This author prods universities to be more active in offering learning opportunities to older citizens.
“Around the world, the proportion of older adults is increasing day by day. These people have much to contribute to the development of society. Therefore, it is important that they have the opportunity to learn on equal terms with the young, and in age-appropriate ways. Their skills and abilities need to be recognized, valued and utilized”
Overall, this book constitutes a searching and wide-ranging exploration of how to expand and transform the role of universities in promoting life-long learning. Needless to say, the reform of higher education goes beyond mere pedagogy and didactics; it is a social process which links teaching and learning to students’ personal life patterns, their social and cultural context, and their chosen discipline.
Read more: http://www.dhakacourier.com.bd/news/Essays/Expanding-higher-education-to-facilitate-lifelong-learning/966
In 1999, on the cusp of a new millennium, MIT professor Mitchel Resnick was on a panel where everyone was asked to pick the most important invention of the last millennium. One person said the printing press, another said the steam engine, and another the computer. Resnick said kindergarten.
From its arrival in the 1830s, he said, kindergarten eschewed the ”broadcast” method of teaching by which teachers disseminated information to students. That style would never fly with five-year-olds. Friedrich Froebel, the German educationalist who invented the “garden for children,” instead offered “a radically new approach to education, fundamentally different from schools that had come before,” said Resnick, a professor of learning research who also heads up the MIT Media Lab’s Lifelong Kindergarten research group.
Read more: https://qz.com/1535315/why-an-mit-professor-says-we-should-all-learn-like-kindergartners-if-we-want-to-succeed/
Everyone agreed that having a good experience in kindergarten is essential for lifelong learning. They also agreed that the current system doesn’t provide that.
In this article, researcher Christopher Brown interviewed educators and parents about how Kindergarten has changed. The focus has been on making kids ready for school. Instead, “Schools have to be ready for kids.”
Lifelong learning starts in Kindergarten. Is it starting right?
Six years ago, Massive Open Online Courses (MOOCs) were unveiled as a potential solution to the “cost-disease” of higher education. They provided access to free educational content from top-rated universities to anyone with an internet connection.
After the initial euphoria, a new model of MOOCs has emerged: well-designed, low-cost, certificate-bearing courses. The main difference? Instead of free statements of accomplishment from MOOCs, learners can now earn an affordable certificate to signal competence in a new skill.
The evolution of this new MOOC model — let’s call it the Credential-Earning, Lifelong Learning Online (CELLO) model — is concurrent with the development of the new reality: Workers can now hold a dozen or more jobs during a working lifetime. Can these workers go back to college every time they transition to a new job? No.
The need for lifelong learning to sustain one’s career is more important than ever, and these CELLOs serve an increasingly vital purpose in filling the educational gaps between graduation and your next job.
Read The Hill article: https://thehill.com/opinion/education/422338-education-must-meet-the-needs-of-a-flexible-workforce
In Wales, the expression ‘lifelong learning’ is often used as umbrella term for forms of learning which fall outside the school system. However, there is no universally accepted definition of the expression and other terms may also be used, including ‘further education.’ Here are some of what it encompasses:
- further education
- adult and community learning
- apprenticeship policy and delivery
- youth and adult employability policy and delivery
- workforce skills development
This isn’t the first time in history when we didn’t know what jobs would exist in 20 or even 10 years. According to the World Economic Forum, 65 per cent of children who entered primary school in 2017 will work in jobs that do not exist today.
Read how schools are turning to lifelong learning of “soft skills” to get students ready for that future...
Mrs. Rosetta Perry appealed to the audience to Adopt a School, to share in the responsibility for insuring equity in schools. Consider, do schools serving students with greater needs have access to resources, funding, and academic support that effectively serve their needs? Find out more: http://tntribune.com/community/local/nashville/education-in-the-black-community-a-call-to-action-adopt-a-school/
“I slipped up and messed up a lot but I’m here now and this school taught me, pushes me to go further than I can,” says Stevie Thomas. “This school brings positivity to my life and change how I act around people and being more professional.”
That’s just one of the comments about a Roosevelt School community education program that for students who can’t find success in a traditional classroom. Read more: https://wrex.com/category/2018/11/19/roosevelt-community-education-center-sees-record-attendance-shifts-in-positive-data/
Ministers are being urged to scrap the current school leaving age of 16 and instead bring in a requirement that young people stay in learning, in either the classroom or the workplace, until they are 18.
As part of what it termed a “revolution in lifelong learning”, IPPR Scotland called for the existing school leaving age to be replaced with “a new skills participation age of 18”.
In addition, it recommended everyone under the age of 21 should be involved in learning new skills in some way by 2025, and the Scottish Government introduce a new target of having 100,000 workers over the age of 25 involved in the skills system by then.
Read details here: https://www.newsandstar.co.uk/news/national/17239428.school-leaving-age-should-be-scrapped-in-lifelong-learning-revolution/
Artificial intelligence-driven automation means that the pace at which workers’ skills and knowledge will become obsolete is going to accelerate.
As a result, ‘always-on’ continuous learning will become increasingly critical. Oliver Barber outlines 5 ways AI is already changing the way we continue to learn: