Blog 2

Life-wide learning and adult education is at an important developmental phase for the older population in Australian, especially as evidence suggests Australia is moving towards an aging population (Australian Bureau of Statistics, 2018). Technologies are continually going to improve, new job opportunities are going to rise, leaving life-wide learning and adult education facilities at the forefront of its importance (Brown, 2018). 

Building on this forefront, adult learning and education facilities provide the opportunity (and environment) to satisfy Delors four pillars of learning, but for this focus we are turning our attention to “Learning to live together” (Delors et al., 1996). Research indicates, adult education groups like “The Men’s Shed”, not only serve as the workshop for men to tinker and learn, but also provide a safe space to discuss and seek information on mental health and general wellbeing (Brown, 2014; Carragher & Golding, 2016), creating a sense of trust and belonging. This can also act as an effective preventative for those at risk (Golding & Foley, 2011). On a different note, adult education and life-wide learning can provide a new opportunity to those who have already missed their chance to attend formal education and training (Brown, 2018), which emphasises the importance of life-wide learning.

I can personally relate to these findings. I finished high school and eventually found work as a tradesman, and only started my higher education as a mature aged student in my 30s. This has allowed me to see the value of life experiences and collaboration with other different types of professionals. This includes my current employment in education, as an industrial designer. Sometimes personal development days feel very much like an opportunity to share experiences and vent inner complications, all of which reinforce the importance of life-wide learning and adult education. These adult learning experiences providing attributes of self-confidence, learning behaviours and learning outcomes for generations to come (Heckman & Rubinstein, 2001).

References:

 Brown, A. J. (2014). Men’s generative narratives making meaning in retirement (Unpublished doctoral dissertation). Retrieved from http://researchdirect.uws.edu.au/islandora/object/uws:21398.

Brown, T. (2018). Lifelong learning: an organising principle for reform. Australian Journal of Adult Learning, 58(3), 312-335Links to an external site.

Carragher, L., & Golding, B. (2016). Men's sheds: sharing knowledge and learning in the company of men. Adult Learner (0790-8040), 59-71

Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chiung, F., Geremek, B., Nanzhao, Z. (1996). Learning the treasure within: Report to UNESCO of the International Commission on Education for the Twenty-First Century.

Golding, B. & Foley, A. (2011). All over, Red Rover? The Neglect and Potential of Australian Adult Education in the Community. In Australian Journal of Adult Learning, 51:3 December, (pp. 53–71).

 Heckman, J. J., & Rubinstein, Y. (2001). The importance of non-cognitive skills: Lessons from the GED Testing Program. American Economic Review, 91, pp. 145-149.