tag:blogger.com,1999:blog-21142645255544525302012-02-16T17:05:20.835-08:00Examining the theories, policies and practices that dominate the vast landscape of Lifelong Learning in Canadian Universities as rich and diverse as the population and geography of Canada itself. 
Giulia Forsythehttp://www.blogger.com/profile/03673238674307583309noreply@blogger.comBlogger31100tag:blogger.com,1999:blog-2114264525554452530.post-85061497540822619022011-09-25T12:38:00.000-07:002011-10-07T10:21:55.430-07:00I am retiring this site but keeping it alive because so many people require me to have a Google ID to post on their blogs.<div>Please visit my website:<a href="http://gforsythe.ca"> http://gforsythe.ca</a> to read about my deep thoughts on life, learning and stuff.</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/2114264525554452530-8506149754082261902?l=lifelonglearningcanada.blogspot.com' alt='' /></div>Giulia Forsythehttp://www.blogger.com/profile/03673238674307583309noreply@blogger.com0tag:blogger.com,1999:blog-2114264525554452530.post-71270174304903037142009-10-17T20:20:00.000-07:002011-03-22T06:36:01.158-07:00<div><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span">This page is basically static. For updated info, please visit <a href="http://gforsythe.ca">http://gforsythe.ca</a><br /><br />In October 2009, I was invited by the Canadian High Commission (</span></span><span class="Apple-style-span" style="line-height: 18px;"><strong><span class="Apple-style-span" style="font-size:medium;"><span class="Apple-style-span">Botschaft von Kanada) to</span></span></strong></span><span class="Apple-style-span" style=";font-family:'times new roman';font-size:medium;" > present to Berlin, Germany as the Canadian representative </span><span class="Apple-style-span" style="line-height: 44px;font-family:'times new roman';font-size:medium;" >at the <a href="http://www.daad.de/id-e_berlin/">International Dialogue In Education, Exploring Difference - Integrating Lifelong Learning into Universities' Missions </a></span></div><div>This is the outline of that presentation:</div><div><br /></div>OVERVIEW<br /><ul><li><span>Broad Canadian Context</span></li><li>Institutional Requirements for Lifelong Learning </li><li>Balance: University Supply versus Market Demand </li><li>Societal and Educational Pre-requisites </li></ul><br /><br /><span style="font-weight: bold;">8 Goals Identified </span>by the <a href="http://www.ccl-cca.ca/">Canadian Council for Learning<br /></a><ol><li>A skilled and adaptable workforce to meet the human resource needs of the country </li><li>Capacity for innovation, knowledge creation, and knowledge transfer </li><li>Active, healthy citizenry </li><li>Quality PSE and training </li><li>Access for all Canadians </li><li>Participation and success of under-represented groups </li><li>Lifelong learning </li><li>Affordable and sustainable PSE and training </li></ol><br /><span style="font-weight: bold;">What is Lifelong Learning in Canada?</span><br />•  Degree (Undergrad, Grad)<br />•  Credit<br />•  Non-credit<br />•  Certificate/ Professional Development<br />•  Face-to-Face / online<br /><br /><span style="font-weight: bold;">Institutional Requirements University Mission Statements</span><br /><ul><li>Overview summary </li><li>Adult Learner Friendly Institutions Canada </li><li>Activity </li></ul><br /><span style="font-weight: bold;">Institutional Requirements - Policies </span><br /><ul><li>Intellectual property </li><li>P&amp;T acknowledgements – service (SoE) </li><li>Faculty Development &amp; Support </li><li>Autonomy &amp; Academic Freedom </li><li>Programming ( PLA, challenge for credit, advanced academic standing, Laddering &amp; Bridgin) </li></ul><span style="font-weight: bold;">Institutional Requirements Administration - Funding </span><span style="font-weight: bold;">Models for CE </span><br /><ul><li>Cost recovery – revenue share </li><li>Institutionally supported </li><li>Private sector supported </li><li>Worker Union supported </li><li>Combination </li></ul><span style="font-weight: bold;">Institutional Requirements Organizational Structure</span><br /><ul><li>Central unit</li><li>Partnerships </li><li>teaching/faculty dev, IT, Library, etc.</li><li>academic units</li><li>Use of faculty</li></ul><br /><span style="font-weight: bold;">Institutional Requirements Administration - Governance </span><br /><span style="font-weight: bold;">Models </span><br /><ul><li>Praxis &amp; Matrix </li><li>Activity </li></ul><br /><span style="font-weight: bold;">Institutional Requirements Research, Teaching &amp; Learning</span><br /><ul><li>Identify cross-sections (SoE) </li><li>Research related to andragogy and best practices </li><li>Support for faculty/instructors related to teaching adults, teaching online Institutional </li></ul><br /><span style="font-weight: bold;">Requirements Student Support </span><br /><br /><ul><li>Flexibility for adult learners </li><li>– Registration </li><li>– Prior Learning </li><li>– Scheduling </li><li>– Accessibility of an aging population </li><li>– <a href="http://www.accesson.ca/mcss/english/pillars/accessibilityOntario">AODA</a> </li></ul><br /><span style="font-weight: bold;">Balance: University Supply versus Market Demand </span><br /><br /><ul><li>University supply = university research/academic strengths </li><li>CE can be more flexible </li><li>Online delivery </li></ul><br /><span style="font-weight: bold;">Balance: University Supply versus Market Demand </span><br /><ul><li>Essential Partnerships </li><li>– Academic Depts </li><li>– Other institutions </li><li>– Healthy Communities </li></ul><br /><span style="font-weight: bold;">Societal and Educational Pre-requisites for Lifelong Learning Success </span><br /><ul><li>Culture of innovation and risk-taking </li></ul><br /><span style="font-weight: bold;">Societal and Educational Pre-requisites - Policies </span><br /><ul><li>Role of Government, Provinces, </li><li>CMEC </li><li>COU, Universities </li><li>DLE – undergraduate and graduates</li><li>Articulation agreements between institutions </li><li>degree-granting colleges increasing, </li><li>pathways between college and university<br /></li></ul><br /><span style="font-weight: bold;">Societal and Educational Pre-requisites: Learner Support - Funding Models for Students </span><br /><ul><li>Government (Second Career, OSAP) </li><li>Private Sector (Employee sponsored) </li><li>Individual Learning Accounts </li><li>Out of pocket </li></ul><br /><span style="font-weight: bold;">Utility of CE: Employability vs. Citizenry </span><br /><ul><li>Activity </li></ul><br /><span style="font-weight: bold;">Elements Crucial to the Development of Lifelong Learning </span><br /><ol><li>Overarching regulatory, financial, and cultural/social frameworks </li><li>Strategic partnerships and linkages </li><li>Research </li><li>Teaching and learning processes </li><li>Administrative policies and mechanisms </li><li>Student support systems and services </li></ol><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/2114264525554452530-7127017430490303714?l=lifelonglearningcanada.blogspot.com' alt='' /></div>Giulia Forsythehttp://www.blogger.com/profile/03673238674307583309noreply@blogger.com0tag:blogger.com,1999:blog-2114264525554452530.post-49310853811100302652009-10-16T06:33:00.000-07:002009-10-18T17:15:54.848-07:00<span style="font-weight: bold;">Recommended Reading</span><br /><br /><ul><li>Canadian Association for University Continuing Education. (2007). <span style="font-weight: bold;"> Turning up the volume on Canada’s learning continuum: learner success stories from university continuing education providers across the country.</span> Retrieved October 15, 2009, from <a href="http://www.cauce-aepuc.ca/%20">www.cauce-aepuc.ca/ </a></li><li>Canadian Council on Learning (2009). <span style="font-weight: bold;">Securing Prosperity through Canada’s Human </span><span style="font-weight: bold;">Infrastructure: The State of Adult Learning and Workplace Learning in Canada. </span>Ottawa, Canada. 107 pages. Retrieved October 19, 2009, from <a href="http://www.ccl-cca.ca/">http://www.ccl-cca.ca</a></li><li>Canadian Council on Learning (2006). <span style="font-weight: bold;">Report on Learning in Canada 2006, Canadian Post-secondary Education: A Positive Record – An Uncertain Future. </span>Ottawa, Canada. Retrieved October 15, 2009, from <a href="http://www.ccl-cca.ca/">http://www.ccl-cca.ca</a></li><li>Council of Ministers of Education, Canada. (2005). <span style="font-weight: bold;">Developing an adult education policy framework: Terminology, typology and best practices.</span> Retrieved October 15, 2009, from </li><li><a href="http://www.cmec.ca/">www.cmec.ca</a></li><li>Council of Ministers of Education, Canada. (2008). <span style="font-weight: bold;">The Development and State of the Art of Adult Learning and Education (ALE): Report for Canada</span>. Retrieved October 15, 2009, from <a href="http://www.cmec.ca/">www.cmec.ca</a></li><li>Constantineau, P. (2009). <span style="font-weight: bold;">The Ontario Transfer Credit System. A situation report</span>. Council of Ontario Universiites. Retrieved October 15, 2009, <a href="http://www.cou.on.ca/">http://www.cou.on.ca/</a></li><li>Cruikshank, J (2008). <span style="font-weight: bold;">Lifelong learning and the new economy: limitations of a market model</span>. International Journal of Lifelong Learning, 27(1), 51-69.</li><li>Eggertson, L. (2006). <span style="font-weight: bold;">The changing face of Canada's public education system.</span> Toronto, ON: The Learning Partnership. 2006.</li><li>English, L. (2009). <span style="font-weight: bold;">Reconceptualising lifelong learning: Feminist interventions. Studies in the Education of Adults</span>, 41(1), 84-86. </li><li>European University Association. (2008). <span style="font-weight: bold;">Europen universities charter on lifelong learning</span>. Brussels, Belgium </li><li>Gouthro, P.A. (2000). <span style="font-weight: bold;">Globalization, Civil Society and the Homeplace</span>. Convergence. Vol. XXXIII, No. 1-2, 57-76.</li><li>Hodkins, A. (2008). <span style="font-weight: bold;">A Critical Analysis of Freirean Pedagogy</span>. Journal of Transformative Education. 6 (4), 302-316</li><li>Maroney, P. (2007). <span style="font-weight: bold;">Continuing Education Leadershiop Matrix: A Model for Practitioners in Higher Education</span>. Canadian Journal of University Continuing Education. 33(1), 66-82. Retrieved October 15, 2009, from <a href="http://www.extension.usask.ca/CJUCE/">http://www.extension.usask.ca/CJUCE/</a></li><li>McLean, S. (2007). <span style="font-weight: bold;">About Us: Expressing the Purpose of University Continuing Education in Canada. Canadian Journal of University Continuing Education.</span> 33 (2), 65-86. Retrieved October 15, 2009, from <a href="http://www.extension.usask.ca/CJUCE/">http://www.extension.usask.ca/CJUCE/</a></li><li>Nesbit, T., Dunlop, C., and Gibson, L. (2007). <span style="font-weight: bold;">Lifelong Learning in Institutions of Higher Education. Canadian Journal of University Continuing Education</span>. 33 (1), 35-60. Retrieved October 15, 2009, from h<a href="http://www.extension.usask.ca/CJUCE/">http://www.extension.usask.ca/CJUCE/</a></li><li>Ontario Council of Vice Presidents. (2005) <span style="font-weight: bold;">Undergraduate Degree Level Expectations. Council of Ontario Universities</span>. Retrieved October 15, 2009, from <a href="http://www.cou.on.ca/">http://www.cou.on.ca/</a></li><li>Organization for Economic Co-operation and Development (OECD), (2003). <span style="font-weight: bold;">Beyond Rhetoric – Adult Learning Policies and Practice</span>s.</li><li>Pearce, S., Hein, H., Donaldson, J. (2007). <span style="font-weight: bold;">A Profile of University Continuing Educators in Canada. Canadian Journal of University Continuing Education.</span> 24 (1), 25-58. 335-351</li><li>Plumb, D. (2009). <span style="font-weight: bold;">Foucault and Lifelong Learning: Governing the Subject. Studies in the Education of Adults</span>, 41(1), 86-88. </li><li>Sloane-Seale (2007), <span style="font-weight: bold;">Praxis Model of Program Planning. Canadian Journal of University Continuing Education</span>. 33 (1), 11-27.</li><li>Walker, J. (2009). <span style="font-weight: bold;">The inclusion and construction of the worthy citizen through lifelong learning: A focus on the oecd. Journal of Education Policy</span>, 24(3), 335.</li><li>Zakos (2006) <span style="font-weight: bold;">Adult Learner Friendly Institutions Canada</span>. First Nations Technical Institute &amp; Human Resources and Social Development Canada. Retrieved October 15, 2009, from <a href="http://www.alfican.ca/">http://www.alfican.ca</a></li></ul><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/2114264525554452530-4931085381110030265?l=lifelonglearningcanada.blogspot.com' alt='' /></div>Giulia Forsythehttp://www.blogger.com/profile/03673238674307583309noreply@blogger.com0