Contexts and Models of Lifelong Learning

Question 1

The recent attention paid to lifelong learning by policymakers around the world stems in no small measure from the emergence since the 1990s of a new world economic order characterized by _____________

Answer 1

globalization and new knowledge-based modes of production.

Question 2

The World Bank report calls this new order the __________

Answer 2

‘knowledge economy’

Question 3

4 features which characterize the knowledge economy:

Answer 3

1. Knowledge is being developed and applied in new ways to create value, improve efficiency, and increase productivity.
2. Product cycles are shorter, and the need for innovation is greater.
3. Trade is increasing worldwide, putting pressure on producers to compete in global markets.
4. The service sector, comprised of small and medium-sized, enterprises, is growing rapidly as an important engine for economic growth and employment.

Question 4

6 models of lifelong learning (McIntosh, 2005)

Answer 4

1. The functionalist model,
2. The critical literacy model,
3. The social justice model,
4. The reflective learning model,
5. The compensatory model,
6. The humanistic model,

Question 5

Lifelong learning model which focuses on “human capital” formation

Answer 5

The functionalist model,

Question 6

Lifelong learning model which focuses on empowerment and consciousness-raising and the development of a challenging, questioning attitude

Answer 6

The critical literacy model,

Question 7

Lifelong learning model which focuses on topics such as gender, human rights, peace studies, neo-colonialism, ethnic minorities and socially marginalized groups

Answer 7

The social justice model,

Question 8

Lifelong learning model which focuses on the development of meta-level skills and “learning how to think”

Answer 8

The reflective learning model

Question 9

Lifelong learning model which focuses on remedying some deficiency in the learners

Answer 9

The compensatory model

Question 10

lifelong learning model which focuses on broadening learners’ horizons and enrich their minds

Answer 10

The humanistic model

Question 11

The _______ model dominates much of the policy discourse both at the international level and the national level

Answer 11

functionalist

Question 12

For individuals, learning has three broad purposes, which need to be in an appropriate balance. They are the development of:

Answer 12

1. identity capital: higher levels of well-being and life satisfaction
2. human capital: higher levels of productivity, and high levels of job satisfaction.
3. social capital: produce communities with high levels of trust and well-being

Question 13

The purposes of learning are underpinned by a healthy community, which itself requires learning for:

Answer 13

1. economic productivity: a more productive workforce
2. cultural transmission: stronger shared body of cultural knowledge and experience, and the transmission of knowledge, skills and values between generations and groups
3. social cohesion: increased levels of trust in society and higher levels of well-being.

Question 14

Key new drivers for learning are

Answer 14

1. a more mobile population: people need to learn how to fit into their new homes and the communities around them
2. less predictable labour market entry: Entering the labour market is difficult at any age, calling for a high degree of resilience and resourcefulness as well as ‘hard’ and ‘soft’ skills.
3. less predictable labour market exit,
4. a much longer third age: preparing people for labour market exit and the ‘third age’ of active retirement,
5. more people in the fourth age: people whose independence and autonomy are constrained.

Question 15

Lifelong Learning involves meeting the needs of adults suffering from three handicaps

Answer 15

1. economic
2. psychological
3. academic

Question 16

For individuals, such incessant economic changes — there is already talk of the ________(Bauman 2000), meaning a society in constant flux — can be painful, involving company closures, dislocation and relocation, forced restructurings, and so on

Answer 16

“liquid society”

Question 17

Lifelong learning must provide its learners with the tools necessary for “staying in the race”: the quality of human capital depends on it, and here the ______ model takes precedence over all others.

Answer 17

“functionalist”

Question 18

the new clientele now knocking at the doors of universities in the name of lifelong learning

Answer 18

1. postponers: who could have had access to higher education at the end of their secondary education, but put it off for various personal or career reasons;
2. returners: who have already benefited from it, and come back for a second slice of the cake, so to speak — either to upgrade their knowledge for the purposes of a better job or simply to enjoy cultural improvement for their own well-being;
3. second chancers: those who have not yet had an opportunity to benefit from academic learning, and who apply for or are offered another chance

Question 19

3 obstacles suffered by second chancers which makes it harder for them to participate in education

Answer 19

1. economic weakness: society will have to step in to cover all or some of the costs of their studies.
2. psychological frailty: do not always recognise the worth of further training or education; who have left the school system because of a failure and are often reluctant to return
3. academic weakness: do not have the prerequisite qualifications for entering higher education

Question 20

many adjustments are still needed to make room for the adult lifelong learning clientele in institutions of higher education. The needed adjustments are at four main levels: _______

Answer 20

1. teaching: standard teaching tailored to the greatest number will not do, and courses must be made more variable to meet the specific needs of people who are already engaged in active life, or need to be
2. governance: the administrative departments and their staff are called on in turn to make their offices, libraries, information and counselling services open and accessible,
3. partnerships: that can contribute to the common effort such as political decision-makers, business and the world of work, local authorities, institutions
4. ethics: does not imply “learning on the cheap”, need for quality