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Summative Working papers
Collected Working papers
Working Paper 1
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The first Working paper from the Learning Lives project from Leeds
analyses the patterns of adult engagement with formal learning, the reasons for
that engagement, and its significance in people's lives. |
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Working Paper from Leeds
The way that engagement seems to occur over lengthy periods of time, involving several different courses. Engagement with adult formal learning
can be for a wider variety of reasons, but is often associated with
significant life changes. Engagement with formal learning is intertwined
with informal learning, which can take place in all or any aspects of a
person's life. For a small but significant minority of people, engaging
in formal learning has become a key part of their live and identity.
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pdf-format. |
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Working Paper 2
The second Working paper from the Learning Lives project has been
published. This working paper uses data from six waves of the British
Household Panel Survey (1998-2003) to examine the extent and distribution
over time of participation in formal part time education or training in the
four UK nations in relation to class, gender, place of
learning, age and disability. |
Working Paper from Exeter (Survey)
Apart from evidencing a steep upturn in the take-up of home-based learning
amongst women, a persistent finding was how little had changed in patterns
of participation over time. Although levels of participation differed
across the four home nations, each showed similar patterns along gender
and class lines. Those who were officially classified as disabled and those
who classified themselves as disabled were less likely to participate
although there was a suggestion of an upward trend in levels of
participation amongst men officially classified as disabled.
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pdf-format. |
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Working Paper 3
The third Working paper from the Learning Lives project has been
published. This paper focuses on the ways in which people's work, identities
and agency are interwoven, and on the ways in which this then shapes their
orientations towards learning, as well as the ways in which learning helps
to form identities, agency and employment-related capabilities. Our
interview data provide examples of the ways in which people experience
structural change in the economy, as well as of the continuing legacy of
inherited structures, such as class and patriarchy, and of the ways in which
people actively negotiate their way through the structural constraints that
they encounter. |
Working Paper from Stirling
For many people, initial moves into employment are still the most important
single transition that most working people experience. Nevertheless, they
bring existing views of learning to bear on their lives in the workplace.
Other work-related transitions such as changes of job or changes in role
evidently involve people in new and often intense learning episodes, but the
paper shows that employer support - symbolic and interpersonal as much as
financial - can be critical in persuading people to enter and remain in
organised education and training activities. And despite the strength of
individualising tendencies in the new economy, collective senses of self and
agency are still to be seen in today's working lives.
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pdf-format. |
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Working Paper 4
The fourth Working paper from the Learning Lives project has been
published.
Working Paper from Brighton
This paper explores how the 'original' spaces we inhabit,
the spaces we are familiar with and initially know as home, may impact on
our identity projects, providing frameworks within which we are able to 'travel'
and beyond which we may find it difficult to go. Drawing on examples from a
larger data set of life histories collected as part of the Learning Lives
Project, we suggest that where our places of origin are familiar but insecure,
the ensuing estrangement from 'home' provides an impetus for change and learning.
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pdf-format. |
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Working Paper 5
The fifth Working paper from the Learning Lives project has been
published.
Working Paper from Exeter
The question of agency "the ability to exert control over one's life"
plays a central role in the Learning Lives Project. Generally we are
interested in the relationship between agency and learning, both in order
to understand in what ways learning might support agency, and to
understand how learning might follow from being agentic. This working
paper provides a systematic review of literature on agency and proposes a
way to conceptualise and theorise agency. It also suggests an approach for
researching agency in the lifecourse and provides an example of such an
analysis.
Download the full paper in
pdf-format. |
| Working Paper 6
The sixth Working paper from the Learning Lives project has been
published.
Working Paper from Leeds
'A new Learning Lives Working Paper has identified a group of adult
learners for whom the process of learning is an important part of their
identity. For some, this identity as a learner has lasted all their
life to date. For others, this learner identity has developed more
recently, after a life-changing transition. For all the group, informal
learning is very important. In four out of the five, this is integrated
with formal learning, on courses at school, university and adult
learning centres. At least for these people, the process of learning is
inseparavble from the outcomes.'
Download the full paper in pdf-format.
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| Working Paper 7
The seventh Working paper from the Learning Lives project has been
published.
Working Paper from Exeter
One of the more intriguing findings from the interviews we conducted with adults from a wide range of different backgrounds and ages and stages of life is that they have relatively little to say about the meaning and impact of formal education when asked to talk about their life. Similarly, many participants find it difficult to articulate what they have learned from their life. Nonetheless, the life-stories told by our participants provide abundant evidence that people have learned from their lives and do learn from their lives and that their learning has had an impact on the ways in which they cope with important life-events. This raises an important question. If lifelong learning is more than the acquisition of qualifications through participation in formal education; if, in other words, an important aspect of lifelong learning has to do with the ways in which people learn from their lives and, through this, learn for their lives, then we must ask what opportunities people have to engage in such processes of ‘biographical learning’. In this working paper we review literature on biographical learning. On the basis of this we formulate an approach for the analysis of life-stories. We provide a detailed discussion of one of the participants in the Learning Lives project in order to explore how we might gain a better understanding of biographical learning and its significance.
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