Lifelong Action Learning for Community Development: Learning and Development for a Better World

Lifelong Action Learning for Community Development: Learning and Development for a Better World

Language: English

Pages: 280

ISBN: 9462093873

Format: PDF / Kindle (mobi) / ePub


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Therefore, we agree with Bagnall’s (2004) conclusion: “From a sociological perspective, individual, collective and organizational realities are framed, as never before, by tensional ambiguity” (p. 7). He identifies 21 trends in educational policy and management that flow from this ideology and that are exemplified by his ‘fables’. As remedies, he recommends six principles for lifelong learning policy. These can be summarized as follows (pp. 162–164): 1. Contextualize educational reforms

meaning and identity. Cambridge: Cambridge University Press. World Commission on Environment and Development (WCED), (1987). Brundtland Commission Report: Our common future. Oxford: Oxford University Press. http://www/un-documents.net/wcedocf.hmt. Accessed 27 July 2013. Zuber-Skerritt, O. (2009). Action learning and action research: Songlines through interviews. Rotterdam, The Netherlands: Sense Publishers. Zuber-Skerritt, O. (2011). Action leadership: Towards a participatory paradigm. Dordrecht,

other practical methods and combinations that clearly demonstrate evidence of learning, application and change. CASCADE DESIGN There are various options for getting started with GULL. As one example, NGO staff can opt to support the capacity building process by facilitating an action learning cascade to community volunteers as modelled in Figure 3.11. To begin, a lead group of NGO staff start the process themselves, and thereafter they might recruit and brief an additional small group of

understand and be able to respond to the pressures of a demand-driven market system. The key features are as follows. First, participants learn to recognize that the customer is the boss. Second, participants must first do the important tasks, not the urgent tasks. Securing ‘money’ is always an urgent task – but more important is the development of the character and competence of the individual who is implementing any given project. Third, correct behaviour is to be encouraged, recognized and

sustain a business, compared with about 10 per cent of those who follow conventional business courses who succeed without this form of systemized preparation and development. Lifelong action learning is central to the process as it enables participants to learn from the business reality games and ‘live’ business scenarios that form the foundation of what EDTC terms the PV–GULL business class degree. The inherent value of this learning process contrasts with the traditional academic process that

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