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Saturday, 20 February 2010 18:18 |
Strangers in a strange land: Knowing, learning and education for the global knowledge society - Maureen O’Hara - Futures Volume 39, Issue 8, October 2007, Pages 930-941. Abstract: Profound changes to established patterns of life, root metaphors, necessary expertise and habits of mind are occurring as a consequence of globalization, information and communications technologies and the shift to a knowledge society. There is now a widening cultural mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer. Increasingly, the result of this gap is that the products of today's Enlightenment-based socializing systems such as the colleges and universities are ill prepared for the actual challenges of contemporary life, often feeling bewildered and overwhelmed and like “strangers in a strange land.” A paradigmatic revolution in education is needed, but current discussion about reform is couched in the logic of market economics and draws inspiration largely from business strategies such as total quality management. It also remains firmly within the habits of mind and frames of reference of an Industrial Age. To adequately prepare people and communities to thrive in the global knowledge society, revolutionary changes are required in mission, curriculum content, pedagogy and modes of inquiry. The purpose must become explicitly aimed at producing a shift in the deep structures of consciousness and towards the development of transdisciplinary expertise—entirely new literacies and new approaches to learning that both fit the current economic realities and are more attuned to the socio-cultural, psychological and spiritual needs of an emerging global knowledge society. Full Text: PDF |
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Saturday, 20 February 2010 18:14 |
A pedagogical response to a changing world: Towards a globally-informed pedagogy for child and youth care education and practice - Gerard Bellefeuille, Jenny McGratha and Donna Jamiesona - Children and Youth Services Review, Volume 30, Issue 7, July 2008, Pages 717-726 Abstract: This article poses a number of significant questions for discussion with colleagues, practitioners, and students to look at the pedagogical and ethical implications of a rapidly changing, increasingly diverse, technology-advanced, interconnected, and complex global society in regards to child and youth care education, practice, and research. While some professions flow well and readily adapt to the changing times, others remain locked in practices and traditional epistemologies created decades earlier. To remain relevant as a profession and to keep pace with the most contemporary issues of our times, a globally-informed pedagogy is proposed for child and youth care education that offers a more holistic approach to education and practice, is inclusive of people's diverse lived experiences, and is ethically responsive to the emerging complexities of an interconnected and ever-changing world. Keywords: Child and youth care; Diversity; Education; Globalization; Pedagogy; Practice Full Text: PDF |
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Saturday, 20 February 2010 18:10 |
Key competences for lifelong learning: Croatia, former Yugoslav Republic of Macedonia, Montenegro & Serbia - ETF, 2007 Summary: One of the major developments in recent European education policy has been the introduction of key competences. Based on a perceived need for an education characterised by plasticity and suited to the ever-changing demands of a knowledge-based society and a vibrant labour market, the European Union has decided to develop a framework comprising eight domains of key competences that are considered necessary for all members of a knowledge-based society and essential for lifelong learning. These competences were established as a basic prerequisite for personal fulfilment, active citizenship and employment in a knowledge-based society. Many of these competences are generic or transversal in their nature and, as such, are subject-independent and based on cross-curricular objectives. Full Text reports:- Key competences for lifelong learning, Croatia: PDF- Key competences for lifelong learning, former Yugoslav Republic of Macedonia: PDF- Key competences for lifelong learning, Montenegro: PDF- Key competences for lifelong learning: Croatia, Serbi: PDF |
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