This practical book explores creative ways of teaching and learning in the lifelong learning sector and provides a toolkit of creative teaching approaches with the potential to transform your teaching practice. Drawing on various techniques and diverse environments the book illustrates a variety of approaches, offering insights and conclusions drawn from a rich range of practice examples and highlighting the potential pitfalls of creative practices. The book tackles crucial issues such as: The characteristics of a creative tutorBoosting your creative confidence, and that of your learnersCreative methods to excite and engage learnersConstructing a creative sessionDeveloping resilience and self-care strategies Throughout the book there are activities, reflection points and extension tasks, as well as the frequent use of symbols and cross-referencing notes to help you see the links between sections. Creative Teaching Approaches in the Lifelong Learning Sector will appeal to trainee and experienced teachers working in the lifelong learning sector, including further and higher education, work-based learning, and adult and community settings. "So much more than a manual or menu of how to bring creativity into teaching, this book will be refreshing for experienced lecturers, trainers and teachers, and an inspirational as well as reassuring font of ideas for those new to the role. In addition to presenting practical ideas for individuals to use, Brendon Harvey and Josie Harvey's book is uniquely valuable in addressing institutional challenges that can face those introducing new creative ways of working, as well as providing counsel on how the lecturer/trainer/teacher can protect their own well-being when stepping into creative territory." Dr Clare Rigg, Head of Department of Business, Hotel, Catering & Tourism, Institute of Technology Tralee, County Kerry, Ireland"Brendon and Josie have drawn on their wealth of experience to co-author a practical teaching guide to meet the needs of 21st century learners in the Lifelong Learning Sector.It is an excellent guide for both those new to teaching and also those seeking to meet the challenges of becoming more creative and using new technologies and social media more effectively in their professional practise. For the new teacher, there is a welcoming section addressing some of the anxieties which may be present before and during the early stages of practise as well as great examples of what to include in a creative session without breaking the bank! The final section focuses on creativity within the organisational context and introduces us to the 'Trojan Mouse' and the benefits of action research.This is a recommended read for anyone looking to update their practice." Debbie Fletcher, Vice Principal of Leeds City College"Drawing on their own experiences, as shared with us in the stories of their respective journeys from the world of traditional teaching and training methods and environments to that of creative active engagement of and with learners, the Harveys provide valuable insights into and a practical guide for learning facilitators in a variety of contexts to take or enhance their own journeys into the use of Creative Approaches in the Lifelong Learning Sector. Complete with stories, cases, and examples supported by provocative thinking points and activities and exercises for learning facilitators, this is a must-have resource. Consistent with their message, this is a creatively written and presented practical guide that inspires outside-the-box thought and action eschewing any attempts to provide "recipes" but rather championing the need for diversity of methods and approaches based on learners, setting, context, and other variables." Tony G. LeTrent-Jones, Adjunct Professor, University of North Carolina, USA, and Elon University, USA

This open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.

Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

Traditional educational approaches are increasingly ineffective for the needs of today's learners and society more generally. A new personalised learning solution is required which incorporates an expanded view of education incorporating human rights and capabilities, alongside the traditional human capital educational model. This book considers the policies, pedagogy and practice required to achieve this critical transformation. It extends traditional functional learning approaches, based on behavioural, experiential, dialogic and participatory learning, to place the learner at the centre of their learning. By defining the principles of personalised learning and mapping out future opportunities, Ward makes a captivating argument for a new way of learning, based on improved teacher and learner agency, self-regulated learning, personalised learning and metalearning. This book considers a broad range of educational concepts involving the learning person. By combining our learning environment, performance, capabilities and expertise with discussions of personalised learning design, technology and policy, it equips readers to reflect on how they learn currently, and how we might all learn in the future.

This book provides an up-to-date and critical analysis of contemporary issues and debates in the lifelong learning sector (LLS)The themes are presented in an accessible format, and are underpinned by recent research as well as policy analysis. The authors examine significant issues in the LLS today including inclusive practice, the employability agenda, the curriculum in the LLS and research-led teaching. There are practical strategies and reflective tasks that encourage readers to become critical, questioning practitioners. Other helpful features include: Learning outcomes at the beginning of each chapterLinks to QTLS standardsCase studies End of chapter summariesFurther reading and useful websites It is essential reading for trainees on QTLS programmes and is also important reading for education students and qualified staff undertaking CPD.

Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decision-making, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students' interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K-12 classroom. Use this step-by-step guide to develop professional learning communities; increase teacher motivation, efficacy, and knowledge; and support improvement adapted to local contexts. Book Features: Guides readers through three cycles of Lesson Study, taking teacher learning deeper with each cycle. Focuses on developing student understanding that supports meaningful instruction across academic areas. Emphasizes the utility of Lesson Study for informing culturally responsive instruction. Includes examples from a variety of grade-levels and content areas, featuring both pre- and inservice teachers. Includes additional resources and prompts in each chapter to guide application.

Higher Education Challenges for Migrant and Refugee Students in a Global World informs readers of theory, policy and practice of refugee and migrant equitable access to higher education, especially indicating how policy makers, educational leaders and practitioners can support refugees, asylum seekers, and other migrants' inclusion in higher education institutions in the global world. The chapters composing each section of this book constitute a compilation of research addressing experience relating to the overwhelming flow of refugee and asylum seekers in various higher education systems. There are 41 contributors located in 12 countries (Austria, Canada, Czechia, Germany, Holland, Iceland, Israel, Italy, Kenya, Palestine, Turkey and the United States) who deal with the topics of refugees and immigrants in higher education in different world regions, including Africa, the Middle East, Europe and North America.

A lively, step-by-step approach to training the trainers of adults. Using numerous examples from a variety of settings, author Jane Vella compels instructors to critically examine their old teaching model and discover a new experience in education.

Global Issues and Adult Education brings together seven years of cutting-edge research and analysis from the Cyril O. Houle Scholars in Adult and Continuing Education. These emerging leaders in the field investigate the importance of adult education in responding to the challenges of global issues. The book is divided into five sections, each of which examines one overarching topic-globalization and the market economy, marginalized populations, environment and health, community empowerment, and lifelong learning and educational systems. Each section begins with an introduction that provides a framework for understanding the overarching issues and summarizes the chapters in the section.

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students learning. It directs attention to what is important and acts as an incentive for study.

This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners.

This book brings together the diverse narratives of researchers' personalized stories about the process of doing doctoral research (PhD) in the field of Environmental and Sustainability Education (ESE) and about the life after the completion of such life-forming experience. The narratives go beyond the academic to discuss the different ways in which doctoral study in the field of environmental and sustainability education is experienced at the personal and professional level. Contributors are located in different countries in Europe, Australasia and Latin America. The different countries that the authors write from matters because it contextualizes both the process of studying environmental and sustainability education and the way in which this is experienced at a time when the world has become increasingly conscientized towards environmental challenges. As such the book is appreciated by established and emerging scholars in this field and in related fields around the world. Readers are presented with a comprehensive volume ideal for aspiring ESE researchers, supervisors, policy-makers and practitioners.

Pure face-to-face training is increasingly being supplemented or even replaced by modern forms of learning such as blended learning, online training, e-learning and informal learning. What does this mean for you as a trainer (lecturer, speaker, personnel developer)? This reference book shows how the job description of the trainer is changing due to digitalisation and which competences you need as a trainer to be successful in the "learning revolution". After all, specialist knowledge paired with classroom didactics is no longer enough. This work takes you by the hand to become a learner again as a trainer and to develop into an "agile learning facilitator". It gives you orientation in the digital "trainer competence jungle". In a practical and clearly understandable way, you will receive both theoretical background knowledge and practical implementation possibilities for the modernisation of your continuing education programme.

Originally published in 1920, this collection of essays presents and discusses some of the principal subjects addressed in the Report of the Committee on Adult Education in 1919. The authors examine topics such as women and adult education, and the democratic foundations and implications of further education for those past school-leaving age. One essay is written by an adult student from Southport who is a self-described 'working-man'. This book will be of value to anyone with an interest in the history of education.

Jerold W. Apps draws on twenty-five years of experience researching and teaching leadership and leadership development to provide adult educators with a blueprint for developing a profoundly different approach to leadership--one that is all-embracing of ideas and people, capitalizes on diversity, and remains open and responsive to change.

Here is a student guide to writing an effective doctoral dissertation or a master's thesis. This book disaggregates the elements of the dissertation and provides the student with a description, definition, and example of each dissertation element. The author presents multiple viewpoints that include both quantitative and qualitative approaches. When using this book, the student, based on departmental norms, will understand what belongs in the dissertation and thesis and where it belongs. The elements are presented in a traditional five-chapter format for ease of use and not for indicating a preferred format for the dissertation. There are over 100 examples of completed dissertations from well-known universities and colleges. This book allows the student to concentrate on what makes sense and what is important to completing his or her research.

More and more parts of our lives are being digitally enriched. The field of education is no exception. The learning and working worlds are changing, and therefore also the requirements for education, continuing education and further education. At the same time, the period in which knowledge is up-to-date is ever shorter. Thus the ability to do Lifelong Learning is not only decisive for the success of the individual, but also for the sustainable existence of companies, economic sectors and whole regions/destinations. On the basis of psychological, pedagogical and economical concepts the author deals with the How and Why of learning. Based on this he investigates the significance of Online-Further Education in Tourism by means of qualitative expert interviews.

This book provides a lively introduction to the theory and research surrounding adult learning of English by speakers of other languages. Offering an accessible discussion of contemporary debates, the book examines a wide geographical and social spread of issues, such as:
- How to understand the universal characteristics of learning an additional language
- What makes a 'good' language learner
- Multilingualism and the taken for granted assumptions about monolingualism
- Learning the written language
- Learners coping with oral communication outside the ESOL classroom
- The effect of recent Government immigration policy on language learning processes.
As a majority of adults learning ESOL are made up of communities of immigrants, refugees and asylum seekers, the diversity of social and personal histories of the learners is a critical dimension of this unique book. The question 'what is the relationship between themental processes of language learning and the social and cultural contexts of learning?' is one that threads through the entire text, bringing in discussion of types of classroom and language teaching methodologies.
Full of practical activities and case studies, this book will be essential reading for any basic skills teacher undertaking a course of professional development, from GNVQ through to post-graduate level.

This book is based on the Life Design paradigm and discusses the efforts made to overcome the matching paradigm between individuals and their work contexts, in order to guarantee the adoption of an active role for future career planning. Starting from the evolution of career counselling and vocational guidance in the 20th century and then following the more updated reflections in the Life Design paradigm, this book discusses research results from the Larios Laboratory (Padova, Italy) in collaboration with numerous international colleagues and institutions. These results show that career counselling and vocational designing can not only help people to plan their future in agentive ways, but also to help them getting out of the 'mists of the present' and to project themselves into a future that is yet to be created. This future is aligned by the world of research and international institutions, such as the UN and WHO, and follows the 2030 Agenda for Sustainable Development, with particular attention to Sustainable Development Goals 4, 8 and 12. This book reveals how trajectories can be created from one's own mission, realized with the help of others and newly acquired strengths. It shows how career counselling and vocational designing can help people to build their own future from an inclusive and sustainable perspective, based on social justice, and to help build a better future for all.

Waking up to the reactivity of concepts, to their myriad possibilities for signification, to the range and strength of affective responses they provoke, can happen at any time, in any place. Conceptual contestations shake up the comfortably consolidated foundations of sociological knowledge production, but they also have consequences for the ways in which lives are understood, researched and legislated for. This book is dedicated to exploring the definitional politics which surround the concept of gender in 'live' knowledge production. While conferences remain an under-researched phenomenon, this volume places conference knowledge production under the spotlight; conferences, in particular national women's studies association conferences in the UK, the US and India, are explored as sites where definitional politics play out. The cumulative theorisation of 'live' conceptual knowledge production that is developed throughout the book draws on established constructs such as performativity, citationality, intersectionality, materiality and events, but works with them in combination in a new, unique way. The book as a whole calls for more attention to be paid to conceptual knowledge production, so as to make more space for potentially transformative conceptual change.

Rethinking Black Motherhood and Drug Addictions: Counternarratives of Black Family Resilience offers a unique perspective on the complexities of being a Black mother addicted to crack, powder cocaine, heroin, and crank. Qualitative interviews provide rich narratives from five Black mothers challenging negative controlled images and stereotypes of Black motherhood and drug addiction. Using Black Feminist Thought, Critical Race Feminism, and Resilience as conceptual frameworks, this book confronts hegemonic constructions of Black mothers and their children within the context of drug addictions. Particular attention is focused on using the mothers' self-definitions of struggles and family resilience to dismantle the negative controlled images of the junkie and the crack ho' and her crack baby. The mothers in this book speak truth to their experiences with motherhood and addictions to some of the most powerful street drugs that explicitly defy the junkie, crack ho', and crack baby images. The book also addresses tensions existing within researcher-participant relationships and nuances unique to research with Black mothers in recovery. Personal lessons learned and challenges experienced during the research process are highlighted as Tivis shares dilemmas of self-reflections of positionality, accountability and use of language. Rethinking Black Motherhood and Drug Addictions contains important implications for research and practice in education and across other disciplines concentrating on mothers and children from racially diverse backgrounds. This book will be relevant for both undergraduate and graduate students and academics within these disciplines. Rethinking Black Motherhood and Drug Addictions will be of interest to advanced pre-service teachers and other disciplines engaging in clinical and professional practice with addiction and with families.

The Nordic PhD: Surviving and Succeeding is an edited book written for prospective and current doctoral students by a mix of doctoral students and those who have recently completed their doctorates. The premise is simple: if you could go back in time and talk with yourself when you began your studies, what advice would you give? Isn't hindsight a bonus? If only I knew then what I know now! The Nordic PhD: Surviving and Succeeding follows editions focused on study in Aotearoa New Zealand, Australia, the U.K., U.S., and South Africa. What sets The Nordic PhD: Surviving and Succeeding apart from many others on the market is its down-to-earth and practical approach. Furthermore, its originality also lies in the fact that it is grounded in the context of doctoral studies in the Nordic countries.

Informal Learning at Work reflects the growing interest in changing the way the workplace encourages and enhances learning and professional development. Due to societal, economic, and technological developments, organisations face the pressure of growing knowledge-intensity and the need for innovations. As a result, employees are expected to adapt to new situations and constantly update their skillsets within an increasingly challenging environment. This book brings together cross-disciplinary perspectives from leading international researchers, drawing on a range of theoretical and empirical studies. Extensively researched and expertly edited, this new addition to the EARLI New Perspectives on Learning and Instruction series outlines the starting points for future research, and highlights the benefits and implications for those aiming to foster informal learning at work, covering areas such as: professional judgement improving the structure of work tasks facilitating innovative work behaviour the place of informal learning within teaching Informal Learning at Work presents original quantitative and qualitative studies as well as integrative analyses of worldwide research and is an invaluable introduction to this highly topical subject.

What is mentoring? What makes a teacher a mentor?
From Teaching to Mentoring is an argument for the power, practicality and the basic good of a simple educational idea. The authors advocate a sound, comprehensive and lifelong education, shifting the emphasis of the learning process to the needs of the student. Whilst heeding traditional criteria of educational excellence, they ask for profound educational and political transformations:
* Teachers become collaborative inquirers with their students
* Students become skilled and lifelong independent learners
* Academic institutions become learning communities embracing the full diversity of human curiosity and experience.
The book covers discussion on what mentoring is, and why it is now so much in demand. It details the distinctive features of mentoring, including asking questions, students' reflections and responses and collaborative curriculum planning.
Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. This combination of theory and practice will be invaluable to anyone involved in the teaching of adults in further and higher education, as well as university administrators, programme directors and developing and training officers.