5,729 research outputs found

    Integrating personal learning and working environments

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    This review paper part of a series of papers commissioned by the Institute for Employment Research at the University of Warwick under the title of 'Beyond Current Horizons – Working and Employment Challenge'. In turn, in forms part of a larger programme of work under the banner of Beyond Current Horizons that is being managed by FutureLab on behalf of the UK Department for Schools, Children and Families. The brief was to cover: - The main trends and issues in the area concerned; - Any possible discontinuities looking forward to 2025 and beyond; - Uncertainties and any big tensions; - Conclusions on what the key issues will be in the future and initial reflections on any general implications for education. Given the wide ranging nature of the brief, this paper largely confines itself to trends and issues in the UK, although where appropriate examples from other countries in Europe are introduced. We realise that in an age of growing globalisation the future of work and learning in the UK cannot be separated from developments elsewhere and that developments in other parts of the world may present a different momentum and trajectory from that in the UK. Thus, when reading this report, please bear in mind the limitations in our approach

    Collaborative learning and co-author students in online higher education: a-REAeduca – collaborative learning and co-authors

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    The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.info:eu-repo/semantics/publishedVersio

    The Role of Universities in Promoting Lifelong Learning: European Experience and Croatian Perspective

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    The lifelong learning has a crucial importance since a dynamic economic and social development in contemporary highly globalized world is based upon highly educated and trained entrepreneurs, managers and professionals. This is recognized in the Lisbon strategy (2000), the EU's overarching program focusing on growth and jobs. It has underlined that knowledge, and the innovation are the EU's most valuable assets, particularly as global competition becomes more intense in all sectors. The purpose of this paper is to contribute to the discussion on lifelong learning activities and policies in EU and its implications on Croatia as an EU candidate country.lifelong learning, universities, lifelong learning policy, EU, Croatia

    Partnering in international agricultural research for development: lessons from the ILAC learning laboratory

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    This paper presents results of a workshop on partnerships in agricultural research for development (AR4D) organized by the Institutional Learning and Change (ILAC) Initiative of the Consultative Group on International Agricultural Research (CGIAR). The workshop brought together members of the ILAC Learning Laboratory to discuss a wide range of issues related to partnership, including how and why partnership is important for their work, the types of partner they engage with, the various roles played by partners in achieving common objectives, and the types of relationships developed over time. They also discussed obstacles and issues that need attention to enable more effective partnering. Drawing upon these discussions, the workshop participants produced this paper, which summarizes their experiences and draws out common themes and lessons. It presents an overview of the role of partnership in AR4D and summarizes experiences with partnership in the Learning Laboratory, including success factors and areas requiring further attention. Beyond documenting the experiences of the Learning Laboratory members, the paper aims to stimulate dialogue about the use of partnership and improvements needed in the way organizations participate in and manage partnerships in AR4D

    Work-based learning and lifelong guidance policies

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    This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: ‱ Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. ‱ Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. ‱ Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment

    Developing new work based learning pathways for housing practitioners whilst participating peripherally and legitimately: The situated learning of work based learning tutors

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    This paper discusses the experiences of two work based learning tutors at the University of Chester in the context of developing work based learning for housing practitioners

    Stakeholder engagement as a facilitator of organizational learning

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    This paper examines the relationship between stakeholder engagement and competence building. Following the dual perspective of the firm, which indicated that managers deal with both transactions and competences concurrently, we argue that stakeholder interactions also concern both transaction cost reduction and value creation. Based on a review of the extant literature, we incorporated a micro-macro connection between organizational learning and competence building. Further to this, we developed a conceptual framework by linking stakeholder engagement and organizational learning. This framework demonstrates that stakeholder relations may have significant effects on organizational learning and thus stakeholder engagement can play the role of facilitator in building firm competences

    Learning as spirituality and nurture - Pacific indigenous peoples' perspectives of lifelong learning

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    This paper discusses characteristics of an adult education practice for peoples in the Pacific. There is no one Pacific way as the Pacific population is diverse consisting of many cultures, languages, social structures and differing colonial experiences. For many Pacific peoples learning is holistic, is driven by cultural motivation, which is often for the benefit of their extended families(the collective)rather than personal gains or self-actualisation. Learning is constantly intervened by spiritual matters, the same being true for most aspects of Pacific peoples’ day-to-day lives. Therefore spirituality is integral to learning at all levels formal and informal

    Cartoon planet : micro-reflection through digital cartoons – a case study on teaching and learning with young people

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    Young learners of today tend to show little enthusiasm for formal schooling. This does not necessarily mean pupils are not interested in learning or developing new skills and competences. In fact, the opposite often happens in the informal settings they belong to. Finding ways of transferring pupil’s informal learning into the school setting is therefore important. This paper gives a brief overview on the development of informal learning activities to encourage young people’s active reflection on their informally acquired competencies through the use of web technologies. The researchers also explore the role of the teacher, and the need of a participatory learning environment in a less formal classroom. Reflections on the experiences and recommendations are also provided
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