By David H. Hargreaves
"The foundations of lifelong studying are laid throughout the college years." David H. Hargreaves operating in the spirit of David Blunkett's visionary foreword to the educational age: a brand new renaissance for Britain, David H. Hargreaves' radical research demanding situations the parable that lifelong studying can or could be separated - in any experience - from college schooling. It asks the serious query: what adjustments in considering, coverage and perform are wanted for the tradition and technique of lifelong studying, as visualised via David Blunkett, to turn into a truth? beginning with a transparent, unequivocal assertion that "whether everyone is stimulated to benefit past the top of obligatory schooling, and feature the skill to take action, relies a great deal on what occurs to them in the course of the tuition years", the writer explores ways that coverage and perform in class point might want to swap with the intention to meet the the most important problem of sparking and maintaining a person's motivation and capability to benefit all through existence. according to a sequence of seminars with over 50 modern practitioners, teachers and contributors of the coverage group, Hargreaves identifies: the strengths and weaknesses of key dimensions of formal schooling, akin to curriculum, pedagogy and evaluate; routes to making a clean method of schooling and studying that include new insights into management, innovation, details and conversation studying applied sciences, and layout; possibilities for innovation that would deal with speedy difficulties in schooling and remodel our figuring out and provision of lifelong studying. studying for all times is obligatory examining for all stakeholders within the schooling, enterprise and coverage groups and for an individual taken with the way forward for schooling in Britain.
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Additional resources for Learning for Life: The Foundations of Lifelong Learning
Example text
Part of the problem is the fear of devising an easy-to-follow map of the main pathways that might be interpreted in a simplistic way in the 37 Learning for life conventional terms of ‘academic’ and ‘vocational’: the divisive tripartite system of half a century ago continues to haunt us. We seem to be trapped by widespread beliefs that ‘vocational’ means second class and non-intellectual, and is to be contrasted with the concept of ‘professional’, which is linked to academic pathways and higher education.
Decisions about the form, content, timing and mode of delivery should be taken as close as possible to the site of opportunities and challenges as they occur. The model involves only one general duty on the enforcing authorities, probably local education authorities (LEAs) and local Learning and Skills Councils (LSCs), to provide a coherent, standards-based range of IAG services on an all-age basis. A commission, appointed by the Secretary of State, should oversee the development and operation of the framework through powers to approve, and issue codes of practice and conduct investigations.
England is currently near the bottom of the OECD league table on post-16 retention, just ahead of Mexico, Greece and Turkey – this is not a position in which we take pride. Schools and colleges will be under growing pressure to keep young people in education and training after the age of 16, but such participation is only of value if students find themselves on courses of study that meet two criteria: first, they make sense to young people as a route to further education and employment; and second, the course must be of sufficient quality that the choice of it gives real satisfaction to students.