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• W315952151 abstract "Australia in the 21st century needs to build a culture of learning. The nation's 1600 public libraries need to be in the vanguard of a new flexible approach to lifelong learning because although most people like the idea of learning, they do not want institutionalised learning, Public libraries are critical to Australia's future as a learning society. Edited version of a speech at the Learning Environment Technology Australia (LETA 2000) conference, Adelaide 19 September 2000 At the Sydney Olympics, Australia continued its love affair with sport. The successful countries of the coming century will have a love affair with lifelong learning. Their national events will be based on innovation and technology, rather than tourism and sport. Their currencies will ride on the back of the new economy, rather than farming and mining. Their public infrastructure will be based on education investments, rather than sporting arenas. Australia needs to build a culture of learning. We need to be obsessed with education. This paper outlines the role Australia's 1600 public libraries might play in this process. They need to be in the vanguard of a new approach to lifelong learning. They are critical to our nation's future as a learning society. A learning society Learning is a complex process which cannot be understood simply in terms of formal education and training. Most people go about their daily lives committed to self improvement and informal ways of learning. They develop new insights and skills from practical experiences and changed circumstances. Indeed, one of society's trends is towards informal modes of learning. Under the time pressures of modern work and home life, people are looking for more flexible and casual ways of improving their skills. In their rhetoric, politicians often talk about helping people to balance the competing demands of work and family. In fact, we should be talking about a third demand--the time demands of lifelong learning. We need to get the balance right between work, family and education. These issues are reflected in the Australian National Training Authority's (Anta) lifelong learning project, based on a nationwide survey of attitudes to adult education. It has identified an enormous gap between public preferences and public policy. While governments talk up the importance of qualifications and the formal institutions of education, the public is reluctant to go down this path. Most people like the idea of learning, but not through a process which resembles the classroom. Generally, Australians recognise the need for continuous learning and the self improvement it produces. Over 80 per cent of those surveyed agreed that `the more Australians learn, the better off they will be' and that `learning anything is valuable, even if it doesn't lead to a better job'. They are reticent, however, about the method of learning delivery. A large number of people do not want to be bogged down in institutionalised education. In the words of the project People have told us how much they like on the job and informal learning experiences, learning from mentors and learning through practical experience, but they feel they've had enough of classrooms and exams to last a lifetime. The problem comes when you try and translate their passion for learning into a similar enthusiasm for the products and experiences of formal education and training.[1] Time has become the chief enemy of lifelong learning. For most Australians, educational opportunities fade away as they move further into the adult years. Learning loses out to the demands of work, family and social life. Education starts to look less relevant and more threatening. One in four Australian adults do not return to any form of education after they leave school. They feel lost and even intimidated by the formality of the education system. …" @default.
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• W315952151 date "2000-12-01" @default.
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• W315952151 title "Libraries in the 21st Century Learning Society" @default.
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