The LILLIPUT Learning Resources and Materials on the Individual in a Learning Society

Tool type(s): 
Learning materials
Tool type(s): 
Personal Development
Examples of Good Practice: 
Active Citizenship
Examples of Good Practice: 
International Cooperation
Examples of Good Practice: 
Employability and Future Skills
Examples of Good Practice: 
Stakeholder Involvement
Target Sector(s): 
Other
Europe-wide?: 
Yes

Individuals comprise a legitimate and important focus for the development of a Learning Society in a Learning City and Region. Those who do little to develop their own talents and skills are destined to fall behind in the rapidly changing world of the 21st century world, Similarly, the local authority which shows little regard for the needs and demands of the individual citizens under its care or which does not help them to develop their creativity and their awareness, will become an inward-looking place with problems of poverty and social stability, economic decline and an underachieving population. There is thus a symbiosis of interest between the city and its citizens, which is well documented in many an official government report at both local and national levels.

Individuals can indulge in a wide variety of learning activity from straightforward vocational education courses at both degree and technician level, through continuing education for the updating of their skills, competencies and knowledge to the more esoteric courses offering leisure time learning and personal development. Where they missed out the first time round, they can join are remedial programmes such as those to give literacy skills for adults. If they among the minorities, whether they be immigrants, prisoners, socially, mentally and physically handicapped or socially deprived, most local authorities will offer courses to help them. Education for individuals can, and should, take place anywhere - in purpose-built colleges, village halls, factories, community centres, church halls, theatres, museums, business centres, airports, galleries and even on the street. In this module we address all ages after the age of 18, including the education of seniors after the age of 60, which we regard as being equally important to a stable and successful society as the more economically justified career-oriented courses for young adults. But we are conscious too that a focus on individual learning is not an age thing. Schoolchildren are also entitled for example to have their own learning styles taken into account.

But there are also great challenges. There are many thousands of people, young, old and middle-aged, who have been so turned off education that they are disenfranchised
from the joys of learning. Switching them back on again will not be an easy task. We can see in other modules how the more enlightened companies are encouraging individual members of their workforce to get into the habit of learning and are willing to provide the funds to do so. But where the workplace is not so active or where there are problems of unemployment and deprivation or where social manners and mores encourage a culture of despair and indifference – indeed sometimes active opposition to the idea of learning – it is the individual who suffers. This module therefore explores the available tools and techniques to tempt the individual to dip his/her toes into the learning waters and the role of communication and information systems in persuading people to contribute to the common good.
The second LILLIPUT Module covers a variety of topics including Personal Learning Plans, removing barriers, learning styles and intelligences, incentives and active citizenship.

The module contains an introduction and 5 topics with 13 lessons. as follows

Topic 2.1 Encouraging Active Citizenship
Lesson 2.1.1: Encouraging contribution in the Learning City
Lesson 2.1.2: Volunteering in a Learning City

Topic 2.2: Personal Learning Issues
Lesson 2.2.1: Multiple intelligences and personal learning styles
Lesson 2.2.2 Switching Individuals back into learning – Case study

Topic 2.3: Motivation to Learn
Lesson 2.3.1: Why do individuals learn?
Lesson 2.3.2: Incentives to learn:

Topic 2.4: Removing Social, Cultural and Psychological Barriers
Lesson 2.4.1 Identifying and Removing the barriers

Topic 2.5: Lifetime of Learning
Lessons 2.5.1 to 2.5.6 Personal Learning Action Plans for Individuals in a
Learning City

As in all LILLIPUT Modules there are support materials comprising objectives, suggestions for teaching, case studies, documents, exercises, diagrams etc and, in topic 2.5 particularly, a personal learning route map to expand horizons and engender learning in the more reluctant.

The materials are particularly interesting for trainers in the adult and caring services but they can equally be used in formal education environments in schools, hospitals and adult education institutions and for remedial work.

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