InvolveInvolveLifelong Learning Lifelong Learning

jan.novitzky@niace.org.ukwww.jan.novitzky@niace.org.ukwww.niace.org.ukniace.org.uk

Learning ….is multi-dimensional…Learning ….is multi-dimensional…

• Collective and/or individual• Sometimes routine .. sometimes

transformational• Highly personal …formal recognition • Sometimes joyful sometimes needs

endurance• An attitude of mind, ‘learning how to learn’• Encompasses learning to know, to be, to

do, to live together

Inquiry into the Future of Lifelong Inquiry into the Future of Lifelong Learning NIACE 2009Learning NIACE 2009

• Learning is an essential component of freedom of choice, personal well being, respect for others and a democratic life as well as prosperity

• Learning opportunities throughout life• Learning for human, social, and identity

capital • C21 survival kit: ‘citizen’s curriculum’

Function of learningFunction of learning

Learning helps people …• Make sense of change• Adapt to change• Shape change

Raymond Williams (1990)

The key principles of Adult LearningThe key principles of Adult Learning

• Adults need to know why, what and how they are learning.

• Their self-concept is important. They often wish to be autonomous and self-directing.

• Their prior experience is influential. It can be used as a resource for current learning. It can also shape attitudes to current learning.

• Readiness to learn is important. Adults usually learn best when something is of immediate value.

• Adults often focus on solving problems in contexts or situations that are important to them.

• Motivation to learn tends to be based on the intrinsic value of learning and the personal pay-off.

Knowles, M S (1973, 1990) The adult learner: a neglected species, Houston, Gulf Publishing

Strategies for effective learningStrategies for effective learning

• Explore what learners want to know or do• Include active learning approaches• Harness prior experience • Tailor courses, activities and resources to

needs • Focus on real problems and real contexts • Take account of particular concerns or

needs eg dyslexia • Maintain motivation 

Learning methodsLearning methods

• Peer support • Coaching• Mentoring and buddying• On line programmes• Workshops• Guest speakers• Learning through doing• Interactive group work• Reflective practice • Discussion groups• Trial and error• Supervision / feedback• Virtual environments

• Self directed learning• Action learning sets• Embedded literacy,

language, numeracy• Demonstration/ watching• Seminars • Lectures• Games• Study circles• Distance learning• Simulation• 1:1 tutorials• …………

2011 Skills for Life Survey2011 Skills for Life Survey

English• 5.1 million adults aged 16-65 have difficulties with

everyday reading and writing.

• This is 15% of adults (or just over 1 in 6 ) who are below Level 1 - the level to read and write well in everyday life.  

Maths• 8.1 million adults aged 16-65 have difficulties with

everyday maths.• This is 23.7% (or about 1 in 4) who are below entry

level 3 – the level to deal with everyday maths.

•

Socio-economic classSocio-economic class

Competencies and capabilitiesCompetencies and capabilities

• Competencies ….observable, measurable behaviours …Key skills

• Capabilities …capacity to achieve well being .. Amartya Sen 2009..realise potential as well as actual, raise aspirations and reduce inequalities- a combination of doing and being.. involves a sense of agency

Health capabilities …?Health capabilities …?

• Ability to understand one’s own physical and mental health and to translate that understanding into action to maintain and improve it

• Ability to make effective use of health services and to contribute to their improvement as a consumer and a citizen

• Ability to understand the circumstances which generate good and poor health and to formulate a positive response to those circumstances

Civic competencies/capabilities …?Civic competencies/capabilities …?

• Demonstrating an understanding of the rights and responsibilites assoc with a particular role

• Demonstrating an understanding of and respect for cultural, gender, religious ethnic and community diversities

• Applying a framework of moral values relevant to a particular situation

• Combatting prejudice and discrimination• Critically appraising infirmation sources• Initiating responding to and managing change• Identifying the social resource and environmental

consequences of particular courses of action

A framework for personal, learning and A framework for personal, learning and thinking skillsthinking skills

AccreditationAccreditationOCN Y&H Developing the user voice OCN Y&H Developing the user voice

Level 1Level 1

LEARNING OUTCOMES ASSESSMENT CRITERIAThe learner will: The learner can:1. Understand how developing the user and

representative voice can bring about benefit and change

1.1 List 3 situations where a stronger voice can bring about benefits and change

2. Understand who has power to make and influence decision-making in a given context (e.g. health, learning, community development).

2.1 Identify who has power to influence decision-making in different situations

3. Understand the range of methods to present the user and representative voice

3.1 Collect examples of ways to present the voice (e.g. presentations, blogs, articles).

4. Know how to communicate verbally with group members

4.1 Communicate appropriately with others in a range of group situations.

4.2 List some barriers to effective speaking and listening

5. Understand the roles and responsibilities of working in a group

5.1 Name different roles and responsibilities for members when working in group situations

6. Recognise the implications and benefits of assertiveness

6.1 Collect examples of being assertive

QuestionsQuestions

• Is there a minimum level of English and maths skill required for people to take part in health research?

• What support needs to be in place to enable public participation in health research?

• Is there a case for accreditation?