Pub Date : 2022-08-30DOI: 10.1080/0158037X.2022.2109615
Philipp Assinger
ABSTRACT The focus of Recognition of Prior Learning (RPL) on assessment and credentials has ambivalent implications regarding research on workplace RPL. This article presents and empirically tests a heuristic conceptual framework to support the analysis of workplace RPL and its relation to learning at work. RPL is defined as a practice of workplace pedagogy with two modes of recognition attributed a performance, a developmental, and an occupational orientation. The framework is applied to analyse data from an interview-based study with managers in Austrian wood-processing companies. The analysis reveals a strong orientation towards performance, adaptive learning, and immediate use of skills. A strength-based view of staff development and awareness of the importance of support positively influence occupationally relevant and developmental learning. When recognition is a part of everyday management practice and workplace participation, there are even greater opportunities for developmental learning. This article offers conceptual perspectives and empirical evidence to researchers and practitioners. The implications for practice suggest an intensification of support for managers to help them appreciate the potential benefits of RPL. For future research, it is indicated among others to further develop, strengthen, and empirically validate the heuristic conceptual framework.
{"title":"Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework","authors":"Philipp Assinger","doi":"10.1080/0158037X.2022.2109615","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2109615","url":null,"abstract":"ABSTRACT The focus of Recognition of Prior Learning (RPL) on assessment and credentials has ambivalent implications regarding research on workplace RPL. This article presents and empirically tests a heuristic conceptual framework to support the analysis of workplace RPL and its relation to learning at work. RPL is defined as a practice of workplace pedagogy with two modes of recognition attributed a performance, a developmental, and an occupational orientation. The framework is applied to analyse data from an interview-based study with managers in Austrian wood-processing companies. The analysis reveals a strong orientation towards performance, adaptive learning, and immediate use of skills. A strength-based view of staff development and awareness of the importance of support positively influence occupationally relevant and developmental learning. When recognition is a part of everyday management practice and workplace participation, there are even greater opportunities for developmental learning. This article offers conceptual perspectives and empirical evidence to researchers and practitioners. The implications for practice suggest an intensification of support for managers to help them appreciate the potential benefits of RPL. For future research, it is indicated among others to further develop, strengthen, and empirically validate the heuristic conceptual framework.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"378 - 395"},"PeriodicalIF":1.5,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59132089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-28DOI: 10.1080/0158037x.2022.2117148
Huan Li, Jisu Jung, H. Horta
{"title":"The same starting line? The effect of a master’s degree on PhD students’ career trajectories","authors":"Huan Li, Jisu Jung, H. Horta","doi":"10.1080/0158037x.2022.2117148","DOIUrl":"https://doi.org/10.1080/0158037x.2022.2117148","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42976736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1080/0158037x.2022.2111411
Robert Holmgren, David Sjöberg
{"title":"Who should i talk to? - informal workplace learning among teachers in police education","authors":"Robert Holmgren, David Sjöberg","doi":"10.1080/0158037x.2022.2111411","DOIUrl":"https://doi.org/10.1080/0158037x.2022.2111411","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.1080/0158037X.2022.2109614
Ursula Harrison, T. Ollis
ABSTRACT Neighbourhood Houses in Australia are community place-based organisations that provide education, support services, and develop responses to local issues with local communities. The practices within Neighbourhood Houses are informed by community development. Yet knowledge, understanding and practices of community development vary across the workforce. In 2019, Neighbourhood Houses Victoria commenced a programme of professional learning for the workforce. This paper draws on data from an impact evaluation and examines the benefits and barriers to embedding a professional learning programme in community development within its workforce. Using practice theory to examine the tensions and contradictions inherent in delivering professional learning in neoliberal times of managerialism and accountability in not-for-profit organisations. The contradictions of practice will resonate with organisations seeking to implement a professional learning across a broad range of human service organisations such as settlement houses, human services and community education settings. We claim most not-for-profit workforces are impacted by the discursive practices of neoliberalism such as contractual arrangements and the adoption of business practices to comply with funding requirements. These compliance requirements contrast with the philosophy and practices of community development and have the potential to impact on professional learning and the practices within these workplaces.
{"title":"Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia","authors":"Ursula Harrison, T. Ollis","doi":"10.1080/0158037X.2022.2109614","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2109614","url":null,"abstract":"ABSTRACT Neighbourhood Houses in Australia are community place-based organisations that provide education, support services, and develop responses to local issues with local communities. The practices within Neighbourhood Houses are informed by community development. Yet knowledge, understanding and practices of community development vary across the workforce. In 2019, Neighbourhood Houses Victoria commenced a programme of professional learning for the workforce. This paper draws on data from an impact evaluation and examines the benefits and barriers to embedding a professional learning programme in community development within its workforce. Using practice theory to examine the tensions and contradictions inherent in delivering professional learning in neoliberal times of managerialism and accountability in not-for-profit organisations. The contradictions of practice will resonate with organisations seeking to implement a professional learning across a broad range of human service organisations such as settlement houses, human services and community education settings. We claim most not-for-profit workforces are impacted by the discursive practices of neoliberalism such as contractual arrangements and the adoption of business practices to comply with funding requirements. These compliance requirements contrast with the philosophy and practices of community development and have the potential to impact on professional learning and the practices within these workplaces.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"361 - 377"},"PeriodicalIF":1.5,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49317882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/0158037X.2022.2098710
L. Vetoshkina
ABSTRACT The managerial transformation of higher education often means implementing novel modes of teaching and learning, including experiential and collaborative teaching. University teachers’ agency is crucial for managing and enacting changes in higher education. Collaborating as part of these changes requires a specific kind of agency, namely relational agency. The aim of this paper is to conceptualise relational agency by studying the relational agentic orientations of university teachers towards a reorganisation of higher education. The data come from a novel mass course at a faculty of education in a Finnish university, which emerged as part of a major university-wide reorganisation of study programmes. The course is organised and taught collaboratively by a group of teachers, and has no predefined content. A typology of the agentic orientations in the teachers’ interviews was constructed on the base of the intersections between the expansions of different objects of activity (one’s own, others’, partially shared) and the teachers’ evaluation of these expansions (pragmatic-adaptive, critical, developmental-transformative). The teachers focused primarily on student learning and on expanding the object of student learning activity, which extends the focus of relational agency to not only seeking resources in others but also being a resource for others.
{"title":"Teaching ‘a course without content’: relational agentic orientations to reorganisation of higher education","authors":"L. Vetoshkina","doi":"10.1080/0158037X.2022.2098710","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2098710","url":null,"abstract":"ABSTRACT The managerial transformation of higher education often means implementing novel modes of teaching and learning, including experiential and collaborative teaching. University teachers’ agency is crucial for managing and enacting changes in higher education. Collaborating as part of these changes requires a specific kind of agency, namely relational agency. The aim of this paper is to conceptualise relational agency by studying the relational agentic orientations of university teachers towards a reorganisation of higher education. The data come from a novel mass course at a faculty of education in a Finnish university, which emerged as part of a major university-wide reorganisation of study programmes. The course is organised and taught collaboratively by a group of teachers, and has no predefined content. A typology of the agentic orientations in the teachers’ interviews was constructed on the base of the intersections between the expansions of different objects of activity (one’s own, others’, partially shared) and the teachers’ evaluation of these expansions (pragmatic-adaptive, critical, developmental-transformative). The teachers focused primarily on student learning and on expanding the object of student learning activity, which extends the focus of relational agency to not only seeking resources in others but also being a resource for others.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"344 - 360"},"PeriodicalIF":1.5,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45558047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/0158037X.2022.2092089
Tatiana Íñiguez-Berrozpe, Francesco Marcaletti, Carmen Elboj-Saso, Sandra Romero-Martín
ABSTRACT Age can lead to stigmatisation, which is aggravated in groups that are already at risk of exclusion, such as women. This intersectional bias between age and gender (gendered ageism) affects so-called mature workers (aged 50 and over) in different ways, including the prejudices of employers and workers regarding their skills and competencies, as well as regarding their motivation to participate in training. In this article we analyse mature female workers’ level of training, motivation, and use of job-related skills, with the aim of providing evidence that breaks with ageist gender prejudices on this issue. For this, we conducted a descriptive analysis using ANOVA, and we applied structural equation modelling in an analysis of the PIAAC data of the OECD (2016), dividing the entire sample (n. = 31,739) into four subsamples (women −50; women 50+; men −50; men 50+). In our descriptive analysis, female older workers achieve the highest scores in almost all the variables. Our proposed model, resulting from multigroup comparisons among the four subsamples, has a more optimal fit and structural coefficients of greater weight in mature female workers than in younger ones, especially regarding the influence of informal learning at work on the level of use of job-related skills.
{"title":"Questioning gendered ageism in job-related non-formal training and informal learning","authors":"Tatiana Íñiguez-Berrozpe, Francesco Marcaletti, Carmen Elboj-Saso, Sandra Romero-Martín","doi":"10.1080/0158037X.2022.2092089","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2092089","url":null,"abstract":"ABSTRACT Age can lead to stigmatisation, which is aggravated in groups that are already at risk of exclusion, such as women. This intersectional bias between age and gender (gendered ageism) affects so-called mature workers (aged 50 and over) in different ways, including the prejudices of employers and workers regarding their skills and competencies, as well as regarding their motivation to participate in training. In this article we analyse mature female workers’ level of training, motivation, and use of job-related skills, with the aim of providing evidence that breaks with ageist gender prejudices on this issue. For this, we conducted a descriptive analysis using ANOVA, and we applied structural equation modelling in an analysis of the PIAAC data of the OECD (2016), dividing the entire sample (n. = 31,739) into four subsamples (women −50; women 50+; men −50; men 50+). In our descriptive analysis, female older workers achieve the highest scores in almost all the variables. Our proposed model, resulting from multigroup comparisons among the four subsamples, has a more optimal fit and structural coefficients of greater weight in mature female workers than in younger ones, especially regarding the influence of informal learning at work on the level of use of job-related skills.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"300 - 323"},"PeriodicalIF":1.5,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/0158037X.2022.2092090
Borut Mikulec, Paula Guimarães
ABSTRACT The role of international governmental organisations (IGOs) in global policymaking has received significant attention in the field of adult learning and education (ALE) in the twenty-first century, and the Organisation for Economic Co-operation and Development (OECD) was recognised as one of the most influential IGO due to its skill surveys – such as the Programme for the International Assessment of Adult Competencies (PIAAC). However, while the majority of empirical studies in the field have focused on the analysis of PIAAC data, little attention has been given to the influence of the OECD skills strategies on the development and/or improvement of national ALE systems. This study addresses this gap in two OECD member states – Portugal and Slovenia – by applying the ‘what’s the problem represented to be?’ approach to policy analysis and using the theoretical concept of myth in defining policy problems. Our findings indicate that although both countries’ ALE systems differ, they share problem representations that reinforce several policy myths: ALE is a solution to tackle socioeconomic problems; unemployment is a problem of low-skilled adults; the learner-centred approach is a way to raise participation in ALE, and improved governance is a means to advance national ALE systems.
{"title":"The OECD solutionism and mythologies in adult education policy: skills strategies in Portugal and Slovenia","authors":"Borut Mikulec, Paula Guimarães","doi":"10.1080/0158037X.2022.2092090","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2092090","url":null,"abstract":"ABSTRACT The role of international governmental organisations (IGOs) in global policymaking has received significant attention in the field of adult learning and education (ALE) in the twenty-first century, and the Organisation for Economic Co-operation and Development (OECD) was recognised as one of the most influential IGO due to its skill surveys – such as the Programme for the International Assessment of Adult Competencies (PIAAC). However, while the majority of empirical studies in the field have focused on the analysis of PIAAC data, little attention has been given to the influence of the OECD skills strategies on the development and/or improvement of national ALE systems. This study addresses this gap in two OECD member states – Portugal and Slovenia – by applying the ‘what’s the problem represented to be?’ approach to policy analysis and using the theoretical concept of myth in defining policy problems. Our findings indicate that although both countries’ ALE systems differ, they share problem representations that reinforce several policy myths: ALE is a solution to tackle socioeconomic problems; unemployment is a problem of low-skilled adults; the learner-centred approach is a way to raise participation in ALE, and improved governance is a means to advance national ALE systems.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"324 - 343"},"PeriodicalIF":1.5,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48630159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/0158037X.2022.2065125
J. Wilkinson, Katrina MacDonald, Fleur Diamond, N. Sum
In this era of the global pandemic of Covid 19, built spaces for educating have taken on a special significance. As this special issue was underway in 2021, much of our home country of Australia was living under conditions of hard lockdown as the Delta variant spread. Internationally, we saw similar conditions. Schools and universities operated virtually or at skeletal levels. Learning and teaching were undertaken in the home and the conditions that enabled and/or constrained teaching and learning practices changed markedly in a short space of time. There was a wistfulness for old certainties – buildings such as schools and universities took on special significance for their apparent reassuring solidity, shape and form which spoke of traditions of educating practices that had to be hastily remade. In this historical moment the arrangements that rendered possible these educating practices rather than those educating practices were laid bare. Nowhere was this more the case than in the relationship between built spaces and practices of educating. It is this relationship that this special issue explores. When we proposed this special issue of Studies in Continuing Education, it was pre-Covid. Our intended focus had been to dedicate this special edition to the relationships between changing workspaces and changing patterns of educators’ work and the subsequent implications for educators’ workplace learning. However, as our authors’ contributions reveal, the pandemic has not rendered such a focus obsolete. Instead, it has highlighted the importance of such an exploration and of different conceptual tools with which to carry out this analysis. Previous research into the built environment of universities in theGlobalNorthhas examined a range of trends characterised by an increasing corporatisation of academia. For instance, under the purported rationale of a greater cross-fertilisation of ideas, there has been a shift from academics occupying a single office to open plan [OP] and alternative workspaces (Baldry and Barnes 2012; Van Marrewijk and Van Den Ende 2018; Wilhoit Larson 2018). Yet there has been scant research into how such new, open and flexible workspaces enable and/or constrain practices of academic work, identity and relationships, and what may be the subsequent implications for academics’ learning and professional freedoms. Our special issue attends to these important concerns. What is clear from existing studies is that changes to academic workspaces instigate changes to the social, labour, identity, and learning practices of faculty. In turn, these transformations represent significant departures from traditional academic workspaces and the practices that they support (Van Marrewijk and Van Den Ende 2018; Wilhoit Larson 2018). Furthermore, they raise broader questions such as whether the move from a ‘room of one’s own’ has indeed facilitated a breakdown in academic silos and greater cross-fertilisation of ideas or instead led to a form of
在新冠肺炎疫情肆虐的这个时代，建造的教育空间具有特殊的意义。2021年，随着这一特刊的发行，随着德尔塔变异毒株的传播，我们的祖国澳大利亚大部分地区都生活在严格封锁的条件下。在国际上，我们看到了类似的情况。学校和大学实际上或在基本层面运作。学习和教学是在家里进行的，能够和/或限制教学和学习实践的条件在短时间内发生了显著变化。人们渴望古老的确定性——学校和大学等建筑因其明显令人放心的坚固性、形状和形式而具有特殊意义，这些建筑讲述了必须匆忙改造的教育实践传统。在这个历史时刻，使这些教育实践而不是那些教育实践成为可能的安排暴露无遗。在建筑空间和教育实践之间的关系中，情况最为严重。本期特刊探讨的正是这种关系。当我们提出这期《继续教育研究》特刊时，它是在新冠疫情之前。我们的重点是专门讨论不断变化的工作空间和不断变化的教育工作者工作模式之间的关系，以及对教育工作者工作场所学习的后续影响。然而，正如我们作者的贡献所揭示的那样，新冠疫情并没有使这种关注变得过时。相反，它强调了这种探索以及进行这种分析的不同概念工具的重要性。先前对北方全球化大学建筑环境的研究考察了一系列以学术界日益公司化为特征的趋势。例如，在所谓的思想交叉融合的基本原理下，学术界已经从占据单一办公室转变为开放式[OP]和替代工作空间（Baldry和Barnes，2012年；Van Marrewijk和Van Den Ende，2018年；Wilhoit Larson，2018年）。然而，对于这种新的、开放的和灵活的工作空间如何促进和/或限制学术工作、身份和关系的实践，以及对学术学习和职业自由的后续影响，研究甚少。我们的特刊关注这些重要问题。从现有研究中可以清楚地看出，学术工作空间的变化会引发教师的社会、劳动、身份和学习实践的变化。反过来，这些转变代表着对传统学术工作空间及其支持的实践的重大背离（Van Marrewijk和Van Den Ende，2018；Wilhoit Larson，2018）。此外，它们还提出了更广泛的问题，例如从“自己的房间”转移是否确实促进了学术筒仓的崩溃和思想的更大交叉融合，或者反而导致了一种形式的“呼叫中心学术”（Wolff 2015，第4段）。与大学中关于建筑空间和专业学习的少量研究相反，学术界一直关注空间、建筑环境与学校学生学习之间的关系。Blackmore等人（2011）认为，地点依恋和空间认同对于在新的灵活空间中创造成功的学习环境至关重要，因此需要关注这些空间中的人，而不是
{"title":"How built spaces influence practices of educators’ work: an examination through a practice lens","authors":"J. Wilkinson, Katrina MacDonald, Fleur Diamond, N. Sum","doi":"10.1080/0158037X.2022.2065125","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2065125","url":null,"abstract":"In this era of the global pandemic of Covid 19, built spaces for educating have taken on a special significance. As this special issue was underway in 2021, much of our home country of Australia was living under conditions of hard lockdown as the Delta variant spread. Internationally, we saw similar conditions. Schools and universities operated virtually or at skeletal levels. Learning and teaching were undertaken in the home and the conditions that enabled and/or constrained teaching and learning practices changed markedly in a short space of time. There was a wistfulness for old certainties – buildings such as schools and universities took on special significance for their apparent reassuring solidity, shape and form which spoke of traditions of educating practices that had to be hastily remade. In this historical moment the arrangements that rendered possible these educating practices rather than those educating practices were laid bare. Nowhere was this more the case than in the relationship between built spaces and practices of educating. It is this relationship that this special issue explores. When we proposed this special issue of Studies in Continuing Education, it was pre-Covid. Our intended focus had been to dedicate this special edition to the relationships between changing workspaces and changing patterns of educators’ work and the subsequent implications for educators’ workplace learning. However, as our authors’ contributions reveal, the pandemic has not rendered such a focus obsolete. Instead, it has highlighted the importance of such an exploration and of different conceptual tools with which to carry out this analysis. Previous research into the built environment of universities in theGlobalNorthhas examined a range of trends characterised by an increasing corporatisation of academia. For instance, under the purported rationale of a greater cross-fertilisation of ideas, there has been a shift from academics occupying a single office to open plan [OP] and alternative workspaces (Baldry and Barnes 2012; Van Marrewijk and Van Den Ende 2018; Wilhoit Larson 2018). Yet there has been scant research into how such new, open and flexible workspaces enable and/or constrain practices of academic work, identity and relationships, and what may be the subsequent implications for academics’ learning and professional freedoms. Our special issue attends to these important concerns. What is clear from existing studies is that changes to academic workspaces instigate changes to the social, labour, identity, and learning practices of faculty. In turn, these transformations represent significant departures from traditional academic workspaces and the practices that they support (Van Marrewijk and Van Den Ende 2018; Wilhoit Larson 2018). Furthermore, they raise broader questions such as whether the move from a ‘room of one’s own’ has indeed facilitated a breakdown in academic silos and greater cross-fertilisation of ideas or instead led to a form of ","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"44 1","pages":"207 - 211"},"PeriodicalIF":1.5,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45467376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/0158037X.2022.2051472
Phonraphee Thummaphan, Kantita Sripa
ABSTRACT A learning city is one that promotes lifelong learning for all, and sustainable development will be achieved by learning through life. This paper focuses on developing a guideline for building lifelong learning cities in Thailand. We first present findings from studying four learning cities in Thailand and abroad that had similar starting points: the need for problem-solving and urban development. They emphasise the use of education as a tool for human development that will lead to sustainable city development. We then present the analysis of the potential of two Thai cities prepared to be learning cities. Our findings show that their learning goals should be set correspondingly with the problems and identity of the city. There should be a working plan, and the mechanisms for driving and evaluation should be clearly defined. Lastly, we discuss how the guideline for developing a learning city in Thailand – developed from this study – should be divided into three phases. The guideline also presents the triangle of a lifelong learning city based upon the 4Com principle: community-communication-commitment-combination. The main goal is to promote lifelong learning and sustainable development.
{"title":"The learning city development guideline for promoting lifelong learning in Thailand","authors":"Phonraphee Thummaphan, Kantita Sripa","doi":"10.1080/0158037X.2022.2051472","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2051472","url":null,"abstract":"ABSTRACT A learning city is one that promotes lifelong learning for all, and sustainable development will be achieved by learning through life. This paper focuses on developing a guideline for building lifelong learning cities in Thailand. We first present findings from studying four learning cities in Thailand and abroad that had similar starting points: the need for problem-solving and urban development. They emphasise the use of education as a tool for human development that will lead to sustainable city development. We then present the analysis of the potential of two Thai cities prepared to be learning cities. Our findings show that their learning goals should be set correspondingly with the problems and identity of the city. There should be a working plan, and the mechanisms for driving and evaluation should be clearly defined. Lastly, we discuss how the guideline for developing a learning city in Thailand – developed from this study – should be divided into three phases. The guideline also presents the triangle of a lifelong learning city based upon the 4Com principle: community-communication-commitment-combination. The main goal is to promote lifelong learning and sustainable development.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"228 - 247"},"PeriodicalIF":1.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46865881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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