When compared with global bodies such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and The World Bank and with the Organisation for Economic Co-operation and ...Development (OECD), Commonwealth education programmes are modest in scale and resourcing. Yet there have been significant successes, including the Commonwealth Scholarship and Fellowship Plan and the Commonwealth of Learning. The distinctive features and strengths of UNESCO and OECD in international education collaboration and partnerships are useful sources of ideas for strengthening Commonwealth education. There is considerable scope for more intense collaboration and Commonwealth-wide partnerships in addressing shared concerns.
Government attempts in recent years to create a national system of vocational education and training have marked a profound shift both in educational policy and in underlying concepts of what ...education is for. Relations between schools and the working world are changing all the time and the implementation of ideas of vocationalism has forced a blurring of the time-honoured boundaries between educations concerned with concepts and training, or with skills. The challenge now is to define how the schools can give young people the foundations for life in a working world in which they are likely to have to change jobs and where work will fill a smaller proportion of their lives. The Vocational Quest maps the evolution of vocationalism in Britain in historical terms and examines how the particular forms that have come into being in the last few years compare with developments in other parts of the world, including Continental Europe, Japan, the United States, Australia and New Zealand . It argues for new forms of communication and partnership between formal education and training and the wider community, in which values will be shared and no one partner will win at the expense of others.
This book, which is part of a series of publications designed to introduce teachers, researchers, and policymakers to topics of current concern in the field of education, analyzes how recent attempts ...by Great Britain's government to create a national system of vocational education and training have marked a profound shift in both educational policy and underlying concepts of the purpose of education. The analysis is performed within the framework of the concept of the "new vocationalism," defined as a "complex amalgam of ideas, policies, legal and regulatory structures, and practical endeavors whereby the nation's education and training systems have been reformed and restructured through government-led, partnership-type initiatives." The analysis is organized into chapters dealing with the following topics: emergence of the "new vocationalism"; educational foundations for working life; the core learning challenge; the "schooling" and "working life" models; national moves toward a new vocationalism in England and Wales; origins of vocationalism in England and Wales; new schemes for training British youth; vocational initiatives for schools and colleges involving partnerships with business and industry; and the goal of education and training for all youth. Contains 527 references. (MN)
"In the course of the UNESCO regional consultations and in papers preparatory to the 1998 World Conference on Higher Education several dimensions of the challenge to higher education were addressed. ...It is clear that the financing and management of higher education can no longer proceed on some kind of idealistic, outdated models of fully State- founded, self-governing communities of scholars and students." The following aspects of new models are analysed in this paper: the changing socio-economic context; the demand and growth of student numbers; the efficiency of human and financial resources; infrastructural change; transparency and accountability; regulation, autonomy and student participation; managing new teaching and learning systems. (DIPF/Bi.).
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have contributed to cohesion ...of the group involved and the community in which the program operates. In building and promoting social cohesion we can view learning as a personal journey, and search for meaning as well as a 'map that can be used to guide learners along a learning route' (McGivney, 1999, p. 11). As claimed by Chapman and Aspin (2001), lifelong learning for social cohesion will become a reality if we show a readiness to invest in people.
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have contributed to cohesion ...of the group involved and the community in which the program operates. In building and promoting social cohesion we can view learning as a personal journey, and search for meaning as well as a "map that can be used to guide learners along a learning route" (McGivney, 1999, p. 11). As claimed by Chapman and Aspin (2001), lifelong learning for social cohesion will become a reality if we show a readiness to invest in people.
In this article, we focus on the practices which have helped overcome a range of specific barriers to participation in adult and community education, and in the process have contributed to cohesion ...of the group involved and the community in which the program operates. In building and promoting social cohesion we can view learning as a personal journey, and search for meaning as well as a map that can be used to guide learners along a learning route McGivney, 1999, p. 11. As claimed by Chapman and Aspin 2001, lifelong learning for social cohesion will become a reality if we show a readiness to invest in people.
