User talk:Normanjjackson

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Proposed deletion of Lifewide education


The article Lifewide education has been proposed for deletion&#32; because of the following concern:
 * Non-notable neologism. "Lifewide" appears to be a term coined by Norman J Jackson in the book that serves as the single reference for this article, which appears to have been written by the reference's author.

While all contributions to Wikipedia are appreciated, content or articles may be deleted for any of several reasons.

You may prevent the proposed deletion by removing the notice, but please explain why in your edit summary or on the article's talk page.

Please consider improving the article to address the issues raised. Removing will stop the proposed deletion process, but other deletion processes exist. In particular, the speedy deletion process can result in deletion without discussion, and articles for deletion allows discussion to reach consensus for deletion. WikiDan61 ChatMe!ReadMe!! 16:32, 24 February 2012 (UTC)

Objection to deletion

Lifewide learning is a concept within the lifelong learning paradigm. It emerged in a report (NAES 2000) by the Swedish National Agency for Education.

''The lifelong dimension represents what the individual learns throughout the whole life-span. Knowledge rapidly becomes obsolete and it is necessary for the individual to update knowledge and competence in a continuous process of learning. Education cannot be limited to the time spent in school, the individual must have a real opportunity to learn throughout life. The lifelong dimension is non-problematic, what is essential is that the individual learns throughout life. The lifewide dimension refers to the fact that learning takes place in a variety of different environments and situations, and is not only confined to the formal educational system.Lifewide learning covers formal, non-formal and informal learning''. (NAES 2000:18)

The idea quickly spread through the policy community and became incorporated into the thinking of economists concerned with measuring value in lifelong learning. A presentation entitled ‘Measuring the Impact of the New Economy in Education Sector Outputs’ dated 2002 on the UK Government Statistics Office website makes reference to measuring lifewide learning. Richard Desjardins (2004), building on the work of Tuijnman (2003, cited by Desjardins 2004), utilised the idea of lifewide learning in his conceptual framework for the economic evaluation of lifelong learning and these ways of thinking were incorporated into a number of reports by the Organisation for Economic Co-operation and Development for example (OECD 2007:10)

''Learning does not occur just in school – it is both lifewide (i.e. it occurs in multiple contexts, such as work, at home and in our social lives) and ‘lifelong’ (from cradle to grave). These different types of learning affect each other in a wide variety of ways. Their impact in terms of the outcomes of learning is equally complex – whether it is in the economic and social spheres, the individual and collective, the monetary and the non-monetary. Further complicating the picture are substantial gaps in our knowledge base on a number of issues, including the following: •	The cumulative and interactive impacts of lifewide and lifelong learning •	The potential impacts of informal learning, later interventions in adulthood or even different types of formal education •	And the impacts of different curricula (general, academic, vocational) and impacts of different learning at different stages.''

More recently an EU Foresight Report 'The Future of Learning: Preparing for Change. (European Commission 2011) incorporated the concept of lifewide into its central learning paradigm.'

Extract from Executive Summary ''The future of learning : The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. These terms are not new in education and training but they will become the central guiding principle for organising learning and teaching. The central learning paradigm is thus characterised by lifelong and lifewide learning and shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets related to demographic change, globalisation and immigration, generic and transversal skills are becoming more important. These skills should help citizens to become lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.''

At a more practical level the Hong Kong primary and secodary school system is founded on a concept of lifewide learning and there is an article in wikipedia explaining this.

Recent posting on Hong Kong Curriculum Reform ''Recent curriculum reforms in Hong Kong highly value the lifewide learning experiences of primary and secondary school students. Lifewide learning encompasses a wide range of activities, including curriculum extension activities, community service, and other work-related experience. Opportunities are offered to extend and enrich students' experience, which enhances whole-person development, and inculcates ideals of lifelong learning. At present, the majority of schools in Hong Kong implement life-wide learning for their students through extra-curricular or co-curricular activities. It is widely accepted that activity-oriented learning, both within and beyond the classroom, complements students' experiential learning. Issues of activity-based learning have been of prime concern to educators in achieving school effectiveness and student learning. Nevertheless, the question of whether schools can devise school-specific programmes which maximize the potential of their students remains. Their implementation, in an efficient and effective manner, is also an issue. It is a matter of fact that a multitude of student activities diligently provided for students, does not necessarily guarantee well-rounded personal and intellectual development. If students are to benefit from the ongoing curriculum reforms, their quest for knowledge and well-being must be guided by teachers who have not only practical experience of leading student activities but are also armed with well-grounded professional knowledge. Only then, will students' enthusiasm for learning flourish. Moreover, with the present curriculum reform, a large number of practising primary and secondary school teachers, especially those from schools with low-achieving students, are beginning to recognize the importance of the link between lifewide learning and classroom performance. Many wish to increase their own experience in order to build up their students' classroom learning capacity. There is, therefore, a strong demand for advanced professional training commensurate with their needs.''

The concept of lifewide is both an established concept in educational, economic and social policy literature and a concept that is being applied in educational contexts in the UK and other north European countries, Australia and the far east. It is a concept that is currently undergoing further conceptual development and it is a concept that is worthy of inclusion in wikipedia.

References

Desjardins, R. (2004) [http://books.google.co.uk/books?hl=en&lr=&id=OXu3h86EsNcC&oi=fnd&pg=PP8&dq=Determinants+of+Economic+and+Social+Outcomes+from+a+Life-Wide+Learning+Perspective+in+Canada+%20Author:%20+Richard+Desjardins&ots=z9pP_wEh_W&sig=_vwiOHqJIZ821H0c09aAOWwqFEM#v=onepage&q&f=tru Learning for Well Being. Studies in Comparative and International Education]. Stockholm: Institute of International Education.

European Commission (2011) The Future of Learning: Preparing for Change. Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G.Kirschner, P. Stoyanov, S. and Hoogveld, B. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN Luxembourg: Publications Office of the European Union

NAES (National Agency for Education Sweden) (2000) Lifelong Learning and Lifewide Learning Stockholm. OECD (2007) Understanding the Social Outcomes of Learning. Paris: OECD.

Normanjjackson (talk) 17:24, 24 February 2012 (UTC)


 * Had you written that article, with those references, in the first place, I would not have proposed the article for deletion. As it stands, the article is based solely on your own self-published work.  If you would care to submit this talk page content as the article content, I would gladly remove the proposed deletion tag.  WikiDan61 ChatMe!ReadMe!! 17:37, 24 February 2012 (UTC)

AfC notification: Draft:Higher Education Quality Council has a new comment
 I've left a comment on your Articles for Creation submission, which can be viewed at Draft:Higher Education Quality Council. Thanks! Robert McClenon (talk) 00:46, 14 September 2016 (UTC)

AfC notification: Draft:Higher Education Quality Council has a new comment
 I've left a comment on your Articles for Creation submission, which can be viewed at Draft:Higher Education Quality Council. Thanks! Chris Troutman ( talk ) 18:46, 19 October 2016 (UTC)

Your submission at Articles for creation: Higher Education Quality Council (October 20)
 Your recent article submission to Articles for Creation has been reviewed! Unfortunately, it has not been accepted at this time. The reason left by Robert McClenon was:

Please check the submission for any additional comments left by the reviewer. You are encouraged to edit the submission to address the issues raised and resubmit when they have been resolved.


 * If you would like to continue working on the submission, go to Draft:Higher Education Quality Council and click on the "Edit" tab at the top of the window.
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Robert McClenon (talk) 03:29, 20 October 2016 (UTC)

Speedy deletion nomination of Draft:Higher Education Quality Council


A tag has been placed on Draft:Higher Education Quality Council, requesting that it be deleted from Wikipedia. This has been done under two or more of the criteria for speedy deletion, by which pages can be deleted at any time, without discussion. If the page meets any of these strictly-defined criteria, then it may be soon be deleted by an administrator. The reasons it has been tagged are:
 * It seems to be unambiguous advertising which only promotes a company, product, group, service or person and would need to be fundamentally rewritten in order to become encyclopedic. (See section G11 of the criteria for speedy deletion.) Please read the guidelines on spam and FAQ/Business for more information.
 * It is a rejected submission at Articles for creation, and it has not been edited in over six months. (See section G13 of the criteria for speedy deletion.)

If you think this page should not be deleted for this reason, you may contest the nomination by visiting the page and clicking the button labelled "Contest this speedy deletion". This will give you the opportunity to explain why you believe the page should not be deleted. However, be aware that once a page is tagged for speedy deletion, it may be removed without delay. Please do not remove the speedy deletion tag from the page yourself, but do not hesitate to add information in line with Wikipedia's policies and guidelines. If the page is deleted, and you wish to retrieve the deleted material for future reference or improvement, then please contact the, or if you have already done so, you can place a request here. Mr. Guye (talk) 18:00, 30 April 2017 (UTC)

Managing a conflict of interest
Hello, Normanjjackson. We welcome your contributions, but if you have an external relationship with the people, places, or things you have written about on Wikipedia, you may have a conflict of interest (COI). Editors with a COI may be unduly influenced by their connection to the topic, and it is important when editing Wikipedia articles that such connections be completely transparent. See the conflict of interest guideline and FAQ for organizations for more information. In particular, we ask that you please:


 * avoid editing or creating articles related to you and your family, friends, school, company, club, or organization, as well as any competing companies' projects or products;
 * instead, you are encouraged to propose changes on the Talk pages of affected article(s) (see the request edit template);
 * when discussing affected articles, disclose your COI (see WP:DISCLOSE);
 * avoid linking to the Wikipedia article or to the website of your organization in other articles (see WP:SPAM);
 * exercise great caution so that you do not violate Wikipedia's content policies.

In addition, you must disclose your employer, client, and affiliation with respect to any contribution for which you receive, or expect to receive, compensation (see WP:PAID).

Please take a few moments to read and review Wikipedia's policies regarding conflicts of interest, especially those pertaining to neutral point of view, sourcing and autobiographies. Thank you. Drm310 🍁 (talk) 20:20, 30 April 2017 (UTC)

April 2017
Hello, Normanjjackson, welcome to Wikipedia and thank you for your contributions. Your editing pattern indicates that you may be using multiple accounts or coordinating editing with people outside Wikipedia, such as. Our policy on multiple accounts usually does not allow this, and users who use multiple accounts may be blocked from editing. If you operate multiple accounts directly or with the help of another person, please disclose these connections. Thank you. Drm310 🍁 (talk) 20:21, 30 April 2017 (UTC)