LIFELONG LEARNING IN APPLIED FIELDS (LLAF) TEMPUS FUNDED CONSORTIUM - PROMOTING CURRICULUM REFORM IN TEACHERS' EDUCATION
Educational practice is continually subjected to renewal needs, due mainly to the growing proportion of information communication technology, globalization of education, and the pursuit of quality. These types of renewal needs require developing updated instructional practices that put a premium on adaptability to the emerging requirements of present society, such as cooperation skills, and the ability to critically select, acquire and use knowledge. However, the Israeli university instruction is criticized for not coping with these new challenges, while continuing to exemplify the traditional instruction, based on objectivist philosophical assumptions.
In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is collaborating to create a curricular reform for lifelong learning (LLL) in teachers' education, health care and other applied fields. This project was launched December 2013 and aims to achieve its objectives by developing and piloting models for training students in LLL and promoting meaningful learning activities in teachers' education that could integrate knowledge with the personal transferable skills.
LLAF has created a practical guide for teachers containing updated pedagogical strategies based on the constructivist approach for learning, arranged along Delors’ (1996) four theoretical ‘pillars’ of education for the future:
1. Learning to know - mastering learning tools rather than acquisition of structured knowledge.
2. Learning to do – equipping people for the types of work needed now and in the future including innovation and adaptation of learning to future work environments.
3. Learning to live together, and with others – peacefully resolving conflict, discovering other people and their cultures, fostering community capability, individual competence and capacity, economic resilience, and social inclusion.
4. Learning to be – education contributing to a person’s complete development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality.
Teachers' educators will be able to choose from a myriad of different strategies to embed in their current curriculum with the goal of promoting LLL. This presentation will introduce the four pillar framework, several strategies and examples pertinent to teachers' education will be presented.