There are two key dimensions which are important for us
in making a shift to learning for life.
Shifting our mindsets
and shifting our systems.
The first means delving deep into our self
and questioning our own assumptions about learning
whilst the second is about transforming our systems
to support lifelong learning opportunities for everyone.
So... what's mindset got to do with it?
In the past, it was believed that talent was something rare
some exceptional people were born to be great scientists, philosophers
mathematicians, astronomers, entrepreneurs or business people
Thanks to the work of researchers, such as Carol Dweck, Angela Duckworth and Martin Seligman
we know, today, that mindsets play a significant role
in the extent to which we learn and grow through life.
In her research, Carol Dweck delineates between two distinct mindsets
a 'Fixed Mindset', where the person believed that their talents and abilities were fixed
and a 'Growth Mindset', where they believed that we all have the potential to learn and grow over time.
People with a growth mindset were more likely to view failure as non-permanent and a chance to learn,
less likely to give up, and more likely to choose harder tasks because it presented a chance to learn.
Today, we no longer recognize genius as something that is gifted
but also built with time, hard work, and dedication.
Even the greatest people had extraordinary difficulties, but persisted nonetheless
People may approach learning different things in different ways
but ultimately we all have the potential to learn and grow over time.
Anders Ericsson, one researcher in the area of expertise and human performance
even believed that with 10,000 hours of deliberate practice
anyone could become a world-class expert in that area.
So how can we shift our mindset?
By viewing learning as a continuum
Learning is a marathon, not a sprint.
Use "not yet" to describe skills not yet mastered
rather than thinking of weaknesses as permanent.
Tell learners it will take grit and stamina to achieve their learning goals
and support a positive mentality towards learning.
Reserve judgment on abilities
and on whether someone is meant for a particular occupation or pathway
instead, try to open up diverse learning options
and empower people themselves to make informed decisions on their own learning trajectory
Practicing this philosophy can also help us and others
find greater fulfillment in our work, live happier lives,
and get closer to the kind of impact we want to make.
Shifting to a lifelong learning mindset means...
moving away from traditional notions of genius
recognizing that expertise is built through time and practice
and acknowledging that everyone has the potential to learn and grow at every stage.
and, this mentality and the philosophies that underline it
should guide the development of our systems
to support learning across our lives and our societies.
Not everything is down to mindset, but it is one essential ingredient for all of us to make the shift
Why? Because doing so means acknowledging the infinite human capacity
which everyone has to learn and grow over time
after all, if talents really are fixed there's no need for us to continue to learn, right?
Next, equally as important, let's look at area two: shifting our systems.
We know that the quality of learning environments and the availability of them
plays a crucial role in shaping people's talents, abilities, and life chances
It is the responsibility of the state
to ensure inclusive and equitable lifelong learning opportunities for all
by increasing learning places, services, and opportunities
online and offline.
we can provide all people across ages and all walks of life with the chance to learn
it means strengthening our adult learning systems
as well as re-orientating our formal systems to support learning for life.
So, what are some strategies towards this?
Plan your adult learning spaces carefully
making use of existing space and resources within the community
You won't always need to build new facilities...
make use of public spaces like libraries, town halls or schools
or work with local businesses to use existing space.
A needs analysis should always come first
before determining what kind of learning place you need.
Setting benchmarks is key
Adult learning spaces should seek to satisfy the 4 A's
making learning available, accessible, adaptable and acceptable
Support tools are key
writing a law is a key step to set strategic direction
and define the role and responsibilities of the government and service providers with adult learning
Promote a wide range of qualifications
and use a single integrated national framework
that recognises and links learning achievements across pathways
and supports learners in moving from one path to another.
Carve out a pathway for ensuring quality adult educators
including pre-service and in-service training.
Raise awareness and advocate for a shift from learning in school to learning for life.
This also means promoting a lifelong learning mindset, approach and philosophy
from an early age in school throughout life.
Leverage the full potential of partnership by sharing your aims
with the public, the private sector, and NGO organisations
doing so may even open up new avenues of collaboration.
Set up a system of monitoring and reporting for adult learning provision and services
to assess progress and inform policy
Ensure adequate financial support for your adult learning systems
raising the state budget
and developing new pathways of finance
Work with others to support transformations in formal schooling
which ensure children are prepared for their lifelong learning journey.
Incorporating these elements will support stronger systems
which further promote quality learning opportunities across society
Let's take a moment to revisit some of the key ideas we have discussed on this video.
When everyone knows that they can learn and have potential to grow throughout their lives...
when learning opportunities are accessible to everyone and everywhere...
these are the beginnings of a brighter future for all of us...
it starts with our society's shift to learning for life.