Individual and Social Functions of Life-Long Learning - Essay Example

?The Individual and Social Function of Education: Life-long Learning I: Introduction The exponential growth in information and technology in the 21stcentury has that created a paradigm shift causing schools and businesses to no longer focus on the content of learning, which quickly becomes out dated, but to focus on the ongoing process of learning. As humans have greater freedom to consciously decide upon their lifestyles, develop their identities, and actively plan their lives, lifelong learning (LL) has become an integral part of the modern life experience. As citizens actively seek to create well-rounded lives and life expectancy rates increase, affordable and accessable lifelong learning has become a cornerstone of the Information Age. In an effort to understand the social functions and benefits of LL, the Department for Innovation, Universities and Skills (DIUS) engaged experts on all aspects of education, from neurosciece to economics, to investigate the factors that influence effective LL in a study named ‘Mental Capital and Wellbeing.’ The study found that early intervention was crucial, especially in diagnosing learning difficulties in youths and dimentia in the aging. Also, the study found massive wellness and financial benefits when realizing that even small increases in wellbeing led to exponential improvement in mental health issues, a social factor costing England close to ?77 billion a year. In order to accomplish these tasks, the experts cited three aspects of concern: 1. early learning focused on disability detection and special needs teacher training 2. work wellbeing focused on employee attendance and active presenteeism balanced with flexible hours, job training, and adequate health care 3. and, care for the aging population focused on utilizing their active knowledge repository balanced with healthcare research and dementia diagnosis and care Studies indicate the LL programs can accommodate many aspects of these finding to provide economic and wellness benefits individually and nationally. II: Discourse Related to Lifelong Learning In the new knowledge-driven economies, lifelong learning represents the most effect manner to eradicate poverty, protect workers against exploitation, and to insure a high standard of work product. Studies have found that de-regulation and flexible labour markets lead to the strongest results as well as create social balance within the economic classes buoying commercial and national economics as well as stability. As societies move away from focusing on manufactured products the government seeks to encourage “knowledge workers” in order to increase competitiveness. Knowledge is not seen as an individual effort, but a collective one based on social interaction that forms an ever growing web linking families, organizations, businesses, and ultimately local, national, and international economies. In order for businesses to insure their workers have access to information-based learning, they have altered the learning delivery systems. No longer confined to expensive schooling at stagnant locations which do not respond to customer needs, education now means various sites and access points for open and distance learning based on information and communication technology. The Organization for Economic Cooperation and Development (OECD) represents one of the strongest, centralized training organizations in the field of lifelong learning. The 2006 Leitch Review reveals this system operates by “top-down, command and control targets set by the centres with minimal consultation.” III: Government Policies and Attitudes on the Purpose of Lifelong Learning Shifting away from the previous government’s focus on what Bartlett and Burton labeled “the third way,” the New Labour Party has abolished or replaced the National Training Organisations (NTOs,) the NTOs National Council, Training and Enterprise Councils (TECs), the TEX National Council, and the Further Education Funding Council for England, the LSC and local learning and skills councils, the Qualification and Curriculum Authority and the Adult Inspectorate. Ultimately, only the Ofsted and HEFCE remain in effect. Although “the third way” did attempt to efficiently support the market-based system reaching out to include citizens thereby enhancing social justice, it no longer serviced the needs of the growing information age. “The third way” led to increased skill and qualification levels, yet created mismatches of skills and overqualified, underused workers. When Scotland opted for the massification of education and training, they proved that abandoning the supply-led economic strategy did not lead to failure, but success. Although the current Conservative-Liberal Democratic Government is attempting to provide skills development to insure increased productivity and inter-generational social mobility that in turn reduces poverty and social inequality, 22 percent of jobs remain low paid. Of course, the new Coalition government is focusing rhetoric found speeches like David Cameron’s as Prime Minister to promise citizens greater access to learning programs that will increase their competitiveness within the Information Age. Programs attempt to operate inclusively to attract even reluctant and “non-traditional” learners offering them avenues to evolve their sense of self-identity and control over and responsibility for their livelihoods. However, it is important to consider how the recent economic downturn has affected the government’s and the average citizen’s ability to invest funds in these programs. At the same time, education remains one of the most vital long-term solutions to national and individual competitiveness. IV: Defining Lifelong Learning and the Role Government Plays Within It Thirty years ago when governments and educators began to revamp the education system from a “front end” effort to a lifelong effort, schools were found to be bureaucratic and exclusive while offering a limited margin of skills and knowledge. As Istance (2003) notes when lifelong learning came into play so did the concept of “recurrent education” as education became a “cradle-to-grave” endeavor. However some critics argue the lifelong learning programs expanded their reach too far and simply became an umbrella term for a loose, branching network of programs that attempted to attract all manner of learners. These critics would prefer to see a more focused re-conceptualization of lifelong learning. However, Istance argues for the long-term benefits of lifelong learning. He cites the 44-country PISA study on the effectiveness of LL (lifelong learning) in terms of skill acquisition and real-world applicability. Unfortunately, this study indicates a disturbing gap in LL goals in less developed nations. At the same time, the PISA study found that students embraced their school systems and reported a sense of belonging, a reaction that shows little corollary with achievement levels. Istance continues to investigate the connection between youth motivation and adult motivation to continue their education process and discovers these factors are culturally specific. The Svenborg skills development school in Denmark offers an integrated learning, student centered approach for students who have found difficulty adjusting to mainstream studies. Svenborg successfully seeks to encourage their students to develop their identities and to further their educations. The ‘Leaving Certificate Program’ in Ireland seeks to motivate students using Howard Gardner’s multiple intelligences approach to offer practical skills and accredited internships for their students. Overall, Istance finds these successful programs tailor their curricula to the needs, be their psychological or practical, of their students instead of enforcing stodgy, outdated concept of education upon them. Within the article, ‘The Learning Age: A Renaissance for Great Britian,’ the author cites the creation of the University for Industry (UfI) and the people-focused strategies to accomplish these goals within England. The study finds the U.K. ranks ninth among industrialized nations, yet England plans to engage 500,000 youth and adult learners. They plan to do this through implementing various programs to inform citizens of their education opportunities, provide access through financial incentives, support learners through child and elderly care, diversify learning locations, and link the various national and international education departments to ensure effective communication. By focusing on the overall national benefit of LL, leaders hope to the bridge the gap between elite learners and poorly trained struggling workers to create a more harmonious society where citizens have access to the training needed to secure challenging, financially viable careers. Yet, for all the political rhetoric and planning, Istance (2003) still discovers flaws within the implementation in “a variety of ways including low spending on and application of educational R&D, the predominance of tacit professional knowledge, weak networking and knowledge sharing among teachers etc., and organisational units (classrooms) characterised by isolation.” Istance (2003) notes that many areas lacking within LL programs relate to the transition from instructor-focused, abstract education to the new “open, skills-based, student-centred approaches.” He also identifies lags in technology related courses and qualified instructors and cites the need for new forms of student assessment based on the profound changes within education theory and styles. As the government also realizes the important function of LL as opposed the youth focused, ‘front-end’ education, educators are investigating better organization methods to alleviate the extended adolescence the ‘front-end’ model creates. Instead, educators and policy makers encourage a graduation at 16 or 17 allowing the youth to enter the workforce to gain practical career experience. Then, as technologies and work theories evolve, citizens can further their education throughout the LL process. This new way of thinking vastly differs from the traditional mindset of a person receiving and completing all of their education to enter a learning stagnation. Instead, this viable LL style creates a personal development mentality within citizens stimulating an awareness of changes within their fields and even abilities to transfer careers. Lowering the graduation age and developing the LL lifestyle would also alleviate the issue of the growing aging population who become the economically dependents. In the fourth section of Istance’s excellent article, he clearly identifies why and how LL benefits individuals while simultaneously benefiting the collective. Formal education offers innumerable opportunities to stimulate personal development including a strong sense of one’s abilities, rights, and responsibilities as related to the conscious planning of one’s personal and professional life. This level of individual awareness feeds back into society in the forms of active, civic-minded citizenry. LL also encourages the ability to understand the content of and how to use educational and technological tools thereby inculcating a sense of logical understanding, opinion formation, decision-making skills, and proper debate. Finally, Istance notes that all of these factors help multi-cultural citizens respectfully communicate as they learn from one another, peacefully resolve conflicts, and proactively solve personal and workplace problems. While LL offers substantial options for social harmony, issues of gender and ethnic disparity still plague the system. Data from the National Guidance Research Forum found women approach LL differently than men. For example, women were more likely to take LL course based on personal rather than professional development. While these courses are still beneficial, it means the student must pay for the tuition herself instead of persons who take career related courses paid for by their employers. And, while women and men now perform about equally in hard sciences and technologies, women still proportionally lack representation. Of course, the most significant factor related to the lack of women in LL programs relates to their caring responsibilities for children, elderly, and other family persons. The government is specifically attempting to handle this aspect through affordable access to daycare facilities for student-mothers. IV: The U.K. Lifelearning Program After considering all the educational theories and government policies related to understanding how formal education best functions with U.K. society, it is now best to investigate the actual program in practice. The LL program is divided into four categories including the Comenius pupil movement, the Erasmus mobility initiative, the Leonardo plan to increase placements, and the Grundtvig adult learning movement. The home page provides volumes of well-placed information regarding who qualifies for what program and how companies can apply for tuition funding for employees. The LL program is dynamic calling for annual project proposals from diverse sectors to insure students have access to a wide range of current topics applicable to their business and/or professional development. In keeping with the LL commitment to social networking nationally and internationally, LL home page links applicants to the Thematic Networking Group (TNG). Conferences where professionals and instructors can learn more about the LL program itself help update the course contents and education strategies. Local information fairs held through the United Kingdom literally bring awareness, interest, and information to people’s doorsteps. Grant funding and project support on foreign language learning, career mobility, and corporate cooperation all serve to link U.K. citizens and businesses to the vast global network thereby ensuring competitiveness as well as forging international business opportunities. It is also interesting to consider an individual example of how LL functions within people’s daily lives. For example, a woman named Kate found great personal success that in turn helped her employee profit as well, thus contributing to the overall local and national economy. After leaving high school with five O levels, Kate focused on raising her daughter. When her daughter started school, Kate went back to work at a supermarket. However, she felt the job offered little opportunity for advancement. She happened to see a program on the digital Learning Channel informing her of opportunities she can take to advance her career. A counselor established her Learning Account and Smartcard. Most importantly for Kate, who must care for her daughter, she was able to study from home through UFI on-line computer courses and Saturday classes at her local library. Ultimately, Kate’s supermarket manager agreed to contribute to her learning if she included spreadsheet training in her curriculum. The benefits continue to grow as the manager worked with UFI to train his accounting team on their upgraded IT system, keeping everything as smooth and as up to date as possible. VI: Conclusion In conclusion, David Blunkett, Secretary of State for Learning and Education, stated “Learning is the key to prosperity - for each of us as individuals, as well as for the nation as a whole. This is why the Government has put learning at the heart of its ambition.” According to Field (2008) for government, learning that is both lifelong and life-wide relates to globalisation, competitiveness and innovation and connects to issues such as “population ageing, social inclusion, public health, migrant assimilation and active citizenship.” Therefore, formal learning as related to lifelong learning functions as an essential cornerstone of effective government policy serving a fundamental purpose within England to ensure a satisfied citizenry who is able to compete within the Information Age. Works Cited: Department for Education and Skills (2004) ‘Five Year Strategy for Children and Learners,’ July. Field, John. (2008) ‘Mental Capital and Wellbeing: Making the most of ourselves in the 21st century,’ Government Office for Science, September, pp. 1-10. Istance, David. (2003) ‘Schooling and Lifelong Learning: insights from OECD analyses,’ European Journal of Education, Vol. 38, No. 1, pp. 85-98. Lifelong Learning Programme, (n.d.) Ecorys UK Ltd. Rees, Gorard, Fevre and Furlong. ‘Gender and Lifelong Learning’ National Guidance Research Forum, Vol. 183, 2000. Transversal UK National Agency, (n.d.) Ecorys UK Ltd. Please add the full citation desired for these two entries and add them in alphabetically: Developing Our Brains from Cradle to Grave The Learning Age: A Renaissance for New Britain Hodgson, A. Spours, K, and Waring M. (2011) ‘Post-Compulsory Education and Lifelong Leaning across the United Kingdom’ ***this is the power point Read More