Download - Educational seminar in
Educational seminar in Zürich
Arrangement of the LLL in the Arrangement of the LLL in the Estonian higher education landscape and its influences to academically curriculato academically curricula
Jacques Lucien Jean Delors
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Delors’s 4 pillars of LLL
Delors, J., 1996, Learning: , , 99 , gThe treasure within Report
to UNESCO of the International Commission
Ed ti f th on Education for the Twenty first Century Twenty‐first Century,
UNESCO29/11/2010LLL & built & real estate environment 3
UNESCO
Delors’s 4 pillars of LLL
peacefully resolving conflict, di i th l d
mastering learning tools rather than acquisition of structured knowledge.
discovering other people and their cultures, fostering community capability,
individual competence and Learning to know
Learning to live together, and with
th structured knowledge. individual competence and capacity, economic resilience,
and social inclusion.others
equipping people for the types f k d d d i
education contributing to a ’ l t of work needed now and in
the future including innovation and adaptation of
learning to future work
person’s complete development: mind and
body, intelligence, sensitivity, aesthetic
Learning to do Learning to belearning to future work
environmentssensitivity, aesthetic
appreciation and spirituality
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Delors’s 4 pillars of LLL
peacefully resolving conflict, di i th l d
mastering learning tools rather than acquisition of structured knowledge.
discovering other people and their cultures, fostering community capability,
individual competence and structured knowledge. individual competence and capacity, economic resilience,
and social inclusion.
equipping people for the types f k d d d i
education contributing to a ’ l t of work needed now and in
the future including innovation and adaptation of
learning to future work
person’s complete development: mind and
body, intelligence, sensitivity, aesthetic learning to future work
environmentssensitivity, aesthetic
appreciation and spirituality
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Why two environments – twoin one
NATURENATURE
LAND
REAL ESTATE ARTEFACT
REAL ESTATE ENVIRONMENT
BUILDINGSAND BUILT
ENVIRONMENTSTRUCTURESENVIRONMENT
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Why two environments – twoin one
NATURENATURE
LAND
REAL ESTATE NATRUE + ARTIFACT = ARTEFACT
REAL ESTATE ENVIRONMENTLAND & ESSENTIAL PART ‐ BUILDING
NATRUE + ARTIFACT = ENVIRONMENT
BUILDINGSAND BUILT
ENVIRONMENTSTRUCTURESENVIRONMENT
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4 DRIVERS OF LLL
Political
icalL APPLIED
chno
log
Legal
APPLIED ENVIRONMENT
Tec
Economical
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Market based inputs andoutcomes Competiveness
Better skills
Organizational needs
Better skills
Higher motivation
Organizational needs
Job requirements
E ‐learning
Organizational performanceLLLg
opportunities
Specific problems
outcomes
inputs
outcomes
inputs
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We have to manage some sort of We have to manage some sort of Rubic cubic
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nica
tive
e y eaving
LLL
Social
Commun
Cogn
itive
Crea
tivity
Hea
lthy
l
Learningcompentencies
S C C C H L
DiscussionInterviewInterviewImitationProjectI i iLLL
BIM
InvestigationGroup reflection
LLL tools
Sustainability
Energy efficiency
Mind mapLectures Seminars
Standards & codes
LLLsubjectsLegislation
PM& CM
j
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PM& CMLCCA
nica
tive
e y eaving
Social
Commun
Cogn
itive
Crea
tivity
Hea
lthy
l
Learning
S C C C H L
DiscussionInterviewInterviewImitationProjectI i i
BIM
InvestigationGroup reflection
Sustainability
Energy efficiency
Mind mapLectures Seminars
Standards & codes
Legislation
PM& CM
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PM& CMLCCA
LLL timeline
Age 25‐60< 25 >60g 55
Prelimenarytarget group
Special interesttarget group
Terminal targetgrouptarget group target group group
Risk group for LLL –f t / i ti M lti t di ifi ti
Already prepared for LLL throughout previous studies
future /existing pensioner –
according current policies a growing
Multistage diversification of LLL contingent, as a rule
preparation for LLL is absent
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ppolicies a growing
groupabsent
Lifelong learningg g
Educators are guides to sources of knowledgeEducators are guides to sources of knowledgePeople learn by doingPeople learn in groups and from each otherPeople learn in groups and from each otherAssessment is used to guide learning strategies and to identify pathways for future strategies and to identify pathways for future learning.Educators develop individualized learning Educators develop individualized learning plansEducators are lifelong learners Educators are lifelong learners. People have access to learning opportunities over a lifetimeover a lifetime
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Nancy Merz NordstromNancy Merz Nordstrom(Nordstrom N., 2008, Top 10 ( , , pBenefits of Lifelong L i P bli h d Learning, Published on SelfGrowth.com, United SelfGrowth.com, United States)listed the top 10 benefits of lifelong learning as following:learning as following:
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10) Lifelong learning helps fully develop natural ) g g p y pabilities.
9) Lifelong learning opens the mind.f l l h d8) Lifelong learning creates a curious, hungry mind.
7) Lifelong learning increases our wisdom.6) Lif l l i k th ld b tt l6) Lifelong learning makes the world a better place.5) Lifelong learning helps us to adapt to change.4) Lifelong learning helps us find meaning in our lives4) Lifelong learning helps us find meaning in our lives.3) Lifelong learning keeps us involved as active
contributors to society.contributors to society.2) Lifelong learning helps us make new friends and
establish valuable relationships.1) Lifelong learning leads to an enriching life of self‐
fulfillment
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Paradigm of criticism l i ilearning v.s. earning
If we do like the discourses learn why If we do like the discourses learn why don’t love the discourses “earn” LLL is a tool to achieve better position and fully acquisition on labor marketand fully acquisition on labor market
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LLL for built environmentLLL for built environment
Integrated MSc studies
Professional activity
Continuingprofessionaleducation
Profession awarding
•Higher education standard•Certified curricula•International
h i i
•Entepreuners• Enteprizes•Academically institutions
•Awarding body•Professional qualifications committee
•Awarding body•Professional qualifications committee•Assessment authorization •Assessment committee
hi h d ti (II l l) P f i l i th i 5 years higher education (II level) + Professional experience + authorize by profession awarder professional education + reffered data =
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LLL ‐ two directions approach
• 3 years Bch studies Market professionals
• 2 years MSc studies
Entrepreneurs
Ministries
Professional bodies
Real estate environment
Professional bodies
Other market participants
M k t f i l •5 years integrated studies
Market professionals
Entrepreneurs
MinistriesBuilt environment
Professional bodies
Other market participants
LLL & built & real estate environment 1929/11/2010
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Basic tendencies of LLL Basic tendencies of LLL Back to university – the program and y p gcurricula revaluationTwo different viewsTwo different viewsFurther development of graduates – state
dand governmentFurther development of competencies –entrepreneurship
Two approaches of LLLTwo approaches of LLLHow to teach traineesH t t h lHow to teach learners
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Possible waysyE‐teachingS iSeminarsCourcesDistance courses and subjects
d d d lf dAutodidact and self studies Problem based learning – case studiesProblem based learning case studiesTest and practice in laboratory and in situ
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Contemporary challenge Contemporary challenge
ESF tESF supportErasmus for higher education Leonardo daVinci for vocational education and training gGrundtvig for adult education
F t d f t h f Faster and faster change of requirements Social network – huge variety Modern flow of consciousnessModern flow of consciousness
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Real reason to return to the LLL P ibilit i th A t f Possibility using the Assessment of Previously Supplied Education and Experiencefor professional certificationfor professional certificationprofessional magazines, speaking
d d iengagements, and academic presentationsp
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S i l th k t M AllSpecial thanks to Mrs. Allevfrom Archimedes
Foundation and Mrs. Kikkas from Estonian Kikkas from Estonian
University of Life Sciences
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Corresponding addressesElectronicallyElectronically
[email protected] il ddMail address
Mr. Kaarel Sahki i i f if iEstonian University of Life SciencesKreutzwaldi 5, 51014
TTartuESTONIA
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