Lifelong Learning and Its Influence - Essay Example

Life Long Learning and It’s Influence Lifelong learning is a concept that can embrace many educational ideas ranging from integrating formal and informal learning in work, education and other institutions and civic life; learning through the life cycle; broadening participation to those traditionally excluded from education; developing new notions of citizenship and civic engagement and so on. It is a 20th century term that it can be argued prefigures ideas of 21st century learning. How influential are these ideas and policy proposals in your experience? Education is an important factor in social change and the gradual evolution of lifelong learning, as has happened within Australia in recent years, is an increasing part of such changes, whether it is just a group of likeminded people grouping together to study something, or a large company having a deliberate policy of educating staff in order to improve the company’s abilities to succeed as an enterprise, or even a government policy. Brown ( 2000) quotes the European Commission paper of 1996 which said lifelong learning is firmly linked to economic confidence. According to the European Commission lifelong learning is about growth and jobs. The belief behind such activities is that knowledge and innovation are valuable assets to be nurtured, and this can be achieved by lifelong education. ( European Commission, 2011). The aims of this enterprise are listed as :- • Bringing into possibility lifelong learning and mobility of employment. • Improving the efficiency and quality of training and education available. • Using such lifelong education to promote equity, create social cohesion and dynamic citizenship . • Improving creativity and promoting innovation, at every level. The European Commission’s enterprise, with its very definite and clearly laid out intentions and international flavour, aimed mainly at promoting employment and trade, is far removed from the practice in earlier times. In medieval times young lads, especially those from upper-class homes left home very early on to go and live in another household where they learnt many skills. In their teens they would become squires and progress to knights once their education was complete. A few would go to university, but these young men were usually those going into the church as a career. Girls were excluded from university education, and in many cases even from basic education, until the late 19th century. Thesis In the 21st century continuing education is a necessary part of society, and, with advances of modern technology, can be available on a global basis for many purposes, and for people of every age and ability. History In many sections of society, even to quite recent times, boys in particular and to a certain extent girls, might or might not go to school and receive what we would consider a basic education in a primary school. Very few progressed further. Some would begin an apprenticeship, where they could learn a trade. This would have been all the education these people ever received and all that was considered necessary. Later there would be various education acts passed which aimed to introduce or extend education for both sexes into their mid-teens. By the time of the United Kingdom’s 1944 Education Act ideas had changed. It was realised that just doing domestic work, whether in their own homes or as servants, was not the only possible option for girls, and also that education need not be only confined to the school room, but also was concerned with reducing inequalities of educational opportunity for those considered capable of making the most of them.:- It shall be the duty of the local education authority for every area, so far as their powers extend, to continue towards the spiritual, mental and physical developments of the community. (1944 Education Act, Part II 7) In Australia the Aboriginal people have often been deprived of the best educational opportunities. I t is only in quite recent times that their rights in this area have begun to be recognised, as in the March for Reconciliation in 2000. Also in Australia , in April 2000, Brown put forward the proposal of ‘ A life long learning policy for Australia.’ Yet such ideas often develop from grass roots movements as well as being imposed from above. In the past, apart from time spent in the military services, most people would work in only one trade or profession for their whole working lives. They would hone skills, and possibly learned to cope with some changes at work, perhaps developing new techniques, but really their education came to an end the day they left school or completed an apprenticeship. In some professions however continued education has long been the norm. Midwives in the United Kingdom are required to attend updating courses every three years, if they wish to continue to practice. Many other scientific based professions such as medicine and nursing also offer lots of opportunities for professional development. (Midwifery Update Review 2008). However although these are recommended, not everyone takes them up voluntarily, which points to the fact that life-long learning is often a voluntary process. Modern Times The world has moved since the 1950’s when most people still held one job for life. Organisations do not necessarily employ for life, even in large state organizations such as the Civil Services. Whether because of deliberate policy, or for economic reasons, people find themselves in mid-life having to retrain, in order to further their chances of re-gaining employment. In the past it was relatively easy to gain employment with minimal qualifications, but now even graduates find it difficult to get work without proven experience. A much higher proportion of people than previously carry on to higher education, If you can’t get a job at 16 or 18 it is often felt that you may as well go to college or university, even at high cost, rather than just sitting around, and it just might lead to a chance of employment at a higher salary. A problem with continuing education for many people is finding time while also earning a living. Although there are lots of evening classes available, often these offer only fairly basic courses. –finding both tutors and enough learners to make more advanced classes viable is difficult. Attendance requires time, motivation, but also money and transport facilities. Reasons why people take part vary considerably – perhaps based on a personal need, or in order to increase employment opportunities, but also as part of a need to build a collective identity, whether as a member of a Third Age choir, or as a member of a previously suppressed people group. Education is about more than the transfer of knowledge. It provides hope, confidence, and self- knowledge. Often there is an association with social action, such as finding new ways to deal with an issue that affects society, whether local or on a more wide spread basis. As with any educational project there must be goals and desired outcomes whether it is educating people about their rights as citizens or enabling someone to qualify in a profession. Enterprises such as Get Up, Action for Australia , for instance is about getting the ordinary Australian population politically active and involved in important issues. An increasing important part of life-long learning is the impact of distance learning , as with the Open University in the United Kingdom. In 2011 this one organization had approximately 193,600 students, 16.6 % of these being aged 25 or under. Now though it is competing with many other colleges, a few offering purely distance learning and others where this is a part of a conventional college curriculum. Obvious advantages of this type of learning are reduced costs, the ability to choose from a much wider range of courses even internationally, and the fact that family and work life need not be disrupted. Some would see the fact that you do not interact with other students a disadvantage, but often such courses offer residential weekends or other such sessions. Another advantage is that courses can be taken as and when wanted, in order to fit in with such things as the birth of children, other upheavals, or major expenses. People can live where they want and even move domiciles. It does however require some degree of self-motivation and good time management, if it is to be fitted round other commitments. On an economic note, because such courses usually have to be paid for up front, there is no huge debt at the end. There are other rather different groups such as Universities of the Third Age, open to older people who organize things for themselves. Again these tend to be urban based. The groups can study any subject they want, to in groups of any size, from a few people meeting in someone’s home, to very large groups which meet in bigger venues. Fees are minimal, as there are no paid employees, and all that must be paid for is room hire and printing of leaflets etc, or the occasional visiting speaker.. This is something that could be set up anywhere by any small group of whatever age. With regard to formal and informal learning in the work place, again modern technology can assist in the learning process. Such things as conferencing via the internet, or using telephone links, mean that time and expense is not wasted unnecessarily in bringing people together face to face and so professional development can move forward. Also, via such things as blogs workers on one shift can leave information for those on other shifts, or can communicate with those in other departments, with management or shop floor as needed. Life long learning can also be part of the way government departments – national or local- operate. The population can be taught about such things as ecology, dietary matters, road safety and so on. These are not matters just for young people to learn about. Medical charities also use the process to teach sufferers and their families about their condition, warning them for instance of things to avoid, or when to seek medical help, or just to offer support. Some such groups are run by medical professionals, but others are self- help groups, mainly learning from peers, calling on professional help as and when needed. Sometimes people just are glad to know that they aren’t alone, but that there are others with whom they can share problems, as well as possible solutions. Groups for the aged can offer such things as cookery classes for those having to cope by themselves for the first time, as well as providing information about benefits or such things as insulation or safety in the home. Church and other faith groups also offer teaching and support in various forms for people of all ages, either in mixed groups or in more specialist ones such as those aimed at young parents, newly-weds or perhaps those new to the faith who are seeking to learn more. This isn’t necessarily just about purely religious topics. Groups may deal with subjects such as parenting or preparing for marriage. Also churches may open their doors to other groups , providing space and facilities for meetings to those groups for the bereaved, single parents , counseling the suicidal etc, but also for educational groups such as book clubs or musical group. There are classes everywhere. These include small village halls, where a group might meet for craft activities, to learn first –aid, sign language or how to make preserves, but also to discuss issues that affect their society. A school may allow its gym and sports facilities to be used by evening groups of older people. A swimming pool may have classes for those rehabilitating from strokes, or for pregnant ladies. Yet all is not just done in this relatively casual way. It is possible for instance to gain a degree as a teacher of life-long learning. ( Nottingham Trent University , 2011) All of these activities are seen as positive activities. Sometimes such things as first aid training are organized on a national level, whereas others could just be a group of friends who hire a venue. There are also international ventures such as the Life Long Learning Programme organized by the European Union 2010). This is a wide reaching programme which encourages and supports education in schools, colleges, adult teaching of a vocational type, but also of a non –vocational type described as ‘learning and living for enjoyment’ (Grundtvig, 2010). There is also a section (Transversal, 2010) which is designed for educational professionals, allowing them to exchange ideas and to showcase innovations and good practice. However Tsolakis and Cornford ( undated) point out that , according to an Australian survey of administrators and teachers, there is a dissatisfaction with present methods of professional development – so there is still more to do. All these ventures are placed firmly within humanistic ideas based in the tradition which sees educational opportunities as a means of equalizing opportunities and so leveling earning levels. Lifelong learning is therefore closely linked with demands from society for better opportunities, as well as satisfaction on a personal level. It is seen as a way of cutting down gaps in society between ‘haves’ and ‘have nots’, i.e. a means of democratization. Krašovec ( 2004, page 54) however also points out the concept of achieving a ‘dream society ‘ i.e. that although lifelong learning can make positive differences, it is part of the idea that the individual is responsible for their own , personal success in life. – an idea she describes as ‘threadbare.’ This is because she says, modern society is full of ‘uncertainty, inequality poverty.’ This may be true, but how much worse would the situation be without opportunities being created? Brown ( 2000, page 6 ) says :- for the individual it increases income and employment security; for business it increases competitiveness in the international or global market; and for the nation it determines each country’s position in global competition. Conclusion All these activities are part of continuous education, whether in a very local and informal way, or organised more formally at whatever level. They all have aims, desired outcomes. This is a process going on all around the globe in many different forms, and for a variety of purposes, including commercial success, and has influence in almost every community . The aim is to enhance life for people at every stage of their lives. This is why the concept is growing exponentially, as more and more individuals, as well as larger enterprises, and even government and international organisations, realise the possible benefits. In modern society continuing education, in its many forms, is acknowledged as a necessary part of society for many purposes, and for people of every age and ability. References BROWN,T., 2000 A national lifelong learning policy for Australia? Available from https://ala.asn.au/public/docs/MakingItWork.pdf ( accessed 23rd November 2011) EDUCATION ACT, 1944, Living Heritage , available from http://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/educationact1944/, ( accessed 27th October 2011) ENSOR, J., 2000, Reconciliation – The Long March, On Line Opinion, available from http://www.onlineopinion.com.au/view.asp?article=1069 ( accessed 23rd November 2011) EUROPEAN COMMISSION, 1996, Teaching and Learning : Towards the Learning Society, EUROPEAN COMMISSION, February 2011, Strategic framework for education and training, available from http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm ( accessed 29th October 2011) GETUP, ACTION FOR AUSTRALIA, 2010 available from http://www.getup.org.au/about ( accessed 23rd November 2011) GRUNDTVIG, 2010, available from http://www.lifelonglearningprogramme.org.uk/programme/grundtvig ( accessed 29th October 2011) HADOW,W., 1926, The Education of the Adolescent Report of the Consultative Committee London: HMSO KRAŠOVEC, S., 2004, Teacher of Adults – Facilitator and Motivator of Adults Learning and Changing , available from http://arhiv.acs.si/publikacije/Current_Issues_in_Adult_Learning_and_Motivation.pdf ( accessed 23rd November 2011) LIFELONG LEARNING PROGRAMME, The European Commission, 2010, available from http://www.lifelonglearningprogramme.org.uk/ ( accessed 29th October 2011) LIFELONG LEARNING SECTOR, Nottingham Trent University , 2011, available from http://www.ntu.ac.uk/apps/pss/course_finder/60599-1/7/PGCECert_Ed_Lifelong_learning_sector_(Pre-Service).aspx?gclid=CKHerZbKjawCFYEZ4QodhnXbnA ( accessed 29th October 2011) MIDWIFERY REVIEW UPDATES, 2008, available from http://www.dhsspsni.gov.uk/nursing_and_midwifery_update_review_2008.pdf ( accessed 27th October 2011) OPEN UNIVERSITY PLATFORM, 2011, OU Continues to see a rise in the number of young students, available from http://www8.open.ac.uk/platform/news-and-features/ou-continues-see-rise-in-the-number-young-students ( accessed 27th October 2011) STERNBERG, R., The concept of intelligence and its role in lifelong learning and success, American Psychologist, Volume 52(10), , pages 1030-1037, October 1997, available from http://psycnet.apa.org/psycinfo/1997-30052-001 ( accessed 29th October 2011) TSOLAKIS, K., and CORNFORD, I. ( undated) Towards a New Model for Effective Professional Development , paper code 1635. TRANSVERSAL, 2010, available from http://www.lifelonglearningprogramme.org.uk/programme/transversal ( accessed 29th October 2011) YOUNG, M., Where Magazine, , Autumn 1962 as cited by the Open University 2011, available from http://www8.open.ac.uk/about/main/the-ou-explained/history-the-ou ( accessed 27th October 2011) Read More