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Ben Parker

Bio: Ben Parker is an academic researcher. The author has contributed to research in topics: Competence (human resources) & Lifelong learning. The author has an hindex of 1, co-authored 2 publications receiving 27 citations.

Papers
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Journal ArticleDOI
TL;DR: The authors argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.
Abstract: During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to ‘manage’ the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.

27 citations


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15 Jul 2015
TL;DR: In this article, higher education institutes face a strategic imperative to broaden access to lifelong learning opportunities and to move from an elite to a mass system, ensuring that education and learning are available to a diverse student population.
Abstract: Given the ongoing process of globalization, demographic shifts in many countries and the rapid pace of technological advancement, higher education institutes (HEIs) face a strategic imperative to broaden access to lifelong learning opportunities and to move from an elite to a mass system, ensuring that education and learning are available to a diverse student population. Broader access to higher education should not be confined to the continuing professional development required by a fast-changing labour market. It must also respond to a growing demand for the personal development and cultural enrichment opportunities that higher education offers

48 citations

20 Apr 2011
TL;DR: The Shanghai International Forum on Lifelong Learning as discussed by the authors was held in Shanghai during the World Expo 2010, from 19 to 21 May 2010, with 24 papers collected here document the debates and discussions led by experts from across the world, recounting how lifelong learning has evolved conceptually and how policy has developed in its promotion.
Abstract: This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur's Summary Report of the Forum provides the final section, giving an overview of the event.

47 citations

01 Apr 2014
TL;DR: In this article, the authors discuss progress and challenges in five African countries relating to the development of formal education, non-formal education, and informal learning, and highlight six key issues that affect the operationalization of lifelong learning: conceptual understandings of learning; recognition of learning achievements; the role of counselling and guidance; teachers and facilitators; financial resources and infrastructure; and coordination among stakeholders.
Abstract: Based on desk research and field work, this study discusses progress and challenges in five African countries relating to the development of formal education, nonformal education, and informal learning. It reflects on the porous boundaries that exist between these sectors and highlights six key issues that affect the operationalization of lifelong learning: conceptual understandings of lifelong learning; recognition of learning achievements; the role of counselling and guidance; teachers and facilitators; financial resources and infrastructure; and coordination among stakeholders. The lessons learned from the study are summarized in 10 recommendations for further action and reform. Adapted to local contexts, these recommendations can be implemented, fully or partly, in many other countries.

25 citations

Journal ArticleDOI
TL;DR: The results of introducing the skills lab method include a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students' engagement with simulated patients.
Abstract: Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb’s, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students’ engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

21 citations

01 Jan 2012
TL;DR: This work focuses on the development of a whole-of-workforce framework for the Australian health workforce and examines the role of competency-based approaches in this context.
Abstract: National Health Workforce Planning and Research Collaboration The National Health Workforce Planning and Research Collaboration, a consortium comprising Health Workforce Australia (HWA), Australian Health Workforce Institute and PricewaterhouseCoopers Australia, is in the final year of its substantial three-year program of national health workforce planning and research projects. Australian Health Workforce Institute itself is a consortium of The University of Melbourne and The University of Queensland and for the purposes of this collaboration has established links with Australian National University, The University of Adelaide and Monash University.The projects informing this report are situated in the Year 2 stage of project work.

18 citations