The Third edition of this well-received and widely used Handbook brings together an entirely new set of chapters, to reflect progress and new themes in the ten years to 2022. Building on the established structure of the first two Handbooks, the four sections focus in turn on: philosophy, history and theory development; fresh perspectives on policy and policy development; emerging programs and new approaches; and re-imagining lifelong learning for future challenges. The Handbook stimulates readers with fresh and timely insights, while exploring anew some enduring themes. New topics and themes introduced in all sections address lifelong learning challenges associated with climate change, the digital world, the rise of populism, migration and precarious living. The Handbook features learning innovations and evolving pedagogies such as intergenerational learning, art as pedagogy to promote public-mindedness, neuroscience enhancing learning effectiveness, and lifelong learning for sustainability. Policy responses to lifelong learning for work and well-being are debated. In state of the art contributions, authors from around the globe focus readers' attention on multifaceted processes, issues and decisions that must be better understood and enacted if inclusive development and fair access to lifelong learning are to become realities for us all.
Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volume some of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.
This handbook presents a global overview of current research in education and education policy reforms during the last decade. It provides an accessible, practical and comparative source of current research that examines the intersecting and diverse discourses of this important issue. It first examines globalisation, education and policy research and reforms in higher education, including coverage of main trends in education and policy reforms globally, as well as specific policy issues such as gender, equity, minorities and human rights. Next, the handbook offers a comparative perspective that evaluates the ambivalent and problematic relationship between globalisation, the state and education reforms globally. It features coverage on curricula issues and education reforms in schools around the world, the curriculum in the global culture, as well as globalisation and education futures, with respect to social justice and human rights. The handbook contributes to a better and a more holistic understanding of the education reforms and research nexus—offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels. It will serve as a vital sourcebook of ideas for researchers, practitioners and policy makers in education.
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
This book seeks to advance understandings of and approaches to supporting and sustaining working age adults’ learning across lengthening working lives and inevitable transitions they encounter and are required to negotiate. It is founded on the processes and findings of a three-phase practical inquiry into worklife learning and its implications for workplace and educations’ practice conducted in Australia over a three-year period commencing in 2019. Diverse perspectives and orientations were utilised in approaches to data analysis and renderings from the data, thereby opening up the analysis of these complex phenomena to different lines of interrogation, questions and analytical approaches. It elaborates more fully understandings about the processes of adults’ learning and development across their lifespan of adulthood referred to as working life, and what factors and contributions supported that learning. This book also attempts to reconcile a coherent view about development across the work lifespan, and how that can be supported by education provisions, workplaces, communities, and by the adults themselves.