Learning through life: inquiry into the future for lifelong learning
Learning through life: inquiry into the future for lifelong learning
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终身学习：探究终身学习的未来
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发表时间：
2010
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通讯作者：
A. Watts
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文献类型：
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作者：
A. Watts
《从生活中学习》是由国家成人继续教育研究所建立的一份关于终身学习未来的调查报告，该研究所将100万GB的储备投入到这一项目中。调查由大卫·沃森爵士主持，汤姆·舒勒指导，他们共同撰写了这份最终报告。它基于一个10人委员会的工作，进行了广泛的协商，并委托发表了30多篇论文。其目的是为英国未来10-15年的终身学习建立一个战略框架。该报告在广泛的政策背景下提出了终身学习的理由。它特别强调与健康、社会福利、社会凝聚力和社会正义的联系。技能对经济竞争力和生产率的影响的理由没有被忽视，但相对被淡化了，强调如果这样的论点要持续下去，雇主需要更多地关注如何使用技能。这类报告要想产生持久的影响，就需要一个简单的“大创意”。在这种情况下，核心概念是根据生命过程的概念化来重塑终身学习的政策，包括四个主要阶段：最多25个阶段、25个50个阶段、50个75个阶段和75个阶段。它简单而对称。但它也很聪明。它有助于关注一系列重要问题，包括延长青年过渡期、扩大对工作场所的参与以及延长寿命。它挑战了16/18和60/65的现有破发点。该报告将该模式作为审查当前用于学习的公共支出的基础。其关于成人学习总支出的创新工作估计每年约达550亿加元，其中约260亿加元来自公共资金，200亿加元来自雇主，90亿加元来自个人。该报告支持联合投资，并将学习账户视为从25岁起管理这一投资的关键战略工具。它认识到公共投资在第025阶段特别重要，但建议到2020年将公共资源在四个阶段的比例分配从目前的86%、11%、2.5%和0.5%分别转变为80%、15%、4%和1%。这应与每个阶段的一套明确的学习权利挂钩，还应鼓励雇主在第二阶段和第三阶段缴纳更多的款项，并在整个生命过程中提供更多的个人捐款，所有这些都通过学习账户进行。《英国辅导与咨询杂志》，第38卷，第3期，2010年8月，363 374期
Learning through Life is the report of an Inquiry into the Future for Lifelong Learning set up by the National Institute for Adult Continuing Education, which invested £1 million of its reserves into the project. The inquiry was chaired by Sir David Watson and directed by Tom Schuller, and they have jointly co-authored this final report. It is based on the work of a 10-strong Commission, a wide range of consultations, and over 30 commissioned papers. The aim is to establish a strategic framework for lifelong learning in the UK for the next 10 15 years. The report sets the case for lifelong learning in a broad policy context. It is particularly strong on the links with health, social welfare, social cohesion and social justice. The case for the impact of skills on economic competitiveness and productivity is not ignored, but is relatively downplayed, with emphasis on the need for employers to pay more attention to how skills are utilised if such arguments are to be sustained. A report of this kind needs a simple ‘big idea’ if it is to have sustained impact. In this case, the core concept is to remodel policies for lifelong learning in relation to a conceptualisation of the life course as comprising four main stages: up to 25, 25 50, 50 75 and 75 . It is simple and symmetrical. But it is also clever. It helpfully brings into focus a series of important issues, including prolonged youth transitions, extended participation in the workplace, and increasing longevity. And it challenges existing break points at 16/18 and 60/65. The report uses the model as a basis for reviewing current public expenditure on learning. Its innovative work on the total expenditure on adult learning estimates it as amounting to around £55 billion per year, of which around £26 billion is from the public purse, £20 billion from employers, and £9 billion from individuals. The report favours co-investment, and sees Learning Accounts as the key strategic tool to manage this from the age of 25 onwards. It recognises that the case for public investment is particularly strong in the 0 25 phase, but proposes a shift from the current proportionate allocation of public resources across the four phases from 86%, 11%, 2.5% and 0.5% respectively to 80%, 15%, 4% and 1% respectively by 2020. This should be linked to a set of clear learning entitlements in each phase, and also encouraging stronger employer contributions in stages two and three, and more individual contributions across the life course, all channelled through the Learning Accounts. British Journal of Guidance & Counselling, Vol. 38, No. 3, August 2010, 363 374