Lifelong learning and community development

Moreland, Rosemary; Lovett, Tom

doi:10.1080/0260137970160304

Cited by 22 publications

(13 citation statements)

References 6 publications

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“…This is in contrast to connecting the perspective of social integration with the self-actualization of the individual. Moreland and Lovett (1997) also point out the emphasis on the development of knowledge and skills required for employment (see e.g. ESRC 1995): ' Yet, although learning related to work is important and will continue to grow, there is also the demand created by new life experiences, social issues and conflicts within Western society.…”

Section: For M S Of Decentr a Liza Tionmentioning

confidence: 98%

Decentralization and adult education: a case study of the Netherlands

Polder¹

2001

Int. J. Lifelong Educ.

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Section: For M S Of Decentr a Liza Tionmentioning

confidence: 98%

Decentralization and adult education: a case study of the Netherlands

Polder¹

2001

Int. J. Lifelong Educ.

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“…(Duke 1997: 83) The two approaches to lifelong learning being distinguished here do, to some extent, represent alternative`operational understandings ' of the distinction between learning and education: the argument here is that we need to see this in terms of policy and strategy on the part of governments and international agencies, rather than as simply à rhetorical debate' . Terms such as`lifelong learning' or the`learning society' have, in eOE ect, been hijacked by advocates of an education model in order to make the case for particular sectors of provision, such as higher education (Burgess 1997, DfEE 1997, Watson 1998 or community development (Moreland and Lovett 1997). These are representative examples of the social democratic policy of lifelong learning, seeking to achieve redistributive educational provision through increased educational opportunity, be it formal, informal or non-formal.…”

Section: Education and Learningmentioning

confidence: 99%

Lifelong learning and welfare reform

Griffin¹

1999

International Journal of Lifelong Education

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This is the second of two papers which explore the scope and limitations of lifelong learning as an object of policy. In the ® rst (see Gri n 1999) the evolution of the social democratic perspective was described. According to this perspective, it was suggested, the attempt to render lifelong learning as an object of policy entailed a reductionist concept of learning, so that it stood for little more than the expansion of education and training provision. In the following paper, an alternative perspective on lifelong learning, also emerging from the policy literature, removes it from the possibility of traditional policy analysis, relocating it in culture, civil society and patterns of lifestyle, leisure and consumption. Analytic distinctions between education and learning, function and provision, policy and strategy, and markets and quasi-markets are employed to explore various policy models. It is suggested that this perspective on lifelong learning needs to be understood in relation to policies for welfare reform and the crisis of the welfare state. In eOE ect, it amounts to the integration of education policy into wider policies for welfare reform.

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“…Over the years, scholars have coined different expressions for “training and development” (Sartori et al, 2015), witnessed by such labels as organizational learning (Senge, 1990; Argyris and Schön, 1992; Fulmer and Keys, 1998), knowledge-creating learning (Nonaka and Takeuchi, 1995; Gherardi et al, 1998), learning climate (Cortini et al, 2016), action learning (Jones, 1990; Mumford, 1997; O’Neil, 1999), transformative learning (Mezirow, 1991; Hobson and Welbourne, 1998), implicit learning (Reber, 1993; Stadler and Frensch, 1998), reflective learning (Boud and Walker, 1991; Williamson, 1997), self-directed learning (Candy, 1991; Merriam and Caffarella, 1991), flexible learning (Lundin, 1999; Jakupec and Garrick, 2000) and, above all, lifelong learning (Moreland and Lovett, 1997; Oliver, 1999; Maehl and William, 2000). …”

Section: Change In Society and Organizationsmentioning

confidence: 99%

How Do You Manage Change in Organizations? Training, Development, Innovation, and Their Relationships

et al. 2018

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The article aims to be a reflective paper on the interconnected concepts of training, development and innovation and the potential they have in dealing with change in organizations. We call change both the process through which something becomes different and the result of that process. Change management is the expression used to define the complex of activities, functions, and tools (such as training courses) through which an organization deals with the introduction of something new that is relevant for both its survival and growth. Training and development are labels used to define those educational activities implemented in organizations to empower the competences of workers, employees and managers in the lifelong learning perspective of improving their performance. Consequently, we define competences as those personal characteristics that allow people to be effective in the changing contexts of both workplace and everyday life. They are also necessary in organizational innovation, which is the process of transforming ideas or inventions into goods or services that generate value and for which customers will pay. Training, development, and innovation are three different but interconnected functions by which organizations manage change. What is the state of the art of the literature dealing with these topics? Here, is a critical review on the matter.

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Lifelong learning and community development

Cited by 22 publications

References 6 publications

Decentralization and adult education: a case study of the Netherlands

Decentralization and adult education: a case study of the Netherlands

Lifelong learning and welfare reform

How Do You Manage Change in Organizations? Training, Development, Innovation, and Their Relationships

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