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'Becoming' a professional : an interdisciplinary analysis of professional learning /

by Scanlon, Lesley (ed.).

Publisher: Dordrecht ; London Springer 2011Description: x, 261 p. ; 24 cm.Notes: Includes bibliographical references and indexSummary: "Becoming" is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of "becoming", as well as the arguments in the book are intended to encourage "professionals" and those engaged in their education - to reflect on what it means to be a "professional" in the twenty-first century, an era dominated by the discourses of globalisation, "new mangerialism", multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic "public-service" principle, are no longer tenable. The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual's professional identity through formal education, workplace interactions and popular culture. It advocates the "ongoing" modality of developing a professional self throughout one?s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional. ; Contents: 1.`Becoming' a Professional / Lesley Scanlon -- 2.Becoming As an Appropriate Metaphor for Understanding Professional Learning / Phil Hodkinson -- 3.Learning to Be -- At Work / David Beckett -- 4.Higher Education and Becoming a Professional / Madeleine Abrandt Dahlgren -- 5.Becoming Authentic Professionals: Learning for Authenticity / Gloria Dall'Alba -- 6.White Coats, Handmaidens and Warrior Chiefs: The Role of Filmic Representations in Becoming a Professional / Lesley Scanlon -- 7.Becoming a Medical Professional / Alan Bleakley -- 8.Professional Practice and Doctoral Education: Becoming a Researcher / Alison Lee -- 9.Becoming a Professional Doctor / Kirsty Foster -- 10.Becoming a Professional Nurse / Sandie Bredemeyer -- 11.Teacher Professional Becoming: A Practice-Based, Actor-Network Theory Perspective / Dianne Mulcahy -- 12.And the Conclusion for Now Is ...? / Lesley ScanlonAvailability: Items available for loan: Brotherhood of St Laurence (1).

Adult learning, Australia /

by Australian Bureau of Statistics.

Publisher: Canberra, A.C.T.Australian Bureau of Statistics (ABS) catalogue no. 4229.0 2010Description: HTML.Online Access: Electronic copy Summary: This publication presents information about the recent learning experiences of persons aged 25 to 64 years. Statistics in this publication were collected in the Adult Learning topic included in the 2006-07 Multi-Purpose Household Survey (MPHS). Details on participation in formal, non-formal and informal learning in the 12 months prior to interview are presented together with the socio-demographic characteristics of participants and non-participants. Information on the concepts and methods used in the survey, reliability of the results and definitions and interpretation are included in the Explanatory Notes, Technical Note, and Glossary.Availability: (1)

Australia's approach to lifelong learning /

by Karmel, Tom | National Centre for Vocational Education Research.

Publisher: Adelaide, S.A.UNESCO International Expert Meeting on TVET (Learning for Work Citizenship and Sustainability). Conference proceedings. (25-28 October 2004 : Bonn, Germany) 2004Description: PDF.Online Access: Electronic copy Notes: Paper presented to UNESCO International Expert Meeting on TVET (Learning for Work Citizenship and Sustainability) 25–28th October 2004 at Hotel Bristol, BonnSummary: Lifelong learning means different things to different people. This paper takes a pragmatic approach and examines adult engagement with various aspects of Australia's education and training system and the policy framework that underpins the system. It is argued that Australia's policy framework for lifelong learning is relatively weak because the educational framework is very open and does not discriminate on the basis of age. In a sense, Australia does not have a policy because it does not need one: its whole approach has encouraged lifelong learning.Availability: (1)

Collaborative local learning ecologies : reflections on the governance of lifelong learning in England /

by Hodgson, Ann | Inquiry into the Future for Lifelong Learning | Spours, Ken.

Publisher: Leicester, U.K. National Institute of Adult Continuing Education 2009Description: PDF.Other title: Inquiry into the Future for Lifelong Learning. Sector paper ;.Online Access: Electronic copy Notes: Bibliography : p. 22-25Summary: This paper is an attempt to use ecological concepts that have been developed across a number of different areas of human and natural activity to think about approaches to governance in the complex area of lifelong learning. The ecological metaphor helps us to recognise important features of the diverse, dynamic, complex, evolving, fragile spaces and entities that constitute adult learning. This paper uses these tools to reflect upon strategies for building effective, inclusive and collaborative local learning ecologies, capable of meeting the needs of all learners in a locality.Availability: (1)

Community Learning Champions : report on the National Community Learning Champions Support Programme 2009-2011 /

by National Institute of Adult Continuing Education.

Publisher: Leicester, U.K. National Institute of Adult Continuing Education 2011Description: PDF.Online Access: Electronic copy Notes: March 2011Summary: The report will be of special interest to anyone working to improve places and services and to strengthen communities. It will also help those considering setting up or funding Community Learning Champion schemes. Based as the scheme is on the work of volunteers, training and supporting Community Learning Champions effectively is fundamental to their impact, and this requires funds. Community Learning Champions should be viewed as complementary to the work of professionals, not substitutes for them. They have a valuable role to play in engaging people who have proved hard to reach for traditional providers, signposting them and supporting them through learning but also helping to develop new learning opportunities for them. This report outlines the key elements of the programme, local and national, assesses the difference the Community Learning Champions have made and identifies the resources produced. It should be read alongside those resources, especially the toolkits, the training programme and a series of films illustrating various aspects of the work of Community Learning Champions.Availability: (1)

Conceptual evolution and policy developments in lifelong learning /

by Yang, Jin (ed) | UNESCO Institute for Lifelong Learning | Vald s-Cotera, Ra l (ed).

Publisher: Hamburg, GermanyShanghai International Forum on Lifelong Learning (19-21 May 2010 : Shanghai, China) 2011Description: PDF.Other title: Shanghai International Forum on Lifelong Learning (19-21 May.Online Access: Electronic copy Notes: Includes bibliographical referencesSummary: This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur's Summary Report of the Forum provides the final section, giving an overview of the event.Availability: (1)

Economics and finance of lifelong learning. /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2001Description: 174p.Online Access: OECD iLibrary (Read only) Availability: (1)

Global report on adult learning and education /

by United Nations Educational, Scientific and Cultural rganization. Institute for Lifelong Learning.

Edition: Reprinted with minor revisions, 2010Publisher: Hamburg, Germany United Nations Educational, Scientific and Cultural Organization. Institute for Lifelong Learning 2009Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 145-155Summary: Lifelong learning is at the core of UNESCO's mandate. Since its founding, the Organization has played a pioneering role in affirming the critical role of adult education in the development of society and promoting a comprehensive approach to learning throughout life. The universal right to education for every child, youth and adult is the fundamental principle that underpins all our initiatives. Adult learning counts more than ever in the era of globalisation characterised by rapid change, integration and technological advances. Learning empowers adults by giving them the knowledge and skills to better their lives. But it also benefits their families, communities and societies. Adult education plays an influential role in poverty reduction, improving health and nutrition, and promoting sustainable environmental practices. As such, achieving all the Millennium Development Goals calls for good quality and relevant adult education programmes.Availability: (1)

Individual returns to vocational education and training : their implications for lifelong learning /

by Ryan, Chris | National Centre for Vocational Education Research.

Publisher: Leabrook, S.A. National Centre for Vocational Education Research 2002Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 42-43Summary: An assessment of the financial benefits to individuals of investing in vocational education and training (VET) is undertaken in this study. The methodology involves the estimation of wage regression equations using data from a representative sample of Australian employees to identify the effect of possessing a VET qualification on individual wages.Availability: (1)

Inquiry into the future of lifelong learning in the UK : an international analysis /

by Jarvis, Peter (ed.).

Publisher: London Routledge 2012Description: viii, 120 p. ; 25 cm.Notes: Includes bibliographical references and index.Summary: This book offers a comprehensive international response to the National Institute of Adult Continuing Education (NIACE)'s inquiry into the future of lifelong learning in the UK. The book focuses upon some of the main themes of the inquiry, and analyses them from very broad perspectives undertaken by some of the world's leading scholars. It provides an excellent introduction to significant debates about lifelong learning such as ecology, migration, morality, happiness and poverty. Each chapter raises issues of policy and practice, with clear areas of discussion, thus assisting readers in truly engaging with the issues. The final chapter contains a response by Tom Schuller, one of the NIACE's inquiry authors. This book is essential reading for students of lifelong learning, especially educational policy makers. This book was originally published as a special issue of the International Journal of Lifelong Education.Availability: Items available for loan: Brotherhood of St Laurence (1).
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Integrating lifelong learning perspectives /

by Medel-A onuevo, Carolyn (ed.) | UNESCO Institute for Education.

Publisher: Hamburg, Germany UNESCO 2002Description: xxi, 306 p.Online Access: Electronic copy Summary: Learning throughout life is a common sensical principle nobody will argue about. What is presently being contested and interrogated is lifelong learning as an educational principle that has to be contextualized in the age of globalization in the 21st century. One of the first international attempts to influence educational policies to follow a lifelong perspective is the 1972 Faure Report. Using then the term, lifelong education, this UNESCO-initiated report, proposed the adoption of lifelong education as the master concept for educational policies for both developed and developing countries. For a complex set of reasons, however, very few countries were able to implement such a proposal. ; Twenty-four years later, the vision of the Faure report was rearticulated through the Delors Report. While the Faure Report used ?Learning to Be? as its core concept, the Delors Report expounded on the four pillars of learning: learning to be, learning to know, learning to do, and learning to live together. Since its dissemination in 1996, the Delors Report has gained ground. It would, however, be too simplistic to attribute the widespread adoption of the lifelong learning discourse only to the Delors Report -- Introduction-ExtractAvailability: (1)

Lifelong learning : signs, discourses, practices /

by Usher, Robin | Edwards, Richard.

Publisher: Dordrecht, The Netherlands Springer 2007Description: ix, 182 p. ; 24 cm.Notes: Includes bibliographical references and indexSummary: This book explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education. The text explores the different ways in which learning conveys meaning and is given meaning. Given this, lifelong learning therefore is a way, and a significant way, in which learning is fashioned. The text then explores the notion that, if learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how those practices are given meaning as learning. ; Contents: Editorial By Series Editors.- Foreword.- 1. Setting The Scene.- 2. Signing The Social.- 3. Lifelong Learning As A Semiotic Process.- 4. The Language Games Of Lifelong Learning.- 5. Signing Power In Lifelong Learning.- 6. Fashioning Political Spaces.- 7. Mobilising The Lifelong Learner.- 8. Connecting Lifelong Learning.- 9. Lifelong Learning As Technique, and...- 10. Lines Of Flight.- Bibliography.- IndexAvailability: Items available for loan: Brotherhood of St Laurence (1).

Lifelong learning : an annotated bibliography /

by Australia. Department of Education, Science and Training DEST).

Publisher: Canberra, A.C.T. The Department 2003Description: PDF.Online Access: Electronic copy Notes: Compiled by Beverley Axford and Thea Moyes, LifeLong Learning Network University of Canberra Evaluations and Investigations Programme Research, Analysis and Evaluation GroupSummary: This annotated bibliography has been prepared for the Lifelong Learning Network as part of the DEST funded project LifeLong Learning in Australia: Policy Directions and Applications. Stage 1 of the project was to "identify gaps in research that need to be addressed". This annotated bibliography brings together 224 separate reports and research papers assembled by the Lifelong Learning Network to illustrate the scope of contemporary research on lifelong learning. The collection is not exhaustive. The number of publications either drawing on the concept or on associated issues is expanding daily. At the same time, and for reasons discussed below, it is difficult to draw a clear boundary around lifelong learning as a policy and research domain.Availability: (1)

Lifelong learning : citizens' views /

by European Centre for the Development of Vocational Training.

Publisher: Luxembourg Publications Office of the European Union 2003Description: PDF.Online Access: Electronic copy Summary: We have come a long way since the European Year of Lifelong Learning in 1996. By 2010, the European Union wants to become the most competitive and dynamic knowledge-based economic area in the world. Making lifelong learning a reality for all citizens is at the driving edge of the strategy to meet this goal and is the guiding principle for education and training policy at European level. To provide up-to-date information, the European Commission and Cedefop now present the results of a specially designed Eurobarometer (1), which directly asks citizens what they think about lifelong learning, including their participation in, experiences of and motivations for learning. Eurobarometer opinion polls complement large-scale surveys on education, training and employment issues. They take rapid snapshots of the overall picture and are well suited to gauge people's 'views of the moment'. This brochure includes the initial highlights of the survey findings and includes a brief country profile of Greece, the EU Presidency country at the time of publication. Later, Cedefop will publish a full analysis, enriched with comparable data from national surveys and qualitative studies on lifelong learning.Availability: (1)

Lifelong learning and human capital /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2007Description: PDF.Notes: SCHOOL TO WORKSummary: This brief looks at the concept of human capital and its increasing importance to economic growth. It looks at how governments and societies can work to develop human capital through the educational years and adulthood.Availability: Items available for loan: Brotherhood of St Laurence (1).

Lifelong learning and older workers /

by Karmel, Tom | National Centre for Vocational Education Research | Woods, Davinia.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2004Description: PDF.Online Access: E-resource Availability: Items available for loan: Brotherhood of St Laurence (1).

Lifelong learning in later life : a handbook on older adult learning /

by Findsen, Brian | Formosa, Marvin.

Publisher: Rotterdam Sense Publishers 2011Description: xvii, 218 p. ; 24 cm.Other title: International issues in adult education ; v. 7.Notes: Includes bibliographical references (p. [189]-211) and index.Summary: Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. While no single book can make claim to comprehensiveness, this interdisciplinary publication builds on important earlier work in lifelong learning and social gerontology, presenting a full range of perspectives on what it means to be an older learner in contemporary societies. This hand book brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe.This book is not a "how to" manual of how to work effectively with older people for educational purposes. While it includes principles and analysis of philosophical assumptions underpinning older adult learning, its prime objective is to critically examine conventional knowledge about why, what and how older people learn. It springs from a desire to benchmark previous work, to explore new territories of learning in later life, to pose further critical questions on the significance of later life learning in formal, non-formal and informal settings. Issues discussed in this publication include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and 'active ageing', the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Major disciplinary approaches from philosophy, psychology and sociology are complemented by historical and international perspectives.Availability: Items available for loan: Brotherhood of St Laurence (1).

Lifelong learning, participation and equity /

by Chapman, Judith D. (ed.) | Cartwright, Patricia (ed.) | McGilp, Jacqueline (ed.).

Publisher: Dordrecht, The Netherlands Springer 2006Description: xxvi, 364 p. : ill. ; 25 cm.Notes: Includes bibliographical references and indexSummary: In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. In many communities, particularly in regional, rural and disadvantaged areas, there are only limited options for people to undertake learning. Limited participation in learning has the danger of reinforcing people?s alienation from mainstream education and from participation and inclusion in social institutions and economic and community life more generally. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all. ; Contents: Preface -- Lynne Kosky -- Contributors -- Introduction -- Judih Chapman, Patricia Cartright, Jacqueline McGilp -- Editoral by Series Editors -- Chapter One -- Education and Equity: Perspectives from the OECD -- Tom Schuller -- Chapter Two -- Ethical Issues in Lifelong Learning and Educaion 25 -- Richard Bagnall -- Chapter Three -- Participation in Learning: Why, What, Where and How do People Learn? 47 -- Malcolm Skihbeck -- Chapter Four -- Attracting New Groups into Learning: Lessons from Research in England 79 -- Veronica McGivney -- Chapter Five -- Together for a Change: A Partnership Approach to Individual -- and Comimunity Learning 93 -- David Beck -- Chapter Six -- Lifelong Lerning for All: The Challenge for Adults and Communities 111 -- Malcolm Skilbeck -- Chapter Seven -- Older Learners and Engagement with the Labour Market 139 -- Tom Karmel and Davinia Woods -- Chapter Eight -- Overcoming Barriers that impede Participation in Lifelong Learning -- Judith Chapman, Jacqueline McGilp, Patricia Cartwright -- Marian de Souza and Ron Toomey -- Chapter Nine -- Men's learning in Small Remote Towns in Australia 175 -- Bary Golding -- Chapter Ten -- The Generation In-Between The Participation of Generation X -- in Lifelong Learning 205 -- Richard Rymarz -- Chapter Eleven -- Youth Transitions to Work and Further Education in Australia 217 -- Johanna Wyn -- Chapter Twelve -- Schools and Lifelong Learners 243 -- Jennier Bryce -- Chapter Thirteen -- Lifelong Learning: Helping Address Disadvantage throughCommunity-Based Learning Projects 265 -- Carolyn B Broadbent, Jill Burgess and Maureen Boyle -- Chapter Fourteen -- Lifelong Learning and the Arts: "The Arts are not the Flowers but the Roots of Education" 287 -- Susan Crowe -- Chapter Fifteen -- Lifelong Learning, Family Learning and Equity 303 -- /Mal Leicester -- Chapter Sixteen -- An Analysis of Problems, Issues and Trends in the Provision of Lifelong Learning: Lessons Learned 317 -- Judith ChapmanAvailability: Items available for loan: Brotherhood of St Laurence (1).

Measuring Economic Returns to Post-School Education in Australia. Research Paper /

by Hui Wei | Australian Bureau of Statistics.

Publisher: Canberra, A.C.T.Australian Bureau of Statistics catalogue no. 1351.0.55.032 Canberra, A.C.T. Australian Bureau of Statistics (ABS) 2010=260 2010Description: PDF.Online Access: Electronic copy Summary: Using the rich data provided by the 1981-2006 six waves of the full Australian Census, this paper estimates the rates of return to post-school education in Australia, with a focus on bachelor degrees. Both the internal rate of return method and Mincer?s human capital earnings function method are applied. The expected private rates of return from investment in bachelor degrees increased over time for males, from 13.1 percent in 1981 to 19.6 percent in 2001, and then dropped to 15.3 percent in 2006; the range was 18.0 percent to 17.3 percent for females over the same period. Drawing on the recent work of Heckman, Lochner and Todd (2005), this study also compares the two methods. The key difference is that the internal rate of return method can account for the effect on earnings of increased working experience associated with higher educational attainment, while Mincer?s method does not as it assumes parallel earnings experience profiles across different educational levels.Availability: (1)

Overcoming exclusion through adult learning /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 1999Description: 178 p.Notes: At head of title: Centre for education research and innovationAvailability: Items available for loan: Brotherhood of St Laurence (1).

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