What is eucen?
Organisation and Structure
29 October 2018
HELLIN Conference 2018
Transitions: Lifelong Learning and Higher Education
The HELLIN conference in Maynooth University Friday 7 December 2018 will endeavor to ask some difficult questions of the whole landscape of the formal education system and posit an alternative vision through the lens of Lifelong Learning of how things might be better achieved below the surface of mere custom and acceptance of the unreflected assumed norm.
It will ask questions regarding appropriate and meaningful educational interventions at various times along the lifespan continuum. It will consider ‘transitions’ and how these can best be managed to the benefit of the individual and wider society.The idea of flexibility in terms of the student, the system and the culture of HE is key to managing these‘transitions’.
When we consider that the lifetime career is something that many commentators regard as now unattainable to coming generations we must ask how we prepare people to think about Lifelong Learning in terms of not only upskilling for one’s present career, but retraining or indeed redirecting people into a second or even a third career that is more in line with their accumulated lived experience and the wealth of unrecognised knowledge (RPL) that they bring with them as they become older students/learners. How do we accommodate these older learners, or learners with Mental Health or Addiction issues, learners from migrant backgrounds? What kind of advice, guidance and information do people need to make good decisions in relation to their education, career and wellbeing? These are some if the themes that we hope to explore on the day.
The HELLIN conference in Maynooth University Friday 7 December 2018 will endeavor to ask some difficult questions of the whole landscape of the formal education system and posit an alternative vision through the lens of Lifelong Learning of how things might be better achieved below the surface of mere custom and acceptance of the unreflected assumed norm.
It will ask questions regarding appropriate and meaningful educational interventions at various times along the lifespan continuum. It will consider ‘transitions’ and how these can best be managed to the benefit of the individual and wider society.The idea of flexibility in terms of the student, the system and the culture of HE is key to managing these‘transitions’.
When we consider that the lifetime career is something that many commentators regard as now unattainable to coming generations we must ask how we prepare people to think about Lifelong Learning in terms of not only upskilling for one’s present career, but retraining or indeed redirecting people into a second or even a third career that is more in line with their accumulated lived experience and the wealth of unrecognised knowledge (RPL) that they bring with them as they become older students/learners. How do we accommodate these older learners, or learners with Mental Health or Addiction issues, learners from migrant backgrounds? What kind of advice, guidance and information do people need to make good decisions in relation to their education, career and wellbeing? These are some if the themes that we hope to explore on the day.
