Pierre Caspar: Training Networks and the Changing Organization of Professional Learning

COURSE: WORK AND LEARNING

FORUM: The future of work and education

TOPICS: Pierre Caspar, cognitive learning society, E.U., active citizenship, motivation

Pierre Caspar: Training Networks and the Changing Organization of Professional Learning (link to Itslearning)

The article examines the issue of life-long learning and reminds us that training will have to take into account the changing conditions in today’s word: training is designed in a different way; training is implemented in a different way, and in new spaces; training needs to be implemented and managed differently.

I was particularly interested in its application to the development of lifelong learning policies in the E.U. and the establishment of a cognitive (or learning) society that will promote active citizenship. Active citizenship also appears in a citation in the ILO chapter where, according to the EU Memorandum on lifelong learning, active citizenship is about how “people participate in all spheres of economic and social life, the chances and risks they face in trying to do so, and the extent to which they feel that they belong to, and have a fair say in, the society in which they live”. Raffe (2003) defines it as follows: “In the words of the European Commission’s memorandum on Lifelong Learning, ‘Living and working in the knowledge society calls for active citizens who are self-motivated to pursue their own personal and professional development’ (European Commission, 2000, p. 17). Active citizenship is promoted through the processes of education, by letting young people own and manage their educational biographies, as well as through its formal content” (Raffe, p. 13).

In such context, Caspar envisions a society where “learning is a natural process, where everyone is potentially teaching and learning” (p. 111).

On the other hand, each individual’s personal commitment is pivotal to the success of such ambitious program. (p. 113) This was also affirmed in other articles examined in this course.

However, I can see that in this model of lifelong learning a gulf could develop between active participants and those who are – for whatever reason – not participating, or are even excluded from participation. I believe that the affordances made to all need to be accessible to people who may be currently marginalized and not fully integrated in the complex system of formal education and work formation.

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