Can Adult Education be a means for promoting 'Happiness' through quality learning?
Can Adult Education be a means for promoting 'Happiness' through quality learning?
Sustainable happiness is happiness that contributes to individual,
community and/or global well-being without exploiting other people, the
environment or future generations. (O’Brien, 2005)
Adult learning is often portrayed as being essential in order to keep up with changes at the workplace. Such changes create the context for the provision of flexible pathways to skills acquisition and personalized career pathing. Adult learning is here valued for its ability to address challenges facing the workforce, such as skills gaps, employee diversity and talent retention, and is considered a must to succeed in a constantly changing world of work. Yet this creates a very skewed perception of the potential of adult learning, in that it portrays it as being instrumental to work demands, rather than the actual fulfilment of learners. What about the potential of adult learning in engaging people in tasks that provide them with fulfilment, energy, happiness and what Csikszentmihalyi termed as “flow”?
Details of the online discussion: 11 July 2018 | 10:00 CET | Dr Vincent Caruana
This online discussion will consider three questions (1.5 hours per question):
Question 1: From your experience what is the link between adult learning and wellbeing and happiness? How is lifelong learning connected with the pursuit of happiness?
Question 2: “As lifelong learning is increasingly commodified in the global marketplace, learning has become more of an individual goal and responsibility”. (Gouthro, 2006). To what extent does the emphasis of linking educational initiatives with potential financial gain impact on the pursuit of happiness? Negatively? Positively? Otherwise? Does this create a skew towards individual success as opposed to developing community-based learning initiatives?
Question 3: What is the role of adult educators in thinking through and taking up with our learners complex issues connected with the pursuit of happiness? How can one affirm the role of adult education as linked to the good life within communities and broader social goals in face of the increasing influence of the marketplace?
Σχόλιο
A Guidebook for Happy Learning in Nature
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Izglītība un zināšanas ir vienas no galvenajām cilvēka vērtībām.
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Happines (1 question)
Visu dzīvi mācoties mēs atklājam un uzzinām kaut ko jaunu. Ja cilvēks nejūtas laimīgs ar to ko nodarbojas, manuprāt, tad mācīšanās tiešā veidā saistās ar laimes meklējumiem, jo cilvēks mācās, lai būtu tur kur vēlas būt un justos laimīgs, apmierināts. Protams, ne vienmēr cilvēks visu mūžu mācās lai justos laimīgs, iespējams vēlas paplašināt savu redzesloku, bagātināt pieredzi, un jau bez šīm lietām viņš var justies laimīgs.
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Thank you
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Happiness and adult education
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Personalised and lifelong learning
The satisfaction of having achieved a goal you have challenged yourself to achieve is great for any learner, yet I believe that it is greater in the case of adult learners. From my experience, I feel that the skill of personalised learning is one of the greater skills we can impart to our adult students. It is indeed the keys to ‘happiness’ since we are giving them the skills to pursue their learning at their own pace leading to the personal satisfaction that they have managed to acquire the knowledge through self-taught.
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Thank you!
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Thank you!
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Thank you
"Anyone who keeps learning, stays young."Henry Ford
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Let's not be afraid of happiness...
Learning is always a hard job, process that take time and effort. Happiness in more side effect than an outcome of a process but in a country like Slovenia which is among 10 world countries if we consider suicides, happiness should be consider very seriously. Actually there is a document Vison of Slovenia in 2050 and one of the premises is: “In 2050, Slovenians are a happy people.!«
More on:
https://slovenija2050.si/wp-content/uploads/2017/01/Vizija-Slovenije-ENG.pdf
Least but not last I would like to thank you initiated such an interesting theme for discussion. I do often, while motivating potential participants to join adult education use that fact that participating in lifelong learning ensure longer, healthier and better life. I strongly belive in our centre's statement “Knowledge improves life!”
Brigita Kruder, EPALE ambassador
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Latvian experience
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Support
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Happiness
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Re: Happiness
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Fabulous!
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Anwsering the second question
http://eckiw-roskosz.ohp.pl/szkolenie-w-zakresie-nabywania-umiejetnosci-w-zawodach-ginacych-w-zawodzie-piekarz-cukiernik/
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Re: Answering the second question
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The role of adult educators...
Adult educators are crucial in process of informing, counselling and providing learning activities. Their personal perception of adult learning, affirmation for learning in general and life experiences have huge (but sometimes hidden) impact on their work. Adult educator in usually a person who has some social science professional expertise, and not necessary strong conviction and practical knowledge in lifelong learning competences. Social goals, national priorities, free classes or courses are kind of signpost of marketplace and global, social/national goals. Any participation in adult education, no matter what and where, as long as quality in assured is better than none.
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Question 3
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Pursuit of happiness through
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re: Pursuit of happiness through
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Right, and what is
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Something valuable
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Addressing Q3-We need to provide guidance
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Agree
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The confidence
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Equilibirum between personal success and community progress
Nowadays is impossible to ignore how skills development is important to get and maintain employability.
Education and training must therefore prepare people to be more competitive and to be ready to the labor market changes.
But education and training providers must not forget that if it is necessary for people to be more competitive and have distinctive competences it is also necessary that they be able to work as a team, to collaborate for a common purpose and to share objectives and a shared vision by a community.
In the scope of a new industrial era (Industry 4.0) these social and soft skills are considered crucial and sometimes even more relevant than hard skills, especially to maintain people in jobs that change too rapidly.
So, we believe lifelong learning strategies are successful if they can achieve equilibrium between the competences that promote personal success and those that allow a community to progress as a whole.
In Portugal, in the adult education and training courses, the reconciliation of these two dimensions is worked through a transversal activity to the curriculum called "themes of life". The theme worked out is often chosen by the class and should have an impact and relevance to the community life. This theme allows class to develop skills related to the working group and to promote the commitment of all with the accomplishment of something that could benefit the community.
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re: Equilibirum between personal success and community progress
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Adressing Q2-Self fulfilment and financial gain at the same time
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Question 2
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Community-based learning project
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adult learning and happiness
Dear all,
As a representative of the portuguese NSS but also as an institution that works directly with VET at the policy level, this is ANQEP's perspective on the subject.
According the report “How’s Life in 2017?” from OECD, there is a connection between well-being and happiness and education. Education is a tool to achieve a better position in well-being index. That’s why education is one of the aspects considered in this report.
The 2017 edition shows how inequalities harm well-being perception. In 2017, in all OECD countries, in general, inequalities have many faces and they interact creating disadvantages. One of those faces is related to school attendance. People with lower qualifications are less likely to have access to life opportunities and skills that enable them to be healthier, to obtain better jobs, to provide better living conditions for their children and even to rely on public institutions. Inequalities are bigger for migrants not only in schooling attendance but also in conditions to use theirs skills. This reports advance that “in several cases, migrants are also unable to make the most of the skills that they bring with them: almost 30% of migrants with a tertiary degree are overqualified for their jobs, compared to 20% of the native-born. In addition to poorer working conditions migrants also face poorer living conditions: 1 in 4 migrants report being exposed to air and noise pollution in the area where they live, compared to 1 in 5 of their native-born peers; and 41% of migrants live in sub-standard or overcrowded housing, compared to 27% of the native-born. Migrants also report worse health, lower social support, and lower subjective well-being than the native-born in most OECD countries assessed.
Specifically considering the situation in Portugal and the educational features, this report says that the country’s performance is mixed: “while only 47% of working-age adults have attained at least an upper secondary education, among the lowest in the OECD, students’ cognitive skills at age 15 are above the OECD average level”. So, Portugal still needs to improve conditions to promote adult education, so people can get a better well-being perception.
Indeed, the same conclusion was described by other recent study from OECD, untitled “Skills strategy implementation: Guidance for Portugal”. This study shows that raising skills is critical to Portugal’s economic success and social well-being.
The study “Word happiness report 2018” also highlights the need for Portugal to improve with regard to the perception of well-being. Worldwide, Portugal is ranked 77th out of 156 countries, despite having risen 12 places compared to 2016. In terms of Europe, Portugal appears to be the fourth least happy country.
Therefore, the investment Portugal needs to do in adult education is big and justifies the importance of a new Governmental Program - Qualifica Program – target to adults without upper secondary education. This program combines training with process to recognition, validate and certificate prior learning.- Εισέλθετε στο σύστημα ή εγγραφείτε για να υποβάλετε σχόλια
Re: adult learning and happiness
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Having seen wonderful
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Wisdom
All the best
Maria Idźkowska - Poland, employee of Voluntary Labor Corps from Warszawa (I take care of young adults and labour market for them)
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On Wisdom
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Thank You, but...
I would like to ask You, if education is necessary to become wise? How do we know if we or others have wisdom?
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LANUAGE LEARNING AND HAPPINESS
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To be seen can increase happiness - the power of AE
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To be seen can increase happiness - the power of AE
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Hi everyone,My name is Monika
My name is Monika Schmeichel-Zarzeczna, I am a librarian and EPLAE ambassador in Poland.
At the beginning of this discussion, I would like to quote a quote that accompanies me very often:
„Education is no longer confined to a particular age, that is, only a part of life; co-existent throughout its length, it represents an attitude and a dimension of life. It is an attitude enabling us to keep in touch with realities and not simply a preparation for work and responsibilities.”
René Maheu
In this context, learning is presented as a value that allows us to adapt to the changing world. Understanding the surrounding reality makes us feel safe, and only a person who feels safe can grow and be happy. Learning helps us to develop our ability and get the best out of life.
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One young men - worker told me...
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Re: One young men - worker told me...
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Learning to live together and
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Of course it is needed :)I am
I am glad that more and more people see this. As an employee of the library, I work with various age groups - with children, young people, parents and seniors. Each of these groups has different educational needs, but one thing remains common. I mean building a community based on the desire to learn new things. I see this especially in adult groups. Participation in the activities designed for them in the library (eg computer courses or guide workshops) allows them not only to develop yourself, but also to establish new relationships. This is another dimension of education that gives us happiness :)
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'...only a person who feels
'...only a person who feels safe can grow and be happy'I totally agree with you! Lifelong learning is, in fact, the key for security and a sense of achievement for any learner. As a person matures his motivation to learn is grows and develops (Knowles 1984) and it is here that we, as adult trainers step in to support and guide such learners.
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Adult Education and Hapiness
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Adult Education and Happiness
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Philosopher's view
Dear all, I would like to contribute by quoting Finnish philosopher Frank Martela. In Blue Wing Magazine he writes:
"A balanced combination of self-expression and the ability to support others produces both wellbeing and meaningfulness".
"Happiness is what happens when you are busy doing meaningful things."
I would say, that this is very true in adult learning, which certainly is a way to develop and realise yourself!
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Joy and knowledge – the result of Mammadaba Masterclass