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1.
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored.  相似文献   

2.
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically.  相似文献   

3.
党中央提出创建学习型社会,构建终身教育体系的目标以来,各类型组织围绕自身特点开展了创建学习型组织的热潮,团校作为广大青年学习中国特色社会主义理论的学校,是青年的人才培养基地,理应在实现这一目标的过程中发挥积极作用,本文从学习型组织的概念入手,阐述建设高校学习型团校的必要性,指出目前建设中所面临的问题,并从全新的视角出发,提出了具体的措施和途径。  相似文献   

4.
Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self‐direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self‐directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem‐based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features.  相似文献   

5.
In Taiwan there is a declining birth rate and a dramatic increase in the elderly population. There is also the trend of using school space that would otherwise be left unused. The experimental project “Toy Clinic Shop in Elementary School” offers an innovative management model for elementary schools to address these developments. The following are included in the project goals: lifelong learning, service learning, and intergenerational interaction. The Toy Clinic Shop is not only a place offering the opportunity for intergenerational contact, but also for sharing and learning from each other. When the elderly contribute to the shop, they enjoy being with children, and they can experience the so called Ta Tung world of utopia where they enjoy being with young people. Furthermore, schools can benefit from the project because it promotes a school's many functions, collects more resources, creates social value among retired people, and develops the human resource of the elderly.  相似文献   

6.
This article explores the perspective that well-being and creativity can be nurtured in children through understanding and addressing the diverse ways in which children learn, communicate, and develop (inner diversity). In particular, our working hypothesis is that focusing children’s and young people’s learning towards the realization of their well-being supports and enables creativity. But it also requires, firstly, addressing how children perceive, engage with, and express creativity in different ways and, secondly, nurturing the development of core capacities to, in turn, underpin their capacity to develop key competences and skills in formal and non-formal learning settings. In recommending that education systems take the well-being of children as their central purpose, we are suggesting that there are capacities, ranging from personal qualities to behavioural skills, which are necessary for the development of the personal resources to enable lifelong and life-wide learning.  相似文献   

7.
ABSTRACT

Flexible Learning Options (FLOs) attempt to enable secondary school completion by young people for whom ‘mainstream’ schooling has not worked well. Despite their proliferation and the increased research attention to understanding the mechanisms at work within such programmes, quantitative methods have not been utilised to compare participants’ perceptions of the learning environments of FLOs and mainstream schools. This study describes the development and application of a quantitative instrument to assess re-engaged Australian students’ perceptions of an FLO relative to their previous (mainstream) schools. Findings indicate that, on average, young people rate the learning environment more highly at the FLO than at the mainstream school from which they disengaged, indicating that the learning environment of the FLO aligns more closely with the needs of its student cohort. However, bimodal results for some instrument items highlight that the learning environment is influential, but not necessarily a precondition of school disengagement or re-engagement. Implications of this study are considered, with attention to the complexities that mainstream schools and FLOs negotiate in creating effective learning environments for diverse young people.  相似文献   

8.
Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities.  相似文献   

9.
ABSTRACT

The article’s aim is twofold: to outline the specificity of the embeddedness approach and to explore the embeddedness of graduates’ education-job mismatch and the formation of lifelong learning policies. The study is based on both quantitative and qualitative data, obtained from the Bulgarian Universities Ranking System, and from interviews with experts and young adults engaged in a lifelong learning programme. The analysis uses multilevel modelling. It also relies on mapping lifelong learning policies in Bulgaria through a thematic content analysis. The article argues that the misbalances for highly educated people on the labour market mirror structural problems in the economy and the educational system. The argument is reflected in the historical and structural embeddedness of graduates’ education-job mismatches and the lifelong learning policies applied to overcome this. The results show that the extent of vertical education-job mismatch depends on the different profiles of higher education institutions and professional fields; they also demonstrate different ways in which the embeddedness approach could help shed new light on, and critically assess, lifelong learning policies. The findings reveal a differentiation between national and local levels of lifelong learning policy towards graduates and that regional policies are actively embedded in local contexts.  相似文献   

10.
This case study records the voices of a group of young people from an isolated rural community as they reflect on their experiences of secondary school. The study was driven by a desire to develop an understanding of the human connections young people make (or not) at school, to help develop understandings of how schools can be better places for their students. The data reveal that the students report their school experience almost entirely as a social activity. In the context of this study it is argued that the emotional support and ‘protection’ that peer relationships seem to offer young people maybe a key element in motivating them to attend school and supporting their well-being. With the focus of schools directed by inspection, standards and marketisation agenda, the importance of these peer relationships to young people may not be fully recognised by school leaders. Acknowledgement of the importance of these interactions to the students and accommodation of these needs physically and pedagogically in school may well be a key to developing positive relations between all members of the school community.  相似文献   

11.
Young people with learning difficulties who go to residential special schools and colleges are highly vulnerable, often living a long way from home. Transition towards adulthood – from school to college, or college and beyond – requires careful planning and support for both young people and their families. Despite national policy and guidance in this area, this article suggests that young people with learning difficulties in out-of-area placements are being failed in terms of transition education and face huge uncertainty and very limited choices. David Abbott and Pauline Heslop, both Senior Research Fellows at the Norah Fry Research Centre based at the University of Bristol, set out, in partnership with the Home Farm Trust, to examine transitions for young people with learning difficulties who attend out-of-county residential special schools and colleges. Drawing on empirical research with 15 young people, their families, and the professionals that support them, they outline in this article the main barriers to effective transition planning. They suggest that a lot more focus on planning and commitment to good outcomes is required to ensure that this group of young people have similar life chances to their non-disabled peers.  相似文献   

12.
Active citizenship is increasingly being framed in the context of lifelong and life-wide learning. However, research on young people’s participation in and experience of different forms of civic practice, particularly in informal settings in different sociocultural contexts, is scarce. Consequently, little is known about how these experiences shape their learning about active citizenship, their understanding of the self and their relationship to society. This paper reports findings from a small-scale qualitative research on students’ experiences of participation in extra-curricular activities (ECAs) in a UK Transnational Higher Education institution in China, in relation to the development of active citizenship and lifelong learning capacity. The findings suggest ECAs can provide opportunities for students to accumulate knowledge and develop skills, attitudes and values that underpin the promotion of active citizenship, while developing habits and skills essential for lifelong learning.  相似文献   

13.
Abstract

State residential schools specializing in mathematics and science are schools of choice for gifted young people who are interested in pursuing careers in science, technology, engineering, and mathematics. Fourteen states have such schools supported by state funding. These schools offer educational opportunities for high school young people who are ready for more advanced learning opportunities than are available in their home high schools. These specialized schools provide learning environments for engaging in high-level study and research. This article highlights policies establishing these schools and that guided their implementation as schools of choice.  相似文献   

14.
The Family Service Units is a national charity working in some of the most deprived areas of the country. This paper is concerned with one part of its work, The Connections Project. This project aims to develop non-punitive anti-bullying partnerships between young people, schools, adults in the community and other agencies. This article focuses on a particular aspect of this project, the Support Code, which seeks to promote an ethos of proactive mutual support. The development is described and the teachers' reactions are explored. Though this work is currently being undertaken in primary schools, much is applicable to the early years of secondary education too.  相似文献   

15.
The research reported in this article by David Ryan, an adviser for special educational needs and inclusion in Belfast, was based on a participatory approach in which young people in a number of schools were encouraged to develop their ideas about inclusion. The project set out to explore any differences in perceptions between pupils with special educational needs and those without. The young people were equipped with cameras and were encouraged to generate 'visual narratives' expressing their views about the 'reasonable adjustments' that mainstream schools might make in order to become more inclusive. David Ryan concludes that education must be personalised so that schools take account of the perspectives of individual pupils in their endeavours to become more inclusive. He also notes that young people appear to have strongly-held views about some of the sensory aspects of the school environment.  相似文献   

16.
It is argued, through the example of art education seen from a broad cultural perspective, that the concept of lifelong learning implies common terms of reference for learning in all contexts in which learning takes place, especially in schools, colleges and universities. This implies a common approach to standards at all levels of formal educational provision. The disparity of school art and art in other learning contexts is discussed, and concepts of standards currently in use are examined and found to be highly problematic. The idea of practitioner referenced standards is introduced in relation to standards derived from educational theory and practice. In the case of art these are considered in terms of ‘what it is that artists do; what it means to engage with a work of art at first hand; what people have to say about artists and works of art; and what it means to engage in learning’. Ways of relating these standards to each other and to lifelong learning in the context of a research rationale for an art curriculum are put forward. In conclusion, it is suggested that co-ordination of the current review of the National Curriculum and the developmental work on standards currently being undertaken by the QAA would represent a basis for the establishment of appropriate standards for lifelong learning, although this would require a new level of co-operation between the relevant educational sectors. Such standards would assist in reducing the possibility that lifelong learning could develop as a further isolated and self-justifying educational sector in a divided national educational system. They would also provide an opportunity for post-modern thinking to make a worthwhile contribution to educational debate.  相似文献   

17.
本文就当代青年为什么要学习、为什么要有终身学习的意识、在浩瀚的知识经济社会主要的学习内容有哪些以及怎样学习等方面,结合胡锦涛总书记的相关论述进行了分析和阐述,以期在青年中形成人人、时时、处处皆学习的风尚,积极构建学习型社会。  相似文献   

18.
This article aims to deepen understanding of the trajectories through school and into adulthood of people who did not attain valued qualifications from upper secondary school (‘non-completers’), and explore the fruitfulness of careership theory for such analysis. It is based on interviews with 100 young Swedes: 81 non-completers and 19 who had attended special upper secondary schools catering for young people with mild cognitive disability. Their narratives portray sparse socio-economic resources and difficult family situations, learning problems and marginalisation processes in school. They commonly learned to perceive themselves as failures and ‘different’. Framed by narrow horizons of action, these young people’s careers were mostly characterised by enforced rather than self-initiated turning points. Often leading to unemployment and economic problems, leaving secondary school was less of a turning point than a continuation of failure, even if completing adult education and getting a job were regarded as self-initiated, positive shifts. We conclude that careership theory was useful for analysing and understanding the careers of the young people concerned. However, distinguishing between ‘routines’ and ‘turning points’ became especially difficult when studying lives of these young people hemmed in by sparser resources, fewer choices and less stable career trajectories than their peers.  相似文献   

19.
后喻文化时代具有显著的时代特征,后喻文化时代青少年所独具的品质和特点,学校教育功能的转型以及后喻文化时代亟需人们终身学习,都使自主课程的设置具有必然性、必要性和可行性。  相似文献   

20.
Civic learning: moving from the apolitical to the socially just   总被引：1，自引：1，他引：0  
This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change.  相似文献   

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