7. 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)
8. 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 policy
2. Health and long-term care policy
3. Employment policy
4. Migration and integration policy
5. Infrastructure development
9. “We don’t stop playing because we grow old,…
we grow old because we stop playing!”
George Bernard Shaw
15. 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)
19. 21st Century educators
• .
Dame Marie Clay
Developed and taught
early reading
intervention in NZ. Jack Shallcrass.
Aged 75 Victoria University
Dr. Peter Jarvis
A teacher for more
than 55 years Prof. For
Continuing
Education. Surrey ????
Taught at British
Open University
for 30 years
24. References
Browne, 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.
25. • 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.
