The book offers a well-grounded vision of the significant theory and application of the concept of Capability as a lifecourse and lifespan development. Capability is argued to be a necessary 21st century process and outcome (PROUT) of all learning development and activities across formal and informal places.
Capability has been defined as a way of understanding people and organisations through their holistic approach which moves beyond Competence to show how potential ability, self-efficacy, and values, as basic, intertwined elements lead to how Capable People and Capable Organisations offer flexibility and adaptability in action.
It presents the case for Capable Four-Dimensional Learners who can thrive in various situations to solve unfamiliar problems and challenges. These learners have developed and can demonstrate Lifelong commitment to learning. In addition, four-dimensional learners need to experience a broad range of areas of Lifewide learning. Further, learners need to include learning of some aspects in depth, that is, Lifedeep learning. An understanding of the impact of technology, as a significant element in human learning beyond being operational tools, as Lifetech learning is vitally necessary. How this four-dimensionality relates to better sustainability awareness and application through personal and organisational Capability is outlined.
This book emerged from many years of theory development and research with critical examination of the Capability Concept and its application as a Learning Model. It is written for students, teachers and administrators at all levels of Education, and everyone interested in human learning theory and application.
Spis treści
Introduction.- What are Humans Learning for?.- Dimensions of Learning.- Competence, Competencies and Capability: Does the Difference Matter?.- Learning for Lifelong Capability: In Formal Learning Locations (Schools, VET and Higher Education).- Learning for Lifelong Capability: In Informal and Different 'Places’.- A Capable Society – The Future.- Conclusion.
O autorze
Len Cairns, Ph D, FRSA, has been an Academic in Australia for over 40 years. He worked in pioneering Teacher Education innovations at the University of Sydney from 1971 to 1985 with major Research and Development projects in Sydney Micro Skills, the Practicum, and the Supervision Development Programme. He also completed extensive research on schools and children in the NSW Disadvantaged Far West Area (all works published by Sydney University Press). Len is retired from full-time work but remains at Monash University after 28 years as an Associate Dean, as an Adjunct Associate professor and continues to publish and work in Not-For-Profit Community organisations, at Board level in Aged Care and Health organisations. Len also continues to publish on Capability and TVET and is an Associate Editor and reviewer for international Journals. Margaret Malloch, Ph D, FRSA, is an Honorary Professor, Victoria University. She is a member of the Vocational Education and Training Network Board of the European Educational Research Association, the International Journal for Research in Vocational Education and Training, and the Australian Council of Deans of Education Vocational Education Group. She is a past Chair of the AERA Workplace Learning Special Interest Group and a Coordinator of VETNET. Her research and publication interests include work and learning, doctoral education and vocational education and training.
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