why lifelong learning? professor michael osborne director, pascal observatorypascal observatory...
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Why Lifelong Learning?
Professor Michael OsborneDirector, Pascal ObservatoryUniversity of Glasgow, [email protected]
The questionsWhat are the Community benefits of a
local government emphasis on lifelong learning ?
How do we engage youth in learning ? How do we reengage adults in learning
after formal learning ?How do we maintain engagement in
learning throughout the life-courseWhat examples exist internationally for
maintaining community participation in learning
The traditional argumentsTwo dominant themes
◦widening participation to under-represented groups within a mass system
◦economics of lifelong learning
The Stakeholders
IndividualsCommunitiesBusinessesPublic SectorProvidersConnected in regions
Purpose and Continuum of Learning Cities
Focus - Economic Focus - Social Justice
Creating an underlying infra-structure of educational opportunity that might attract inward investment from business
The creation of learning networks that promote and enhance social cohesion and inclusion
Social InclusionUK imperativeA European imperative, but visible elsewhere
in the world, including Australia and the USCombating of social exclusion through
offering ‘second chances’- one of five main guidelines for action in striving for a knowledge-based society (White Paper on Lifelong Learning EC 1995) .
2001 Memorandum on Lifelong Learning.
Lean on me - Economic Benefits
"Skill and competence enhancement in the new economy in Europe requires that the policy emphasis is shifted towards increasing investment in human capital and in raising participation in education and training throughout working life. To keep pace with developments in technology, globalisation, population ageing and new business practices, particular attention should be given to workplace training an important dimension of our strategy for Lifelong Leaning (sic)." (EC 2001)
Historical Reasons for Economic Agenda
Macro-economic issues changes in the economic and occupational
structure competitiveness a global market.
Agenda for Individuals
Individual responsibility Personal competitiveness Skills development for
employability Personal development
Agenda for providers
From institutional structures to individual participation
From front-end to continuing provision
From discipline specific education to competencies for Lifelong Learning
The thrust to growth - the assumptions
Competition in a global market is compromised because a skills deficit exists
More graduates/diplomates are needed for the labour market
For individuals there is an economic payoff in getting a qualification
In expanding the system there will also be widening and an increase in social justice, social inclusion and mobility
Good Places – Better HealthPlaceHealthLearningQualificationsJobsEngaged Citizens
Cause and EffectHealth leads to learningLearning benefits health and
well-beingBenefits are economic as well as
social
How to engage youth in learning?How to reengage adults in learning after formal learning? Age, Sex and RaceLost generationPrecariousness
ResourcesIt’s easy to predict the past
As for the future!
How to maintain engagement in learning throughout life?
Employment and employabilityCognitive interest
Learning Prescriptions
Learning v Prozac
Co-creation
Aims of Community-university researchTo promote community-university
research partnerships to develop knowledge relevant to improve the lives of people
To promote practical learning and problem-solving competencies amongst students by directly engaging with the community
To design curriculum and pedagogy relevant to respond to learning needs of the community
LearningCities2020