Seminar Human Capital Social Capital and Identity Capital Learning work and worklessness MA EAE Modul 6c EAE Modul 7 MA SA Modul 7

The overall aim of the course is to examine how alternative analyses of the role of education and training in securing economic prosperity, well-being and social cohesion affect policy and practice, and in particular: to understand the different approaches to lifelong learning promoted by the Organisation for Economic Co-operation and Development, the European Union and UNESCO to explore the relationship between human capital theory and human resource development practices at the level of enterprises, the influence of human capital theory on national skills policies, the emergence of alternate accounts of effective workplace learning and to consider how changing ideas about the balance between prosperity, community wellbeing and social inclusion influence policies both in workforce development and in programmes for unemployed adults. Competences After completing this course of study, students should be able: to define precisely the central terms to understand and evaluate different accounts of the role adult learning plays in fostering the development of human capital, social capital and identity capital to describe how an effective community of practice fosters learning to analyse the relationship between human capital theory, human resource development practices and public policy in different contexts to review effective strategies for combining economic prosperity and social inclusion in lifelong learning policies. Content 1.Human capital. What are the principal characteristics of human capital theory? What is the place of human capital in business success in different types of organisation? How far have these changed over time? What forms of adult learning lead to an increase in human capital? Who owns increases in human capital? 2.National and transnational policy formation. What influence does human capital theory have on national and transnational policy formation? What are the principal characteristics of social and identity capital, and how far do national and transnational policies seek to strengthen them? What is the relative priority given to human, social and identity capital in different contexts. 3.What are communities of practice? How do they foster learning cultures? What are expansive and restrictive workplaces? How can tacit knowledge be shared more effectively with new entrants and with unemployed job seekers? 4. -Current thinking on development issues is going through a major intellectual and policy shift. Central to this change of mindset is the realization that reducing poverty in a sustainable way cannot be achieved by simply having high and sustained growth”.(ILO 2008) What is the relationship between increased prosperity, health and well-being? What policies best secure a narrowing of inequality and economic security and success in a rapidly changing external climate? And what implications do these policies have for the roles of professional teachers and trainers, and for their own formation? Student tasks Students will be expected to undertake reading, research and identify practical examples to explore the themes raised in the discussions Students will be asked to prepare a learning log, to reflect on their reading, research and seminar discussions Participants will work in teams to prepare introductions to seminar sessions Students will submit evidence of their own choosing (including distillations of learning log reflections) to demonstrate competence in 3 of the core competences to be covered in the course, prepare a contribution to a debate on the themes of the course, and submit one sustained written paper. Baron, S, J Field and T Schuller (eds). Social capital: critical perspectives (2000) Becker, G. Human capital: A theoretical and empirical analysis, with special reference to education, U Chicago Press (1993) Bourdieu, P. The forms of capital http://www.knowledgepolicy.com/2005/08/bourdieu-forms-of-capital.html (1983) European Commission Making a European area of lifelong learning a reality http://ec.europa.eu/education/policies/lll/life/communication/com_en.pdf (2001) European Commission Action plan on adult learning: It’s never too late to learn http://ec.europa.eu/education/policies/adult/com558_en.pdf (2006) European Commission Action plan on adult learning: It is always a good time to learn http://eurlex.europa.eu/LexUriserv.do?uri=com2007:0558:FIN:EN:PDF (2007) Felstead, A, Fuller,A, Jewson, N &Unwin,L Improving Working as Learning (Improving Learning) Routledge (2008) Field, J. Social capital and lifelong learning, Policy press (2005) E. Keep, K. Mayhew, J. Payne and C. Stasz (eds.), 2008. Education, Skills and The Economy: The Politics of Vocational Education and Training, Cheltenham: Edward Elgar. ILO Conclusions on skills for improved productivity, employment growth and development, International Labour Conference 2008 http://www.ilo.org/skills/what/pubs/lang--eng/docName-WCMS_103457/index.htm Lave, J., & Wenger, E. Communities of Practice: Learning, Meaning, and Identity Cambridge University Press.(1998) Leitch, Lord S, Prosperity for all: World class skills in a global economy, HM Treasury (2006) Marsick, V and K Watkins. Informal and incidental learning in the workplace Routledge (1990) OECD The well-being of nations: the role of human and social capital OECD (2001) OECD. Human capital: an insight, OECD (2007) Putnam, R. Bowling alone, Simon and Schuster (2000) Rubenson, K Lifelong learning: between humanism and global capitalism in Jarvis, P (ed)The Routledge international handbook of lifelong learning, Routledge(2009) Schuller,T, J Preston, C Hammond, A Brassett-Grundy, & J Bynner, The benefits of learning, Routledge Farmer (2004) UNDP Human Development Indices A statistical update 2008 http://hdr.undp.org/en/media/HDI_2008_EN_Complete.pdf Unwin,L Expanding workplace learning NIACE (2003) Watkins, K.E and V Marsick. Trends in lifelong learning in the US workplace in Jarvis, P (ed)The Routledge international handbook of lifelong learning, Routledge(2009) Wenger, E Communities of practice: an introduction http://www.ewenger.com/theory/ Wilkinson, R and Pickett,K. The spirit level,Penguin (2008) Bildungswissenschaften Universität Duisburg-Essen WS 2009/10 Bildungswissenschaften