Cap 1 The Making of a Learning Society

La Formazione Nella Learning Society

• The globalized socio-economic and cultural models have reshaped societies in evolution since the late 20th century.
• De Masi (1993) referred to this context as the "era of discontinuity," marked by complexity and societal shifts.
• Technological innovation has reorganized communications, production, and information dissemination.
• Work has evolved with new forms, content, and participation within human and social systems, leading to dematerialization.
• Technology in communication and information has shaped society into a learning society, characterized by knowledge and skills in individual and collective life.
• Alberici (2002) notes complex postindustrial societies; from information and knowledge societies to the global village, postmodern society, risk, and the knowledge society and learning society.
• Within a learning society, individual knowledge and innovation are seen as resources with learning and enhancement becoming the focus.
• This is highlighted in the White Paper on Education and Training, "Teaching and Learning: Towards the Cognitive Society."
• Alberici (2002) underscores "knowledge" and "learning" as pivotal in characterizing modern society, steering its future direction.
• Emphasis is placed on the individual's central role in learning and production, recognizing humans as adaptive, flexible and capable.
• Individual expertise and collective knowledge are crucial in a complex society, focusing on the ability to intelligently create and apply knowledge.
• Developing and innovating are essential along with acquiring, decoding, updating, and utilizing information.
• Alberici notes the need to manage one’s life project, responding dynamically to challenges by acquiring, maintaining, and developing skills
• Alberici (2002) views learning as a challenge to globalize and innovate, a need for reflective and creative individuality, and for social cohesion.
• Reinterpreting education with open temporal and spatial aspects is essential, focusing on valuing human resources.
• Education extends beyond traditional life phases, embracing lifelong learning with strategies to meet society’s challenges.
• Aleandri (2011) views education as holistic, involving personal identity and societal roles, especially for those undertaking complex commitments.

L'educazione Permanente

• Permanent education is a lifelong process that UNESCO highlighted in the 1970s for its progressive impact on professional, social, and personal growth.
• Lengrand (1976) saw education as the development of the individual through experience, calling for structures and methods supporting continuous learning, including self-learning.
• This moves beyond traditional education to address life aspects, providing guidance for cultural, social, and professional challenges.
• Lengrand (1976) suggests education should activate support structures and equip people for lifelong learning, enabling them to be active in their development.
• Schwartz and De blignieres (1981) in their Report on Permanent Education, distinguish permanent from recurrent education, highlighting participation, globality, and equal opportunity.
• This ensures all citizens are given access to education and training for self-realization.
• Permanent education offers a foundation for navigating complex social and professional environments by providing new theoretical and operational approaches.
• Alberici stresses the focus education as a process going beyond the traditional instruction, especially for adult learners.
• The centrality of permanent education lies in the relationship between role, knowledge, and democratic growth, making continuous learning a universal right.
• Alberici highlights that access to lifelong learning should lead to active & conscious citizenship in a truly democratic society.
• Previously, permanent education was revisited to be more scientific & strategic by focusing on lifelong individual learning.
• Alberici (2002) points out overcoming limited ideological views and traditional practices in permanent education for people with less educational options.
• Research in psychology, anthropology, and other disciplines has broadened understanding of human maturation, deeply changing established concepts.
• Centrality of individual and direct participation helps develop learning responsibilities on what, how, where, and when to learn.

Formazione Continua e Lifelong Learning

• In the 1990s, permanent education evolved into lifelong learning, emphasizing learning at all ages.
• Necker de Saussure's metaphor equates life to a journey in "Progressive Education" in regards to being able to learn throughout life.
• The need for knowledge in both personal and professional context has matured continuous learning, which created a split with traditional education, suggesting learning can be permeative throughout life.
• Since the 1990s, a definition has been consolidating in Europe and Italy regarding Continuous Learning, which include activities that create learning paths beyond initial training of workers.
• Approaches to continuous training objects are also reshaping; emphasis has shifted away from constant information intake toward optimizing problem-solving skills and knowledge transfer.
• Institutional policies prioritize enabling individuals to create educational opportunities, ensuring both relevance and access.
• Lifelong learning emphasizes individual/subjectivity foundations within social & contextual processes for intention, explicit intentionality and organization.
• Formation heightens motivations and expectations while clarifying strategies, resources methodologies and practices for expression.
• Age, gender, culture, and backgrounds of adult learners are now relevant in creating specific learning strategies.
• This repositions educational activities with flexible educational policies, prioritizing modification, growth of learning outside previous time spent learning at school or work.
• This shifts the focus to focusing on adults in different situations where learning becomes more of a possiblity.
• New approaches to linear education open pathways to continuous construction to what has been termed lifewide learning.
• A variety of learning opportunities is characterized by a range of intent and goals.
• Learning through choosing a study path leads leads transforms the person in subjective ways with formal autodirected learning.
• Unintentional learning can occur through travelling and participating in colloquia can incidentally teach new things.
• Traumatic or emotional events can can also transform perspective within accidents.
• Adults sometimes discover hidden competee without a traditional learning.
• The roots of lifelong learning are traceable to early 1990s' European documents.
• Articles 3 and 127 of the Maastricht Treaty call formations essential when in respects to policies of European Union.
• Formation is regarded as helping with helping adapt to industry transformation.
• The following also need to occur
• Enhanced on the-job training to facilitate integration into job markets who switch jobs
• Support cooperation with different agenceies
• Increase in education, exchange of data and experiences within Union.
• The ISFOL research suggests with ratification of Maastricht treaty signals the central that formation and education can play a larger role in industry and socio economics.
• The Delors paper presents a white table and describes the challenges with entering.
• The white paper also adds on the importance to attender/ learn attitude, communicate, work in groups and assess for their own situations for future career paths.
• A book was written by Cresson and Flynn that discuss three changes globalization, globalized technology with integration with people development.
• A general cultural reassessment should also accompany integration of technology, and openness to mobility.
• This new view encourages viewing how people are learning in their own right and accompanying it throughout their own unique experiences.
• 1996 declared the EU as a year for education and that members are able to learn and share these ideas.
• Long life learning can deconstruct temporal and formation concepts
• Destructuration for temporal limited formations that needs to meet and adapt.
• This is mainly found among new technology with information, telegrams, internet and television that allows autonomy to work.
• Since Feira people have stated competitive economy by the 2010.
• The EU hopes that this will allow people to train and be able to remove the difficulties for them to get their training to move into the job forces.

Conclusion

• To meet the exclusion and inequality, The EU is responsible for everyone to have their own access to education and development to build a better and stronger economy.

• European commission published that memorization is important for life long education to promote active citizenship to build necessary skills and competence to benefit economically, technologically and society.

• There wants an increase in acquisition and adaptation of knowledge within the workforce.

• There are six messages listed

• Allows access with infrastructure

• Increases incentive for better skills

• Focus on training better to provide for others that can benefit, in particular to those unable to speak/understand languages.

• Better process for understanding outcomes.

• Revisit guidelines for those with difficulties to help.

• Help decentralize training opportunities, accessibly

• Alberici mentions learning throughout life allows people to benefit with opportunities and desires with unique conditions that everyone can learn by starting from all parts of the formal process for all and to reach a new reversibility (Alberici).

• Strategic that allows politics to assist people with their basic needs to thrive and assist with people in what they can do.

• It enables for people to have a chance to build strategic skills and ability to learn.

• Strategic terms also indicated competence and numerical, such as the ability to find information.