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The 'learning society' is not a new idea, although its popularity
has grown in recent years with the suggestion that lifelong
learning is a condition for economic competitiveness in a global
economy, replacing the earlier conception of it as a condition for
democratic citizenship. This reader, designed to accompany Module
E827 of the MA in Education, critically examines the demographic,
technological, economic and cultural challenges which have led to
interest in the idea of a learning society, and explores their
policy and practical implications for lifelong learning. It also
explores and evaluates trends in education and training which
support the development of a learning society. Overall, the book
provides readers with a range of opinions on the learning society
within which broad context they can place their own practice.
During the 1980s and 1990s the elaboration of a reformed system of
vocational qualifications was perhaps the most controversial of all
the governments efforts to improve the provision of vocational
education and training. Based largely on interviews with nearly 100
individuals who were closely involved with these reforms, this book
provides an in-depth account of the origins, development and
implementation of NVQ and GNVQ policies. In accounting for the
progress of vocational qualifications policy three main areas are
covered by the book. Firstly the authors look at the origins of the
reformed system, then examine the initial implementation of the NVQ
and GNVQ policies in the late 1980s and early 1990s and identify
the considerable problems that accompanied the reform process.
Thirdly, the book focuses on the ways in which the reformed policy
was sustained during the 1990s.
During the 1980s and 1990s the elaboration of a reformed system of
vocational qualifications was perhaps the most controversial of all
the governments efforts to improve the provision of vocational
education and training. Based largely on interviews with nearly 100
individuals who were closely involved with these reforms, this book
provides an in-depth account of the origins, development and
implementation of NVQ and GNVQ policies. In accounting for the
progress of vocational qualifications policy three main areas are
covered by the book. Firstly the authors look at the origins of the
reformed system, then examine the initial implementation of the NVQ
and GNVQ policies in the late 1980s and early 1990s and identify
the considerable problems that accompanied the reform process.
Thirdly, the book focuses on the ways in which the reformed policy
was sustained during the 1990s.
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision. This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
The 'learning society' is not a new idea, although its popularity has grown in recent years with the suggestion that lifelong learning is a condition for economic competitiveness in a global economy, replacing the earlier conception of it as a condition for democratic citizenship. This reader, designed to accompany Module E827 of the MA in Education, critically examines the demographic, technological, economic and cultural challenges which have led to interest in the idea of a learning society, and explores their policy and practical implications for lifelong learning. It also explores and evaluates trends in education and training which support the development of a learning society. Overall, the book provides readers with a range of opinions on the learning society within which broad context they can place their own practice.
Until relatively recently, adult learning in the UK was largely
recognised as being situated mainly within the LEA adult education
centre, university extra-mural departments and the WEA. However,
this picture has changed. The major change has been a shift from
'education' to 'learning' as the key organising concept. A greater
range of settings are now recognised as sites producing learning,
and alongside this has grown a debate about the purpose and form of
study within adult learning. This has led people to question both
the concept of adult learning and the boundaries of its provision.
This book reviews and assesses the changes which are taking place.
It explores the disputes surrounding adult learning, discussing how
boundaries have blurred thereby creating new opportunities such as
APL and credit transfer, and including a significantly wider range
of activities within the definition of learning. It also assesses
the extent to which, despite the changes in boundaries,
inequalities in learning opportunities still persist.
The editors charged contributors to examine individual aspects of
policy and practice considering, inter alia, three sub-themes. The
first is the competence-based approach and its implementation; the
second is an exploration of who are the winners and losers as
government has placed national economic development at the heart of
its policies and programmers for education and training. A third
theme is the process of change and intervention itself. While
apparent in all the chapters, it is most easily traced in the case
studies where policies initiated at national level by government
and other bodies are modified by factors in the local context and
are implemented in ways which are acceptable to individual
organizations. The New Training Initiative made competence-based
qualifications a key component of its agenda for improving
Britain's VET performance. This has now emerged as the pervasive
influence on both VET policy and practice and, features with
different degrees of optimism and unease in several chapters.
The editors charged contributors to examine individual aspects of
policy and practice considering, inter alia, three sub-themes. The
first is the competence-based approach and its implementation; the
second is an exploration of who are the winners and losers as
government has placed national economic development at the heart of
its policies and programmers for education and training. A third
theme is the process of change and intervention itself. While
apparent in all the chapters, it is most easily traced in the case
studies where policies initiated at national level by government
and other bodies are modified by factors in the local context and
are implemented in ways which are acceptable to individual
organizations. The New Training Initiative made competence-based
qualifications a key component of its agenda for improving
Britain's VET performance. This has now emerged as the pervasive
influence on both VET policy and practice and, features with
different degrees of optimism and unease in several chapters.
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