“ Much adult education will never know itself as such, and will be recognized only by leaders and teachers of real insight. It will go on in clubs, churches, cinemas, theatres, concert rooms, trade unions, political societies, and in homes of the people where there are books, newspapers, music, wireless sets, workshops, gardens and groups of friends”
The possibility of accreditation and recognition of academic or non-academic knowledge learned in non-academic environments or not forming part of academic studies in academic environments whether from past or current experience or from future studies
Using lifeplace environments for learning and the techniques, resources and tools for study within these environments.
“ Formal learning tales place in education and training institutions leading to recognised diplomas and qualifications
Non –formal learning takes place alongside the mainstream systems of education and training and does not typically lead to formal certification, e.g. learning and training activities undertaken in the workplace, voluntary sector or trade union and through community-based learning
Informal learning is experiential learning and takes place through life and work experiences. It is often unintentional learning. The learner may not recognise at the time of the experience that it contributed to the development of their skills and knowledge. This recognition may only happen retrospectively through the RPL process, unless the experiences take place as part of a planned experiential or work –based learning programme.” (SCQF)
Yeaxlee ( 1929) says learning in adulthood needs to be prepared for right from the start of our learning careers particularly encouragement of continuous education in primary and secondary education
“… adult education … is as inseparable from normal living as food and physical exercise. Life, to be vivid , and strong, and creative, demands constant reflection upon experience, … while work and leisure are blended in perfect exercise of ‘body, mind and spirit, personality attaining completion in society”.
Society must recognise the value of this and that this learning can be recognised in a formal manner at an appropriate level.
Who dictates that what academia holds out as valuable is more valuable than everyday life knowledge, that motherhood knowledge is not worthy of formal recognition or less valuable than engineering, that what is learned through experience in the home is less valuable than what one learns at college, or that taught learning is more valuable than self-taught .
Extensive literature searches reveal no major studies relating to formalisation of learning in the lifeplace or accreditation of the knowledge gained from previous, current or future life-based study.
Lifeplace learning represents learning and knowledge which derives from the motivation and interest of the learner and involves learning through learner negotiation with the educator.
Lifeplace learning is integral to everyday living environments and hence the blend of explicit and tacit knowledge combined with knowledge based skills will complement and underpin global society alongside that achieved by conventional on-campus learning
There is a variety of activities that the person is involved in which all involve learning and therefore knowledge creation, some of which is from formal learning activities, some from informal, some which is conscious, some subconscious, some tacit and some explicit.
The education systems that we currently have put the emphasis on the formal, explicit, conscious learning done it a formal on-campus or formal off-campus environment
Lifeplace learning captures the ‘other’ knowledge; sub-conscious nor normally accepted as valuable learning and the conscious, tacit which is not usually accredited.
This is life knowledge, that we gain through experience and practice, that we choose to learn for interest or need to learn to carry out life activities.