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Introduction and definition of lifelong learning Rojvithee 2005
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Lifelong learning Sector
Shirin ford 26th April 2014
The lifelong learning sector, I have read extensive papers regarding this. The learning sectors developments provided an introduction to key policies and legislation that has shaped the sector as we know it today. The following reports show the ever changing face of this sector. In 1998 the Green Paper was produced, it was the first policy paper that showed the need for educational skills from post school to post-retirement. Only one year later 1999 the White paper was produced by the Learning and skills Councils (LSCs) this was looking to provide funding for learners within this ever expanding sector. The Adult Learning Inspectorate (ALI) was introduced for learners 19 and over, and work based learning. Ofsted took over the functions of ALI in 2007 for the 16 to 19 sector. This gave learner more choice and introduced connexions to support the learners.
In 2001 the Further Education National Training Organisation (FENTO) put professional standards in place. Up until this point teachers had not required to have teaching qualifications. This was mainly due to staff coming from vocational backgrounds, and not academic. Although in theory this helped the learning sector in the skills market that were required to boost the economy these standards were heavily criticised by Ofsted.
In 2002 the strategy was Success For All: Reforming further Education and Training – Our vision for the Future (DfES) this was aimed at post 16 educations and training. The importance was stressed on the quality of teaching and learning, ...
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... to just 50; and
• Support to a further 32,000 UK firms to export through UK Trade and Investment
(UKTI), increasing to 50,000 by 2014-15. On the surface this seems as if the government is taking action on the current economic crisis Mr Heseltine quotes “to invite criticism is a sign of strength; to accept it is a sign of confidence” which in my own opinion sounds feasible, but is it?? As you can see since 1998 when surprisingly the first mention of any professional qualification was even considered, throughout the policies have been virtually the same, just approached in a different manner and re phrased by each government that has come to power. As with any new government, have to be seen to be making a difference, but in this case as with so many others this report is looking to return to policies that were not successful first time round.
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...management of their educational establishments. Although there are many debates still taking place today on how the education system needs improving or re-addressing, the fact remains that the education acts focused on in this essay, greatly impacted and improved the British education system in terms of the quality of education and equality for pupils.
According to the Health and Care Professionals Council (HCPC) continuing professional development is defined as “the way professionals continue to learn and develop throughout their careers so they keep their skills and knowledge up to date and are able to work safely, legally and effectively.” (HCPC, 2012). Continuing professional development (CPD) is an important factor of health care professionals work and practice as it ensures that they are up to date with relevant policies and procedures, that their quality of work is of a high degree and also to benefit the service users.
in The United Kingdom has increased at an alarming rate over the past few decades. There are some issues, which should not be ignored and should not be disregarded, for instance
Continuing education (CE) for nurses is a critical component of providing optimal patient care. Continuing education includes both formal education and CE hours. Research has shown nursing education levels are positively correlated with better patient outcomes, improved safety, decreased morbidity and mortality, less medication errors, and decreased practice-related infringements. According to Linda Connor, a PhD Nursing student at the University of MA, only 14% - 17% of practice is currently based on the best available evidence.
Students increasingly demand a type of education that allows them to update their knowledge when necessary and to continue to do so throughout their working lives (McIntosh, & Varoglu, 2005; Tomlinson, 2007). The debates on lifelong learning and learning skills continue to emphasize independent and self-directed learning as a central need (Strivens & Grant, 2000). The ability to engage in critical self-assessment is viewed as a meta-skill that would aid students in managing their general life both during and after university (Knight & Yorke, 2002). Based on this view, suggestions are raised to educational institutions concerning learning cultures that help students know what they are learning and why and how to develop the claims to achievement that make them more successful. Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
The first level involves the “Ontario Government and the Education Act” as an “education is a provincial government responsibility in Canada” (Ontario Ministry of Education, 2009). Those with...
Senge, P.N. (1990) The Fifth Discipline: The Art & Practice of the Learning Organisation London: Century Business
In the current health care system change has become constant so it has been recognised that lifelong learning is even more imperative for nurses to ensure that they can develop their skills to keep pace with these changes and improve their performance. One of the nursing registration requirements that are outlined in the current Nursing and Midwifery Council Code of Conduct (NMC, 2015, p.17) is to “keep your knowledge and skills up to date, taking part in appropriate and regular learning and professional development activities that aim to maintain and develop your competence and improve your performance.” Nurses are required to involve themselves in lifelong learning activities to ensure that they can practice effectively and maintain their
We live in a society that is rapidly changing and where we are becoming lifelong learners. A lifelong learner is someone with aspiration and ambition to improving knowledge and skills with a personal, social, work related and civic outlook. Constructivism is the theory of how a person constructs knowledge when new information presented and it combines with existing knowledge that one gains through experiences. In a review of the constructivism theory through a student’s view, teaching and learning are the implications through hand-on, experiential, collaboration, project-based or task based projects. Learning is a continuous active process of gaining knowledge through experiences and interactions within the world. Learning occurs when an individual encounters thoughtful challenges, naturally occurring or in a problem-solving activity. Most importantly, it is worth noting to state that learning is a social
The objective of this report is to determine if a successful performance management system can offer anything to the learning and development process in an organisation. The report will examine the concepts of performance management and the implications it has on learning and development. It will focus on the major issues surrounding the learning and development process and outline the contributions performance management has to offer.
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
Although curriculum is developed by Australian Curriculum, Assessment and Reporting Authority (ACARA) so that teachers can be more aware of what they are expected to teach throughout the year, many people can influence the curriculum. These include; business owners, government, higher education, such as universities, special interest groups, parents and carers, teachers and childcare professionals and students who modify it to suit their needs (ACARA, 2013). An example of this is some business owner’s need young apprentices with certain hospitality certificates, and now as a result of greater vocational emphasis, higher years of schooling now accommodate to these students’ needs...
Higher Education (University Level) – It should be provided according to aptitude. That is, if anyone meets the essential education standar...
Education has transformed immensely from where it first began and needs to continually transform in the future to meet the growing needs and expectations of society. Consequently, teaching and learning are quite different in the 21st century when compared to previous centuries. There are several key factors driving change in education today with the focus on globalisation and social factors, including: Information Communication Technology (ICT), cultural and social inclusion along with changes in the economy, jobs and businesses. Additionally, 21st century learners are expected to ascertain a multitude of qualities and skills in order to succeed in today’s world. Communication, collaboration, global awareness, creativity and problem solving
Lifelong learning is the process of gaining knowledge based on an individual’s interest and developing skills throughout the life to improve their life irrespective of traditional educational schooling activities. This long term process influences an individual’s personal development and improves their thinking and thought process thus recreating themselves in a new experience of the positiveness. These learning’s can be of different types ranging from the home education, cultural learning, personal learning, spiritual learning, learning to keep up to date with technologies and local medical sciences education etc. Learning through experiences in life helps an individual to visualize the purpose of life from a new prospective that inspires them to be self-contended.