The introduction of the United Nations Conventions on the Rights of the Child (UNCRC) into mainstream education seems to have inextricably accelerated a catalyst of change to the way the power structures within educational 'institutions' have been evaluated and re-structured; to suit a more participatory learning approach.
The following blog article has ignited my interest in the subject of post compulsory education and the philosophy of learning inspired by its ongoing discourse.
Perhaps, from a practical point of view, at least how the approach as a post compulsory practitioner may be instrumental in the mobilization of people who have become disenfranchised within their communities. For some, this has been a result of a deterioration of interest in education, a disengagement from the structures of normalcy or ordinariness for the rest of the population who appear to remain motivated and inspired to participate and progress their economic and social contributions in society.
It might well be argued, as it is within the underpinning principles of the UNCRC that children are more likely to enrich their learning process if they are actively participating in the content of the subject matter. Traditional approaches identified by key thinkers, such as Paulo Freire had arrived at this understanding several decades ago and became the benefactor of a multitude of fellow doctorates from various universities around the world.
It seems however, that the world of education might have been a bit slow in responding to the teaching strategies, that encourage, nurture and actively seek the challenging views to the established ideas of its learners. I think its moreover been duly recognized, as cited in the quote below that there is no real substitute for learning by doing in terms of increasing the participation levels, experiential learning, developing reflexive and problem solving skills, negotiating abilities and being an integral asset to the developmental shape of that learning progress.
"Rather it offers a form of learning through doing which is not just observing a task, but participating at the edges of a whole process – both absorbing and being absorbed by – the culture of practice. In this process understanding and practice are developed through simultaneous interaction. Thus learning becomes visualised as more like a journey through time, moving from the ‘legitimate periphery’ of a subject community to becoming a full ‘member’ of it." http://erevolution.jiscinvolve.org/wp/category/communities-of-practice/
The next critical aspect, briefly implied earlier, concerns itself with the applicability of these key learning skills to the world of business and commerce. How to make our 'producer good' (the students) competent and of high standards for the customers, who are referenced by the blog as David Donald from Glasgow Caledonian to mean the owners of businesses who offer the ultimate reward of 'employment.' Critically, upon this premise, developing a 'culture of practice' combining competitive academic research and best practice will help to further enable our learners to be a formidable task force.
This cycle of demand helps to inform and influence my short and long-term aspirations working within my local post 16 learning community. The 'culture of practice' I aim to facilitate therefore has to recognize that they are the workforce of tomorrow and its up to us as their mentors, to ensure that their learning experiences extend way beyond the confines of the subject material. Surely, in today's global economy the ability to think, create and shape our world has never been so imperative.
This JISC involve.org blog is a great resource for following some of the latest discussions about the evolving nature of education and its place in a demanding economic climate, especially pertinent to the post 16 education sector, my chosen area of working practice.
The blog in question can be accessed here:
http://erevolution.jiscinvolve.org/wp/
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