Hierarchy of Learning Activities - Assignment Example

Learning and Change Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecture Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 23rd October, 2012. Part A Question 1 Lifelong learning as described by Field is the current education reality that is meant to grow across all learning institutions for a long duration of time. In the political arena, it is said that this long life learning is crucial to the future (Holford, Jarvis and Griffin 1998). The knowledge acquired in any learning situation constitutes to growth of the human brain for both young and old. Long life learning increases human capital that is a unique resource that is sustainable and can help in each individual’s lifetime. Question 2 Rogers has a call to action in the implementation of long life learning as it will be a remedy to deficits. With this kind of learning, there are economic benefits because people will have trained skills that will be incorporated in the modern society for economic benefits. Long life learning if utilized will overcome the disadvantage of separation of paradigms where there is classification of the literate and illiterate in the society (Rogers 2006). This disadvantage can be eliminated if the education given to the people is meant for strengthening the future economy. With long life learning, there will be enhancement of diversity whereby there is social transformation because there will be multi and inter cultural education for all communities. Question 3 In the educational life course, the four stages of learning involve the ages of 18 to 25 being taught together and it’s meant to develop ways of learning. The second stage is of the age of 25 to 50 that aims at providing for productivity and sustainability as it builds strong ties between an individual and the family. The third stage involves opportunities of training and education that need to be enhanced. The fourth stage needs more development of the curriculum that will give an appropriate approach to enhancing a greater life (Shculler and Watson 2009). Question 4 Table 2.1 The arena of the pedagogic device Field of practice Production Re-contextualisation 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 examinations Question 5 Learning is composed of a hierarchy of activities inclusive of education, doing things, using things and interaction in the society (Houghton and Sheehan 2000). Through this composition, there is development of knowledge economy which creates massive opportunities of interacting in a social economic society. The skills gotten from learning are transferred to organizations hence creation of new innovation in the society. Question 6 Quadrant one and three would be appropriate for learning better with kids and or spouse because there can be formal education that can be given to children as they are literate and non formal learning that can be given to spouses (Eric and Gutstein 2008). A horizontal integration can be applicable in this case. Question7 Two social political goals in this program include developing a social political awareness in a broad context and have a sense of social agency where the students see themselves as potentials to developing the diverse yet changing world (Eric and Gutstein 2008).Another goal is the development of a strong culture and identity which will enhance confidence in fighting for their beliefs. Question 8 Socio-cultural context to a great extent determine what is learnt and by whom. This is based on three major aspects and they tend to shape the learning needs of the adults that exist in the globe today. The three aspects that tend to determine what is learned and by whom are; the changing demographics, advancement in information and technology as well as the global economy (Merriam, Caferella and Baumgartner 2006). Question 9 Finger and Asun surmise that adult education has over time lost its status and it is currently been termed as a personal affair and thus it tends to have a greater potential than ever before. It has also lost its honored position as been as semi-autonomous institution (Finger and Asun 2001). And it is also currently been faced by competitive pressures as well as conditions for demand and supply. Question 10 Fowler and Lee used the case study to describe the health knowledge that is gained by Sophie. The kind of knowledge can be termed as committed knowledge. This is mainly based on the fact that she sought to illuminate the struggles so as to arrive at a concise meaning as well as construct knowledge and the likelihood of effectual action within the available discourse such as the informal and the formal discourses in relation to breastfeeding (Fowler and Lee 2007). Question 11 According to Murray education tend to acts as a social justice. The partnerships that are currently been put in place seems to be essential components for the recipe of a balance between the social and economic aspects (Murray 2010) making the agency in that it will be possible to visualize an alteration into the knowledge economy as well as high performance work systems that are underpinned by the various social programs such as equal educational opportunities to all. Question 12 Theoretical knowledge is termed as been a socially powerful knowledge this is based on the fact that individuals living in the society tend to apply the theoretical knowledge to make clear and concise connection between events as well as objects that are not obviously related and at the same time project them beyond the present condition to another alternative future (Wheelahan 2009). Question 13 The main agenda or the key point behind the thinking of the article by Nussbaum is in relation to education. The article argues in relation to the contrast that exists between an education that is mainly based on profit making and education that is more inclusive of the types of citizenship (Nussbaum 2009). The contrast tends to be related to an additional discussion of global citizenship and global justice. Question 14 Groundwater-Smith and Sachs consider that trust ought to be maintained in various ways. According to them trust can be maintained by through the community of the specific professional practice. In relation to this teachers are supposed to abide to professional standards for teachers and the development of strategies for activist professionalism in the education sector. Thus through the standards trust will eventually be maintained (Grounds water-Smith and Sachs 2010). Part B Question 15 New learning will have a great impact in the future of accounting as a professional field This profession for many years has been approached in a theoretical way and once employed, things are done in a manual way. With the introduction of technology as part of new learning, there is the need for the learners to know the recent trends that are adopted in new knowledge. New learning has many aspects that can affect the accounting field among them might include: importance of education in a social setting. To be incorporated in the business world, there is the need for broad knowledge which determines how productive a profession is. This is known as knowledge economy. To ensure that there is social equality in the accounting field, the new learning should give educational services that are best suited to their field of profession from their beginning of learning. The new learning in accounting has to match with the traditional and accepted ways in accounting. New learning hence affects any decision or criteria to be adopted because everything is based on the past. It therefore becomes a challenge in the accounting profession where the old in the industry want to follow the old version and the fresh from college want to adopt new learning practices that suite the current professional ways of handling accounting problems. The accounting field is changing so rapidly and with the introduction of new knowledge in institutions, the field can be adversely affected if the learning institutions just teach the accounting practices of just one country. This has an effect in future careers of such students because with the mobility of labor, people opt to work in other countries. The new learning incorporated in schools and colleges should bring in diversity in the school education system to incorporate for a diverse yet ever changing world. In today’s accounting practices, there is the utilization of information and communication technology that has brought efficiency and accuracy in the profession (Kalantzis and Cope 2008). With this development in new learning, more work is done using the shortest time possible and with application of various accounting software, accounting work can be done by professions from other countries. For a student who has embraced new learning through the use of communication technology in the accounting field, the future is promising as they will have a competitive advantage over the student who chose the traditional learning. New learning has had an impact on this profession because one is equipped with various dimensions of solving accounting problems and there is increased connectivity in the way the professional are thinking and the way they respond to the world (Kalantzis and Cope 2008). New learning can also have a negative impact in this profession because it is not a destination but a journey that has success and challenges. It is required that there should be continuous learning as every day theories and practices that are there will keep on changing. Though new learning is seen to have a positive economic change, more funding will be needed to support all learning institutions not forgetting accounting firms in the search of ever growing knowledge in the new learning. Question 16 Making every school a great school The vision of Gillard labor government is mainly based on the aspect of making every school a great school since it is like a great education as well great schools are termed as been major keys that can be used in unlocking the potential of an individual as well as the future of the nation. According to the other only with high class school will Australia be able to build a high level of productivity as well as high level of participation in the economy thus offering most Australians with an opportunity of rewarding as well as satisfying jobs. Accruing to the authors factors such as underfunded of some institutions such as health care facilities and the education sectors has led to some schools been left behind in terms of infrastructure that is available as well as in terms of performance. An increase in funds that are allocated to the schools can eventually be a better form of investment since it has enduring as well as long terms returns for the country (Gillard and Labour n.d). This means that the investment that will be made today in terms to the creation of great schools will have high rewards and will tend to pay even dividends for a considerable part of the century that is ahead through aspects such as high levels of participation, increased economic growth and stronger productivity for the organization they will be working in. Despite the fact that the article is more concerned with the creation of great schools they ought to have considered other aspects such as the job market. Most individuals today are frustrated since they attained high levels of education and they lack job opportunities. In respect to this the Gillard labor government ought to have also implemented other measures such as the creation of jobs so as to cater for the graduated that will be produced by the great schools in some few years to come. In line with the development of new schools they ought to have even catered for the construction of new schools to cater for the ever growing population in the world country (Gillard and Labour n.d). The vision of the Gillard labor government may tend to be attained if the ration of the teacher and the student is not equivalent. It has been noted that classes which are overcrowded and are been taught by one teacher tend to perform poorly as compared to other classes with lesser number of students. This is mainly based on the fact that teachers tend to have a high level of attention when it comes to a class with fewer pupils but it may prove difficult to do so in a class with many pupils. Also in the aim of creating great schools the Gillard labor government also ought to consider the option of continuous training for the teachers. With continuous training teachers will be able to offer up to date information to the students (Gillard and Labour n.d). Continuous training will also assist the teachers in assisting the students in the best ways and eventually the vision of the Gillard labor government will be achieved. Another fact to consider in more related to the population that has education. Irrespective of the fact that Australian has a large number of schools most Australians do not even have certificate II qualification. This has eventually led to the shortage of skilled workforce in most occupations that are available. To make matter worse the number seen to b be increasing each year. References Eric & Gutstein 2008, Reinventing Freire: Mathematics Education For Social Transformation: New York, University of Illinois. 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. Frances, C & Martin, J.R 2007, Language, Knowledge and Pedagogy, Functional Linguistic and Sociological Perspectives, Continuum: Canada. Gillard, J & Labour n.d, school reform: making every school a great school, Sydney: Barton. Grounds water-Smith, S. & Sachs, J. 2010. The activist professional and the reinstatement of trust. Cambridge Journal of education. New York: Routledge. Holford, J Jarvis, P &Griffin, C 1998,International Perspectives on Lifelong Learning, Kogan page: London. Houghton, J & Sheehan, P 2000, A primer on the Knowledge Economy, Centre for Strategic Economic Studies: University. Kalantzis, M, & Cope, B 2008, New Learning: Elements of a Science of Education / Mary Kalantzis and Bill Cope, N.P.: New York: Cambridge University Press. Merriam, S, Caferella, R & Baumgartner 2006, The Social Context of Adult Learning, New Jersey: Jossey-Bass publishers. Murray, G 2010 Framing Globalization and work: A research agenda Worcester Place: Oxford, Hart publishing. Nussbaum, M 2009 Education for profit, education for freedom. Washington DC: Association of American colleges and universities. Rogers, A 2006, Escaping the slums or changing the slums? Lifelong learning and social transformation: International Journal of Lifelong Education. 25:2, 125-137 Shculler, T &Watson, D 2009, Learning Through Life, NIACE: Leicester. Wheelahan, N 2009 The limits of competency-based training and the implications for work. London: Routledge. P.201-212. Read More