossey-Bass. Finger, M & Asun, J. 2001. The transformation of Adult Education. Adult education publishing. Basingstoke: Macmillan Publishers. Fowler & Lee, A. 2007. Knowing how to know: Questioning knowledge transfer as a model for knowing and learning in health: Studies in continuing Education. Sydney: Rutledge. P.181-193. Grounds water-Smith, S. & Sachs, J. 2010. The activist professional and the reinstatement of trust. Cambridge Journal of education. New York: Routledge John, F 2006 Lifelong Learning and the New Education Order Trentham: Stoke-on-Trent John, H & Peter, S 2000 A Primer on the Knowledge Economy, Australia: Centre for Strategic Economic Studies John, H & Peter, J 1998 International Perspectives on Lifelong Learning: Edgar Faure Mter 25 Years, Colin Griffin London: Kogan Page, Chapter 1 pages 3-20. Mary, K & Bill, C 2008 New Learning: Elements of a Science of Education Port Melbourne: Cambridge University Press, Chapter 1 Pages 3-16. Murray, G 2010 Framing Globalization and work: A research agenda Worcester Place: Oxford, Hart publishing. Wheelahan. 2009 The limits of competency-based training and the implications for work. London: Routledge. P.201-212. Nussbaum, M 2009 Education for profit, education for freedom. Washington DC: Association of American colleges and universities. Tom, S & David, W 2009 Learning Through Life: Inquiry to the Future for Lifelong Learning England: National Institute of Adult Continuing Education. Read More