Rachel Jupp, Ciara Fairley and Tom BentleyThe growing importance of knowledge means a more direct connection between educational attainment and economic prospects, and a blurring of the boundaries between work and learning. Across the business world there is a much wider involvement in learning and inquiry. The knowledge economy represents a more fluid and uncertain organisational environment, calling for new generic skills and qualities, such as information management, self-evaluation, managing risk and “learning to learn”. In this context, learning to develop individual aspirations and balance them against other concerns and responsibilities will become even more important. Citizens also have to deal with new social and ethical challenges – from protecting personal privacy, to developing responsible citizenship and balancing work, family, learning and leisure.Drawing on the experience of innovative schools across the world where this has not happened, What Learning Needs, which is published in partnership with the Design Council <http://www.designcouncil.org.uk>, provides a series of radical policy recommendations for reshaping the school curriculum and the way teachers operate.
Futuristic predictions of a work revolution – with the commute to the office replaced by people working flexibly from home using high tech links – have so far failed to materialise, according to the TUC.In a study using Government statistics the organisation has found that home computers are more likely to be used by workers taking extra work home with them after the working day has finished than by a teleworker.
New research has shown the added value of simple things like home adaptions for people with disabilities.It has also led to a call for further cross-cutting investment into home adaptions, claiming that they save the NHS and social services budgets from other more expensive outlay.
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