CR&DALL Director, Professor Michael Osborne, was delighted to present a keynote speech on 25 March 2021 to the International Congress on Curriculum and Instruction (ICCI-EPOK 2021).
Post date:
Thursday, 25 March, 2021
CR&DALL Director, Professor Michael Osborne, was delighted to present a keynote speech on 25 March 2021 to the International Congress on Curriculum and Instruction (ICCI-EPOK 2021).
For the benefit of CR&DALL subscribers who no doubt will be interested, here featured below and attached is the Asia South Pacific Association for Basic and Adult Education (ASPBAE) statement of solidarity with its members in Myanmar.
Rising rates of mental health problems in U.S. college students require a new response, report says.
The pandemic upended the lives of the nation’s nearly 20 million college and university students sending many away from campus, taking away usual sources of social connection, and amplifying financial stress and fears about the future.
Here is a recording of the annual Raymond Williams lecture which I think you will find thought-provoking. It also explores the differences in approach to lifelong learning between England, Scotland, and Wales which may be of interest.
This report was released on 20th December with hardly any publicity but I think it’s very important. A copy is featured below and the link is at the House of Commons website.
Although it only applies to England I think its findings and recommendations will be of interest to the whole adult learning community.
The School of Education at the University of Glasgow, in conjunction with the Centre for Research and Development in Adult and Lifelong Learning (CR&DALL), the Robert Owen Centre for Educational Change, and the UNESCO Chair in Refugee Education through Languages and the Arts invites you to our Webinar Series 2021.
Online research library marks its tenth anniversary
The online library provides a comprehensive repository of different and effective approaches to employer engagement and career education. It brings together the latest thinking with selected research published over the past 40 years.
The pessimism on the super-aged society that has developed across the country in Japan for around 30 years has finally begun to dissipate and has found symbolic expression as “the era of the 100-year life”.
We are already moving from the past industrial society to the next new society. In this new society, people live in a diversified and shrinking society based on uniqueness and relationships. Its concrete practice is an attempt to confirm the creation of countless “small societies” where people exercising their own agency become the leading actors.
What we see in various practices in local communities is the “movement” where people create and renew the self through interactions with others. There, the “small society” is reconstituted continuously, creating overlapping multiple layers. People move freely between these layers, creating a more diverse “society”.
There, the process of creating “society” is through “learning”, and the process of “learning” is also recreating “society” itself. Only through this dialectic will social trust emerge. People will trust each other through the “movement” of “learning”; “society” will continue to evolve, and people will continue to dynamically construct their own existence. Thus, people’s existence itself is embodied in “learning” and “society”.
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This project will investigate how far, and in what ways, gender may have an influence in the progress of students through higher education, graduation and progression into skilled employment in the STEM sector in India and Rwanda. This is important because science has a critical role in supporting global sustainable development that will not be realised unless it makes better use of the potential skills of women and girls.
UIL has just finalized and published a report, entitled ‘Embracing a culture of lifelong learning: contribution to the Futures of Education initiative’, which will we hope be of interest to subscribers and is attached. This report has been developed based on a transdisciplinary online consultation, which took place from 26 May to 12 June 2020.
University of Glasgow
Centre for Research and Development in Adult and Lifelong Learning (CR&DALL)
University of Glasgow, St. Andrew's Building, 11 Eldon Street, Glasgow G3 6NH, Scotland
tel: +44 (0) 141 330 1835
email: [email protected]
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