A presentation arising from a participative workshop at the Teaching Council of Ireland Feilte 2014 at the RDS Dublin. The slides present the attendees view of what should be the model relationship as the learner progresses through lifelong and lifewide further education and training.

1. Feilte 2014
Talking about teaching: tearing down the walls
90 Minute Workshop Title:
A model relationship in further education training
Michael Kenny, M.Agr.Sc, PGDHE, MIITD,
Lecturer, Department of Adult & Community Education, Maynooth University (Ollscoil na hÉireann Má Nuad)
http://www.nuim.ie/adult-and-community-education
Programme Director: Higher Diploma in Further Education https://www.nuim.ie/study-maynooth/postgraduate-studies/
courses/higher-diploma-further-education

2. The REGIONAL Maynooth University
Team delivered a 90 Minute
Workshop Titled:
A model relationship in further
education training (FET)
See programme following

4. The workshop firstly engaged the attendees to
consider what is the school:
And 2nd who is the learner?

5.  The workshop examined the notion of

6. Workshop examined
the journey of lifelong
and lifewide learning.
The participants in
the workshop used in
A3 sheet with a
diagram (depicted on
this page) to collect
comments on A model
relationship in
further education
training (FET)
The
comments
from the
participants
are
presented
following

7.  The journey of learning should be needs led
and learner centred rather than being linear.
 The journey of learning should be
constructed around a community hub with an
emphasis on collaborative learning.
 Multiple intelligences and different learning
styles need to be accommodated within the
journey of learning.

8.  It is possible to have smaller learning groups
if we use peer learning.
 Training and education should be integrated
with combined teachers and trainers.
 Learning should be underpinned by self
development, metacognition, and critical
thinking.

9.  Education should be flexible and responsive
to learning needs.
 Need for greater emphasis on the qualitative
aspects of learning
 The middle, i.e. second level education, is out
of sync with whole-of-life learning.
 Education is for the total person.

10.  The learning Is presently disjointed.
 There is an increasingly important question:
Education for what?
 Overemphasis in further education and
training on preparation for jobs.

11.  The REGIONAL EU project is conducting
comparative analysis on policy making
methodologies in adult learning.
 For this workshop if we look at the most
recent policy document on adult learning,
White Paper on Adult Education – Learning for
Life (2000) what does it say that reflects the
above comments (3 quotes).

12.  lifelong learning is an:- "….All purposeful
learning activity, whether formal or informal,
undertaken on an ongoing basis with the aim
of improving knowledge, skills and
competence." (White Paper on Adult
Education – Learning for Life, 2000, p.56)

13.  Real commitment to a strategy of lifelong
learning raises fundamental questions about
the nature of learning and the validation of
such learning. The "lifewide" nature of
lifelong learning accepts the reality of
learning in a multiplicity of sites and through
multiple sources. (Learning for Life, 2000,
p.154).

14.  The White Paper on Adult Education –
Learning for Life (2000) highlights that “ …
many workers in the community and
voluntary sector with expertise and
experience in this area but who lack the
professional recognition of a formal
qualification”.

15. Work
sheet
used in
the
workshop

16. Feilte 2014
A model relationship in further education training
Thank you for the input of those who attended
END