Lifelong learning, as a concept, has recently received a lot of attention. It has, however, been viewed largely in the context of individuals and as to how they need to continuously learn and evolve in a knowledge economy. The concept places value on flexible learning strategies, multidisciplinary and flexible approaches to curricula, and
up gradation of skills to respond to the demands generated by the external environment. The external environment, however, effects not only individuals but the organizations as well. And to continue to remain relevant to the external system, organizations need to learn and evolve as much. This essay proposes to discuss issues involved in this phenomenon and possible strategies for the organizations aiming at strategic investments in this direction for their continued survival and growth. The emerging learning society and knowledge economy places a premium on analytical ability, information assimilation, knowledge generation and mobilisation Morley, L. (2003). It is felt that these could be indicative of some of the options available to successful organizations of tomorrow. It is also argued that organizations that are successful in responding to this challenge will only be able to meet the test of continued relevance, sustainability and growth. The value in these organizations will be created essentially through intelligent creation, accumulation, management and application of knowledge.
The External Challenge: Organisations in today’s world are faced with two challenges. Firstly, the speed and the volume of the interactions and the transactions with the clients are far more intense and varied than ever before (Delors, 1996). This has been enabled by rapid developments in the areas of technol...
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...ized by document exchange, people interactive mechanisms are required to be provided for mobilizing uncodified, unstructured or nascent knowledge.
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The term non-traditional student has been redefined as the baby boomers flood colleges across the nation. “The very phrase lifelong learning speaks volumes about the integration of education across the life course. A variety of lifelong learning opportunities have emerged over the last two decades,” (Morgan, Kunkel, & Morgan, 2011, p. 289). Cincinnati State offers adult learner...
Students increasingly demand a type of education that allows them to update their knowledge when necessary and to continue to do so throughout their working lives (McIntosh, & Varoglu, 2005; Tomlinson, 2007). The debates on lifelong learning and learning skills continue to emphasize independent and self-directed learning as a central need (Strivens & Grant, 2000). The ability to engage in critical self-assessment is viewed as a meta-skill that would aid students in managing their general life both during and after university (Knight & Yorke, 2002). Based on this view, suggestions are raised to educational institutions concerning learning cultures that help students know what they are learning and why and how to develop the claims to achievement that make them more successful. Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
The lifelong learning sector, I have read extensive papers regarding this. The learning sectors developments provided an introduction to key policies and legislation that has shaped the sector as we know it today. The following reports show the ever changing face of this sector. In 1998 the Green Paper was produced, it was the first policy paper that showed the need for educational skills from post school to post-retirement. Only one year later 1999 the White paper was produced by the Learning and skills Councils (LSCs) this was looking to provide funding for learners within this ever expanding sector. The Adult Learning Inspectorate (ALI) was introduced for learners 19 and over, and work based learning. Ofsted took over the functions of ALI in 2007 for the 16 to 19 sector. This gave learner more choice and introduced connexions to support the learners.
One enduring controversy in continuing education is whether programs should be market driven. The controversy has some connection with the pervasive image of the marginality of continuing education in higher education as well as the concept that continuing education programs must be self-sustaining. As Edelson (1991) says, "This principle of having to pay its own way is the single most distinguishing feature of American continuing education today" (p. 19), adding that adult education is the most blatantly market-driven segment of education. At the heart of the controversy is the issue of whether "market driven" is necessarily antithetical to the principles and philosophy of adult learning. This publication looks at whether this is a misconception or a reality.
Lifelong learning is the concept that learning and opportunities can go beyond that of compulsory education, as well as traditional routes both academic and vocational. With ever expanding economic growth and globalization the need for new skills is more prominent and lifelong learning and adult education is seen to have become a governmental response to socio-economic inequality, the financial crisis as well as the growing competition within industry both nationally and internationally. The notion of lifelong learning also presents itself as a “trinity… of Lifelong learning, the learning organization and the learning of society as a whole” (Hughes and Tight 1995 as cited by Tight 2010 pg. 254) suggesting that lifelong learning does not just present benefits for an individual, but is itself is part of a much bigger picture in the development of society. This being said, with a youth unemployment rate of 21% and a national unemployment rate of 7.7% (Parliament statistics, 2013). It is worth questioning whether or not the measures in place for lifelong learning are significant enough to deal with the growing issues in Britain. With these principles in mind, the body of this essay will look at, and discuss lifelong learning in regards to the 14-19 demographic and explore the opportunities and barriers generated within contemporary lifelong learning provision and practice.
In the current health care system change has become constant so it has been recognised that lifelong learning is even more imperative for nurses to ensure that they can develop their skills to keep pace with these changes and improve their performance. One of the nursing registration requirements that are outlined in the current Nursing and Midwifery Council Code of Conduct (NMC, 2015, p.17) is to “keep your knowledge and skills up to date, taking part in appropriate and regular learning and professional development activities that aim to maintain and develop your competence and improve your performance.” Nurses are required to involve themselves in lifelong learning activities to ensure that they can practice effectively and maintain their
In his book The Fifth Discipline, Peter Senge emphasizes his model of a "learning organization," which he defines as "an organization that is continually expanding its capacity to create its future." A learning organization excels at both adaptive learning and generative learning.
However, having highlighted ‘education’ as the push in learning, it is important to understand what is central to the changing conception of Lifelong Learning. Lifelong Learning is:
Effective knowledge transfer through a conversion of tacit knowledge to explicit knowledge can build a sustainable capacity to innovate within an organization and gain an external competitive advantage.
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Both employing organizations and individuals must be prepared for the coming changes or fund their success limited. As for businesses, globalization and a rapidly evolving workforce are redefining how we think about competence, creativity, productivity, and the structuring of organizations.
Lifelong learning is important because knowledge is the primary source of value in the world today and ability to expand our mind and thinking out of box is the key to attain success. For example to be successful in your career/field you need to be up-to-date with the information and knowledge available in your field and this needs a lifelong learning.
Perry, B., 2005, Organisational Management and Information Systems. [e-book] Oxford; Elsevier. Available at: Google Books . [Accessed 14 November 2013]
Advances in technology have changed businesses dramatically, in particular the communication and information technology that are conducted in firms, which changed the appearance and pace of businesses over the past few decades. ICT in particular, has evolved a lot over the past 30 years; important information can be stored in computers rather than being in drawers enabling information to be transferred at a greater volume and speed (Guy, 2009). ICT has also expanded various forms of telecommunications and workload conducted in businesses, internet examples of this include: e-mails can be used to communicate with others...
‘Own attitudes towards and knowledge about the variety of people we teach. The way we speak and behave will say something about you, your perceptions and expectations of your students… As a tutor, you have a professional duty to behave in non—biased ways that are acceptable to all. This means recognising that every adult is of equal worth irrespective of ethnicity, gender, ability background or disposition, and working with each person to the best of your ability in order to further his/her achievements’ (2006:43).