Organic Learning: Mutual Enterprise and the Learning and Skills Agenda. Policy Discussion Paper.

Autor/in	Yeo, Stephen
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Organic Learning: Mutual Enterprise and the Learning and Skills Agenda. Policy Discussion Paper.
Quelle	(2000), (41 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86201-106-0
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Adult Learning; Adult Programs; Change Strategies; Community Education; Definitions; Democracy; Educational Change; Educational Cooperation; Educational History; Educational Legislation; Educational Objectives; Educational Policy; Educational Trends; Flexible Progression; Foreign Countries; Government School Relationship; Informal Education; Lifelong Learning; Needs Assessment; Nonformal Education; Nonschool Educational Programs; Participative Decision Making; Postsecondary Education; Skill Development; Social Integration; Trend Analysis; Vocational Education; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Lösungsstrategie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Begriffsbestimmung; Demokratie; Bildungsreform; cooperation; Kooperation; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Ausland; Informelle Bildung; Nichtformale Bildung; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Non-formal education; Non formal education; Post-secondary education; Tertiäre Bildung; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Integration; Trendanalyse; Ausbildung; Berufsbildung
Abstract	The term "cooperative and mutual enterprises" (CMEs) was developed in 1999 by a mutuality task force in Oxfordshire, England, as a modern way of reasserting the notion of the adult education movement as a cooperative movement for social (democratic) inclusion. CMEs recall the tradition of learning through clubs, unions, mechanics' institutes, and evening classes. The tradition was epitomized in mutual improvement societies. The structures in the Learning and Skills Council "Prospectus" and in the Learning and Skills Act have hardened since the arrangements proposed in the policy paper "Learning to Succeed" and now run the risk of being so top-down that they will necessitate arrangements that are more cooperative and more mutual. The term "organic learning" has been developed as a label for what cooperative and mutual enterprise could do for and with the new structures proposed for adult and lifelong learning. The term is intended to contest the separation between learning and "real life" and to connect with the term "organic intellectuals" that was favored by 1970s new social movements and new cooperators. Eighteen specific proposals for action by policymakers were proposed to meet the increased demand for organic learning opportunities described by such familiar terms as informal, flexible, learner-driven, vocational, lifelong, accountable, and partnership. (MN)
Anmerkungen	National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE11 7GE, United Kingdom (5.95 British pounds). Web site: http://www.niace.org.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC