Other Publications
Here you will find a list of Publications of interest.
Book Title: Work, Learning and Sustainable: Opportunities and Challenges
By J. Fien, R. Maclean, M. G. Park
This book is the first that provides a comprehensive overview of the way countries, education systems and institutions have responded to the call for an integration of learning for work, citizenship and sustainability at the Second International Conference on Technical and Vocational Education which was held in Seoul in 1999. Discussions on the central theme of the Seoul Conference - lifelong learning and training for all, a bridge to the future - led to the conclusion that a new paradigm of both development and Technical and Vocational Education (TVET) was needed. This book showcases the wide range of international initiatives that have sought to put such exhortations into practice. It includes: case studies of national TVET policy reforms, reoriented curricula, sustainable campus management programs, and examples of innovative approaches to integrating learning in TVET with on-the-job training and in community service...
Book Title: The Conditions for Admission: Access, Equity and the Social Contract of Public Universities
By John Aubrey Douglass
This book offers the first comprehensive examination of admission policies and practices at public universities. Using the University of California, the nation’s largest public research university and among its most selective, as an illuminating case study, it explores historical and contemporary debates over affirmative action, gender, class, standardized testing, and the growing influences of privatization and globalization, and indeed the very purpose and future of these important public institutions.
Book Title: The Concepts and Practices of Lifelong Learning
By Brenda Morgan-Klein, Michael Osborne
This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices. Its very accessible approach is multi-disciplinary drawing on sociology and psychology in particular. In addition, issues are discussed within an international context. While there has been a proliferation of texts focussing on particular areas of practice such as higher education, there is little in the way of a broad overview.
Chapters one to four introduce various conceptions of lifelong learning, the factors that impinge on learning through the life course, and the social and the economic rationale for lifelong learning. Chapters five-ten consider the varied sites of lifelong learning, from the micro to macro (from the home to the region to the virtual). Chapter eleven draws the strands together in the context of turbulence and continuing transition in personal and work roles, and against the background of future technological development.
This timely over-view will be relevant to education and training professionals, education studies students and the general reader.
A new book on Learning Environments is now available in English (also in Finnish if you prefer). The book covers definitions and frameworks commonly associated with Leaning Environments, and provides a comprehensive picture of the approach, as well as its theoretical background. It covers all age groups and levels of educational system.
- Learning Environment is a central and commonly used, but very fuzzy concept
-- > concrete definitions needed to clarify discussion - LE metaphor commonly used as framework for development work
-- > deeper understanding about the nature of Learning Environments is needed - Literature on Learning Environments is widely available but fragmented, focusing on single narrow themes
-- > comprehensive analysis of the whole phenomena is needed - Literature also fragmented according to age of the learners, school level and formal – informal –dimension
-- > comprehensive approach covering all ages from pre-school to adult learners - LE have different meanings for different people (eg. architect ~ “a building”, ICT-teacher ~ “Web based learning environment”)
-- > common language and understanding of different meanings is needed
-- > helps to discuss over “language barriers” - Theoretical background of LE’s is seldom discussed, or simply linked to constructivism
-- > a deeper analysis of learning theories behind learning environments is needed