The book offers a well-grounded vision of the significant theory and application of the concept of Capability as a lifecourse and lifespan development. Capability is argued to be a necessary 21st century process and outcome (PROUT) of all learning development and activities across formal and informa…
This chapter intends to propose an overarching perspective, based on a value-centered, life design-based conception of decent work, that could serve as a general framework for practitioners in their effort to elaborate and implement specific intervention methods and strategies. Highlighting the nece…
This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how th…
In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provid…
Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over…
This chapter explores the impact impact of Foundation degree Foundation degree study on the changing professional professional identities of women, who comprise the majority of workers workers in the early years workforce. Historically, the care of young children has been seen as the (natural) prese…
The concept of individual responsibility has taken on a signi?cance comparable to that of ‘choice’ in the global rise of neo-liberalism of the late 20th and early 21st centuries. The rise of neo-liberalism is most often analysed through the lenses of theory, governmentality and societal structures. …
The translation of lifelong learning theory into educational practice raises a number of important issues. Although these issues are, to some extent at least, immanent to the theory, the experience of them is heightened in periods of educational reform associated with the implementation of lifelong …
The two main objectives of lifelong learning policy, theory and practice in Britain – and also to a large extent in Europe and Australasia (Hyland, 1999; Field – Leicester, 2000) – are the development of vocational skills to enhance economic productivity, and the fostering of social inclusion and ci…
For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments…
