No yoga for Eric: lifelong learning from a small firm's perspective

An emphasis on lifelong learning as a route to economic competitive advantage forms the basis for current governmental policies directed at both firms and individuals. Since small firms are seen as vital for economic growth and development, this sector is a major target for lifelong learning based programmes. However, the views of those in this sector on lifelong learning are less well known. This study of 128 small firms explored the views of owner managers and key staff in these firms about lifelong learning. Despite the hype, owner managers still seemed unsure about the concept, showing the same resistance to embracing learning for all staff seen in earlier studies. However, whilst not recognizing its value for their company to achieve business needs, it was described as important in their own lives, particularly to achieve personal rather than business aims. Examples were also given of transfer of ideas and skills from leisure to work environments. Staff designated as ‘key’ by their managers saw learning as a continuous process, vital for their own future development. These staff had been the main participants of formalized firm learning and had also taken part in learning outside work for personal development. Further research would be needed to identity whether non-preferred staff shares this positive view of learning.     

Lifelong learning to reduce domestic violence

The purpose of this paper is to identify domestic violence as a social problem, provide background information concerning domestic violence, identify strategies related to adult education currently being used to address the problem of domestic violence and examine the philosophical underpinnings of the programmes. Domestic violence is not only a legal problem, but represents a substantial public health issue and is one of the most overlooked social problems of today. As a result of increased public awareness concerning domestic violence in the late 1980s, there have been many changes in laws and training. Educational programmes have been established for both offenders and public officials who may come in contact with the victims. These programmes range from those based on behaviourist philosophy to those on humanist philosophy and are offered by the courts, community agencies, health care providers and in the workplace. Programmes to reduce domestic violence and efforts of multiple social institutions illustrate the use of adult education as a catalyst for social change.     

Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.     

The developing educator: from novice to expert in Agricultural Education

Summary

The paper raises questions about how inexperienced lecturers (whether initially trained or untrained) develop a mastery of skills within their chosen profession. To do this, an analysis of what constitutes ‘mastery’ is needed. This is borrowed from the work of Schon (1983 and 1987) on the reflective practitioner, and of the Dreyfus brothers (1986) on human intuition and expertise. The paper next reports the results and tentative conclusions of a small-scale study in May–June 1996 of how long it has taken for 20 agricultural educators in six British Colleges of Agriculture to have developed their skills from their teaching experience, and their perceptions of the influences which have facilitated or inhibited that process.     

Museums and the gifted

The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted.