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Hrobjartur Arnason

NIACE Adult Participation in Learning Surveys | NIACE - 0 views

www.niace.org.uk/ticipation-in-learning-surveys

participation þátttaka

shared by Hrobjartur Arnason on 28 Aug 10 - Cached
  • Hrobjartur Arnason on 28 Aug 10
     
    Breskar skýrslur um þáttöku í fræðslu
Hrobjartur Arnason

COUNCIL RESOLUTION of 27 June 2002 on lifelong learning (2002/C 163/01) - 0 views

eur-lex.europa.eu/...LexUriServ.do

LifeLongLearning participation

shared by Hrobjartur Arnason on 16 Aug 10 - No Cached
  • Hrobjartur Arnason on 16 Aug 10
     
    EU resolution on Life Long Learning
  • Hrobjartur Arnason on 16 Aug 10
     
    stefnuskjal EU um ævimenntun
Hrobjartur Arnason

Measuring Motivation and Barriers in the AETS: A Critical Review - November 2001 - 0 views

www.hrsdc.gc.ca/...page02.shtml

participation þátttaka

shared by Hrobjartur Arnason on 04 Aug 10 - Cached
  • Hrobjartur Arnason on 04 Aug 10
     
    Grein eftir Kjell Rubenson um það hvernig rannsóknir á þátttöku í fullorðinsfræðslu í Canada takast á við / meðhöndla hindranir við þátttöku í fullorðinsfræðslu
Hrobjartur Arnason

participation in learning @ the informal education homepage - 0 views

www.infed.org/b-partln.htm

participation þátttaka

shared by Hrobjartur Arnason on 04 Aug 10 - Cached
  • Hrobjartur Arnason on 04 Aug 10
     
    yfirlitsgrein um þátttöku sem e.t.v. er þess virði að skoða, einnig heimildalistann í lokin
  • Hrobjartur Arnason on 04 Aug 10
     
    etv. þess virði að skoða, sjá einnig heimildalistann...
Hrobjartur Arnason

Bridging the `learning divide': The nature and politics of participation - 0 views

web.ebscohost.com/...detail

þátttaka participation

shared by Hrobjartur Arnason on 04 Aug 10 - Cached
  • Despite our efforts, we failed to interview anyone who had not been engaged in significant learning activities during their adulthood. The learning which they talked about took place both at work and outside work: in libraries, societies and community organisations, with friends and neighbours, and at home, as well as in educational institutions and training centres. It might be related to work or not; and in the latter case was quite often pursued as an alternative to, or substitute for, thwarted work ambitions. Much of it was not known about by their employers or colleagues, and many of the respondents wished to keep it that way. Many managers, for their part, appeared unconcerned or uninterested in what their employers did outside work, and in how this might relate to their work.
  • other understandings of participation in learning
  • In short, for the government, lifelong learning is primarily concerned with the vocational education and training of the labour force.
  • ...12 more annotations...
  • There appear, then, to be at least two main discourses of participation in lifelong learning being articulated.
  • one discourse
  • participation in lifelong learning as being primarily about vocational and accredited forms of education and training, and links it directly to the needs of the economy and the labour force.
  • other discourse
  • participation in lifelong learning as being about all learning throughout the whole of the life course. It implicitly assumes, therefore, not just that all kinds of learning are valuable, but that all people are more or less continually learning (and hence participating).
  • not really opposites or alternatives. Both of them have validity
  • As researchers,
  • might give us a clearer understanding of the nature of learning and where it fits into people's lives
  • As politicians or educational and training providers
  • might allow us to see how different kinds of learning inform different activities, and thereby get beyond the vocational/nonvocational dichotomy.
  • These arguments are, unfortunately, under-researched (but see, for example, McGivney, 1992), and often remain at the level of assertion or anecdote. If, however, we are serious about encouraging and developing a culture of lifelong learning, and about becoming a learning society, it is precisely these kinds of relationships - between learning and the rest of life -- which we need to explore and understand.
  • Attempting to take both lifelong learning discourses seriously will be a very challenging, even threatening, undertaking. For it will give more authority to the learner and to the researched, and take it away from the politician, the employer, educator and the researcher. But should not lifelong learners be accorded, and be able to handle, such responsibility? Surely a true learning society can only be created by empowering individual learners, rather than by attempting to implement a prescribed view of participation from above.
    • Hrobjartur Arnason
      Hrobjartur Arnason on 04 Aug 10
       
      Það er eitthvað svona sem ég er að hugsa um...
  • Hrobjartur Arnason on 04 Aug 10
     
    Gagnrýni á fullyrðinguna um að samfélagið skiptist í fólk sem lærir og fólk sem lærir ekki!
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