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Assignment 2
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The young-old as 21st century educators: whose
power is it?
Jocelyn MacKay
Michelle Camilleri
An “expansive” pyramid A “constrictive” pyramid
Unrealised potential?
• “It is therefore important that all institutions respond properly to the economic requirements of the Nation. Likewise, it is important that they also respond to the increasing demands of both the young and adults for more and better opportunities of post secondary, vocational and tertiary education. The short ‘shelf life’ of knowledge, skills and occupations results in the growing importance of continuing education and of regularly updating individual capacities and qualifications.”
(Ministry for Social Policy ? Exact ref)
Indeed … unrealised potential!• “The core message … is that the population
ageing can lead to a disaster or it can become an opportunity but it all depends on how well ageing societies prepare for it.”
(Zaidi 2008)
• Yet Learning does not feature as a key area for the development of public policy:
1. Pension policy2. Health and long-term care policy3. Employment policy4. Migration and integration policy5. Infrastructure development
“We don’t stop playing because we grow old,…
we grow old because we stop playing!”George Bernard Shaw
A View of a 21st Century learner
Wealth of Technologies
Exponential Growth
Exponential Growth
Feb 2005 8.0 million
Jan 2006 27.2 million
The emergence of lifelong learning• Childhood to adult to lifelong• The few to the many• Education and training to learning• Teacher-centred to student-centred• Single-discipline to multi-disciplinary knowledge
to integrated knowledge• Theoretical to practical• Rote learning to reflective learning• Knowledge as truth to knowledge as
relative/information/narrative/discourse• Welfare provision to market demand• Face-to-face to distance to e-learning
(Jarvis, Holford and Griffin 2003)
Nameless, faceless learners
Evolving learning theories
Jarvis’ human learning theory (2004) – ” people are learning for as long as they are living.”
21 Century Educator
21st Century educators
• .
Dame Marie Clay Developed and taught early reading intervention in NZ. Aged 75
Jack Shallcrass.
Victoria University
A teacher for more than 55 years
Dr. Peter Jarvis
Prof. For Continuing Education. Surrey
Taught at British Open University for 30 years
????
Learning Efficiencies
60 + and still productive
Power
ReferencesBrowne, S.& MacKay, J (2009). Characteristics of a 21 Century Teacher
Dawson, R. (2007). Trends in Living Networks.http://www.rossdawsonblog.com/weblog/archives/2007/05/launching_the_html
Wenmoth, D. (2006). Take the DNI Test, Digital Native Index. Picton Conference
National Statistics Office, Malta (2008) Demographic Review 2007, (Ref)
Korenjak-Cerne, S., Kejžar, N., and Batagelj, V. (2008) Clustering of Population Pyramids, Informatica, 32: 157–167. (exact ref)
The Maltese Pensions System: An Analysis of the Current System and Options for Reform, World Bank, March 2004 (exact ref)
Active age (2008) Exercise and Ageing, (? Exact ref!!)
Zaidi, A. (2008) Features and Challenges of Population Ageing: The European Perspective , Policy Brief is derived from the presentation made at the Social and Economic Council of Spain (CONSEJO ECONOMICO Y SOCIAL, CES, Madrid), as their keynote speaker in the conference “Ageing of Population European Centre for Social Welfare Policy and Research (exact ref)
Bauman, Z. (2005). Liquid life. Cambridge: Polity Press.
Jarvis, P., Holford, J. & Griffin, C. (2003). The theory and practice of learning (2nd edition). London: Kogan Page.
Jarvis, P. (2006). Towards a comprehensive theory of human learning. London: Routledge.
• Citizens of the 21 century use many and varied information technologies to engage, be informed and entertained. These technologies are often regarded as the domain of youth. However, with increasing aging populations in the developed and developing countries, how do the young-old factor into this technological world? Are they able to embrace the same technologies to learn and become productive? If various technologies are readily available to the young-old, then would they be able to harness the technology to once again become active participants, self educators, politically active and involved in learning communities, and in so doing, influence society. With this vision, educators play a crucial role in balancing the power in people.
