Will lifelong learning play a role in rebuilding our post-covid world? Yes, according to The International Labour Organization:
According to the guide, building the capacity and engagement of workers’organizations in skills development and lifelong learning, based on a human-centred approach and International Labour Standards, will help build a ‘better normal’ in the post-COVID-19 World.
Read how: https://moderndiplomacy.eu/2020/11/20/skills-and-lifelong-learning-critical-for-all-workers/
We came across this great column with ideas for activities you can do with your child to build their fine motor skills. Especially apt at this time, but also timeless!
Written By: Shannon Matzdorf, Esko Community Education | Dec 3rd 2020 – 12pm.
Fine motor skills involve the use of hands, fingers, wrist, feet and toes.
Fine motor skills also include daily tasks of zipping up zippers, tying shoes or pulling Velcro and buttoning buttons. Preschool aged children should be exposed to the use of pencils, crayons, markers, glue, paint brushes and scissors.
Giving your preschooler the opportunity to handle these challenges on their own is key to fine motor growth and independence. It is important to offer support along the way, but let them do as much as they are able to independently.
Although markers are fun to use and give a nice bright color when working on projects, it is also important to have preschoolers practice writing with other writing tools. Crayons and pencils are important for teaching a tighter grasp. This will encourage the child to use a bit more hand pressure to leave a mark on the page and help them build up hand strength.
Scissors are also a great tool to teach fine motor strength by building up hand muscles when opening and closing while cutting. Scissors also help develop eye-hand coordination, teach how to cross the midline of the body and build attention skills. Children need to focus on where they are cutting while completing a cutting project.
Visit the story: https://www.pinejournal.com/opinion/columns/6784223-Community-Education-Corner-Teaching-your-preschoolers-from-home
In the fast-paced world we’re living in, those who stop learning once their school days are over risk being left behind, say Xi’an Jiaotong-Liverpool University experts.
As always, Community Education encourages folks to stay active and stay well. See how this little town is doing that, even in the time of Covid.
An old proverb said, Jonathan doesn’t know what Jon didn’t learn, In today’s information age, this statement can be reworded – both Jon and Jonathan participate in lifelong learning. Both of them are learning, only that the pace of acquiring knowledge and their interests are different. One is discovering the world and the other is trying to somehow comprehend the world. The world is changing at such a rate that learning and improving oneself has become a lifestyle. Only the focus of learning is somewhat different in each period of life.
Is it the return of the education buzzwords: holistic learning? Is going away from vocational learning to “learning as a human right” what the world needs at this moment?
The UNESCO Institute for Lifelong Learning (UIL) has published a new report setting out a future-focused vision of education and demanding a major shift towards a culture of lifelong learning by 2050.
Embracing a culture of lifelong learning, UIL’s contribution to the UNESCO International Commission on the Futures of Education, argues that creating a global culture of lifelong learning will be key to addressing the challenges faced by humanity, from the climate crisis to technological and demographic change, not to mention those posed by the COVID-19 pandemic and the inequalities it has exacerbated.
It calls on the international community to recognize lifelong learning as a new human right.
UIL Director David Atchoarena explains: “We are emerging from a period characterized by an excessive focus on the vocational and skills dimensions of lifelong learning. Recognizing the complexity and multi-dimensional nature of the challenges faced by humanity calls for the restoration of a holistic vision of learning throughout life”.
Looking to the future, the report sets out 10 key messages, each critical for creating a culture of lifelong learning:
- Recognize the holistic character of lifelong learning
- Promote transdisciplinary research and intersectoral collaboration for lifelong learning
- Place vulnerable groups at the core of the lifelong learning agenda
- Establish lifelong learning as a common good
- Ensure greater and equitable access to learning technology
- Transform schools and universities into lifelong learning institutions
- Recognize and promote the collective dimension of learning
- Encourage and support local lifelong learning initiatives, including learning cities
- Reengineer and revitalize workplace learning
- Recognize lifelong learning as a human right
How do you make lifelong learning classes safe as well as fun?
By having a ‘distanced’ dance class, according to LLI Director Larry Wilson at Hot Springs Village.
“It’s been something Villagers have requested from LLI because dancing is a great way to keep moving and have a good time. We were lucky to get Jennifer as an instructor.”
It is a truism that even the best universities in the world cannot accurately predict the skills that will be needed in the workplace 10 years from now, let alone 100 years, hence the importance of teaching university students how to learn, something also referred to as metacognition.
Lifelong learning refers to holistic learning for life and work. It comprises a number of pillars of learning including: learning to know, learning to do, learning to live together, learning to be, learning to earn, and learning how to learn.
Learning how to learn is what universities in Africa need to teach, for this will ensure that when learners are confronted with unique and complex problems, they have the capability to learn, unlearn and re-learn how to address complex problems, as pointed out by Alvin Toffler in his book Future Shock.
The coronavirus outbreak has forced many schools and classes to switch how they reach learners. That has impacted revenue, naturally. But there have been benefits, according to Director Craig Hall.
“It’s safe to say that coronavirus has presented the greatest challenge that we’ve faced as a program, with our self-supporting status,” Hall said. “But it hasn’t’ slowed us down in terms of creativity or resolve. I think this whole experience will make the program smarter, stronger, and more nimble.”
The summer children’s program run by LCE, Lexplorations, was fully booked when the pandemic hit Lexington, Hall said. In a few short weeks, LCE staff reimagined Lexporations for a socially-distanced world, translating everything to an online format. While there were families that requested refunds, the camp was a success, Hall said.
Many Lexplorations teachers are also teachers in Lexington schools, he added, and they had already gotten a taste of remote learning at the end of the 2019-2020 school year. A small adult education term was offered over the summer as well, which is not something LCE has done before.
Over a very short period of time, Covid-19 has helped business and education to replace and complement physical face-to-face channels by digital and online ones. This radical change also opened the way for more and better lifelong learning—via e-learning platforms.
Once again, Lifelong Learning is the silver lining in the COVID clouds…