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Organic Learning
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This title has been withdrawn from general circulation, but we recognise it as still having some value to researchers and academics, as well as practitioners who wish to see how policy and practice have developed over the years. |
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The government’s Learning and Skills agenda presents both threats and opportunities. It is possible, with the new structures, that a centrist, top-down, elitist education and training agenda will re-emerge. This NIACE policy discussion paper suggests that there is much to learn from the mutual and co-operative movement which could encourage more devolved, integrated and community-based approaches to learning provision. Such ‘organic’ learning, it is argued, offers a resource to achieve the major transformation which government requires in lifelong learning.
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Contents
| The argument | |
| Introduction | |
| Chapter 1 | A moment for democratic inclusion |
| Chapter 2 | Co-operative and mutual enterprises |
| Chapter 3 | The 'great tradition', including everyone |
| Chapter 4 | Top-down, from the Learning & Council? |
| Chapter 5 | Organic learning: uses and definitions |
| Chapter 6 | Organic learning: opportunities |
| Chapter 7 | Mutuality works and Oxfordshire |
| Chapter 8 | Proposals for action |
| Conclusion |
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