|TITLE||Lifelong Learning, Globalisation and the Labour Market|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Arts, Open Communities and Adult Education|
|DESCRIPTION||The initial sessions will focus on different aspects of the relationship between education and the intensification of globalisation. They will explore different facets of this process giving due consideration to the issue of Neoliberalism, the ideology which underpins hegemonic globalisation, and its impact on adult educational policy, with specific reference to ‘employability’ and work opportunities.
The focus will then shift to adult learning in micro-enterprises, so relevant to the Maltese and other international scenes as witnessed by the case studies from northeast Italy and elsewhere that we will peruse. The impact of globalisation on this type of adult learning will be an important theme throughout.
1. to deepen insights into and a nuanced understanding of the different forms of globalisation already broached and discussed during the foundation year, especially in the introductory unit and the unit on adult education and work;
2. to provide an in depth knowledge of lifelong learning and the way it evolved to its current predominantly economistic use and the role it plays in the context of Capitalist re-organisation of work and the economy in the contemporary period;
3. to acquire a critical approach to the theoretical analysis of globalisation and micro-enterprise and lifelong learning, focusing on economic, political and cultural studies;
4. to build a case study of historically contextualized micro-enterprise-based manufacturing economies in northern Italy and Malta and the types of learning processes associated with them, all within the context of hegemonic globalisation.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
1. understand the impact of globalisation on the process of work and on the development of skills and learning programmes required for this purpose;
2. draw on and engage with relevant policy documents provided internationally (EU, OECD) and locally (MEDE);
3. adopt a critical approach to dominant doxa and taken for granted concepts that govern contemporary educational policy making;
4. understand the way dominant policy discourse is critically appropriated to accommodate different ends;
5. understanding of terms, concepts and principles associated with the multiple areas involved;
6. compare adult learning, in the context of globalisation, in different contexts;
7. evaluate empirical research concerning the areas of gloablisation, micro-enterprises and lifelong learning.
By the end of the study-unit the student will be able to:
1. draw on different policy discourses and detect their ideological and theoretical underpinnings;
2. marshal an argument around the subject drawing on and engaging critically with a whole corpus of literature;
3. contribute to the local debate around the current and, in future, revised national lifelong learning strategies;
4. analyse by breaking things down (economic subject-matter) into their elements (social relations, technical, organisational etc);
5. synthesise by creating something new using ideas to create others by relating knowledge from several areas;
6. formulate theoretical explanations of given facts or documents (e.g. policy);
7. describe and critically appraise, by means of an in depth essay, the ways in which know-how is shared in an industrial district or in another networks, knowledge sharing being a key component of adult learning.
Main Text/s and any supplementary readings:
- Brown, M and Mayo, P (2016) In Briguglio, M. and Brown, M. (Eds.). Sociology of the Maltese Islands , Malta: Malta.
- Carnoy, M (1999) Globalisation. What Planners ought to Know, Paris: UNESCO (available open access pdf)
- Green, A (2006) 'Models of lifelong learning and the knowledge economy/society in Europe: what regional patterns are emerging?' in M. Kuhn and R.G. Sultana (Eds) Homo Sapiens Europaeus? Creating the European Learning Citizen. New York: Peter Lang.
- Livingstone, DW (2013) ‘The Learning Society. Past, present and Future. In Mayo, P (Ed.). Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Wain, K (2004) The Learning Society in a postmodern world. The education crisis, New York: Peter Lang.
- Bauman, Z (2013) Learning to Walk on Quicksand. Lifelong Learning and Liquid Life. In Mayo, P (Ed.). Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Borg, C and Mayo, P (2005), ‘The EU Memorandum on Lifelong Learning. Old Wine in New Bottles?’ in Globalisation, Societies and Education, Vol.3, No. 2. (available as a chapter in Borg, C and Mayo P 2006 Learning and Social Difference, Boulder Colorado: Paradigm).
- Borg C and Mayo, P (2013) The Impact of Globalisation on European Adult Education with special reference to Southern Europe. In Mayo, P (Ed.). Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Mayo, P, Pace, P. J and Zammit, E (2010), ‘Adult Continuing Education in Small States: The Case of Malta’ in Mayo, P ( Ed.) Education in Small States. Global Imperatives, Regional Initiatives and Local Dilemmas, London and new York: Routledge.
- Torres, C.A and Morrow, R. A (2000) ‘The State, Globalization and Educational Policy,’ in Burbules, N.C and Torres, C.A. (Eds.) Globalization and Education: Critical Perspectives, New York and London: Routledge.
- Torres, R. M (2013) Youth & Adult Education and Lifelong Learning. In Mayo, P (Ed.). Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Walters, S (Ed.) (1997), The Globalisation of Adult Education and Training, London: Zed Books.
- Belussi, F., Pilotti, Sedita S. R (2006) Learning at the boundaries for industrial districts between exploitation of local resources and exploration of global knowledge flows. ‘Marco Fanno’ working paper n.33. Retrieved April 8 2013 http://www.economia.unipd.it/sites/decon.unipd.it/files/20060033.pdf
- Bourdieu, P (2005) The forms of capital. In S.J. Ball (Ed.) The RoutledgeFalmer Reader in Sociology of Education (pp. 15-29) London and New York: Routledge/Falmer.
- Camufo, A and Grandinetti, R (2011) Italian industrial districts as cognitive systems: Are they still reproducible? Entrepreneurship and Regional Development, 23:9-10, pp. 815-852.
- Hadjimichalis, C (2006) The end of Third Italy as we knew it? Antipode, 38/1 January, pp. 82-106 Retrieved February 2, 2007 from http://www.blackwell-synergy.com/doi/pdf
- Jessop, B (2003) Postfordism and the State. In A. Amin (Ed.) Postfordism. A reader (pp. 251-279), Oxford UK: Blackwell.
- Landri, P and Maddaloni, D (2007) A ‘blurred’ object. The Italian discourses on the concept of the Learning Society. In M. Kuhn (Ed.) New society models for a new millennium: the learning society in Europe and beyond (pp. 119-116), New York: Peter Lang.
- Vella, M (2012) Forgetting Industry: The scarce and selective visibility of Malta’s industrial experience in the field of vision of Maltese sociology. In J. Chircop (E.), Revisiting labour history (pp. 175-254), Malta: Horizons.
Other Supplementary readings to be placed on VLE.
|METHOD OF ASSESSMENT||
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.