n Tydskrif vir Geesteswetenskappe - Posisionering van voortgesette selfgerigte leervaardighede in een-en-twintigste-eeuse onderwys - research

Volume 59 Number 4
  • ISSN : 0041-4751



Positioning self-directed continuing learning skills in twenty-first century education Education must be recognised as an essential instrument in addressing the challenges within the twenty-first century, but it cannot exist in isolation or independently. Therefore, it is important to pay attention to the demands for education and training in support of the labour markets. The knowledge-oriented nature of work requires that all individuals must be literate, take responsibility for actions (learning) and learn how to think. High demands are set for the personal skills of individuals as they are responsible for their personal development as well as for establishing their quality of life. Individuals, therefore, need more knowledge and insight, a higher consciousness of the self and a greater ability to motivate the self. High demands are made towards the interpersonal skills of individuals, including, amongst others, empathy (orientation to service delivery) and social skills (communication, conflict management, team building skills, cooperation, initiating change). In the opinion of the authors, transformative and holistic continuing or lifelong selfdirected learning is vital to addressing the gap between the knowledge and skills which learners acquire at school and the knowledge and skills which are relevant in the labour market and the twenty-first century. We argue, firstly, that transformative and holistic continuing selfdirected learning with its purpose and function is essential for human functioning. Secondly, the connection between transformative and holistic continuing self-directed learning and success requires a change in ways of thinking (a mindshift). Thirdly, transformative and holistic continuing self-directed learning results in successful change in the individual learner. The fourth reason which the authors provide is that transformative and holistic continuing selfdirected learning is essential to becoming successful in a labour market context. In addition, we believe that transformative and holistic continuing self-directed learning involves action learning, since individuals must learn while they are thinking about issues and working on real problems to implement real solutions. It can be seen as a systematic process that builds on the experiences, knowledge and skills of individuals, while individuals must also be encouraged to question learning content, which can lead to the creation of new knowledge.

Selfgerigte leer (SGL) word in een-en-twintigste-eeuse raamwerke as ʼn kritieke vaardigheid vir leerders beskou ten einde hulle te kan voorberei op ʼn onvoorspelbare, snelveranderende opvoedingswêreld, waar gefokus moet word op die eise van die vierde industriële revolusie. Hierby aansluitend behoort ’n geslaagde onderwysstelsel die leemte tussen hoe en wat leerders leer en wat die ekonomie vereis sinvol aan te spreek deur geskooldes toe te rus om vaardighede te ontwikkel wat tersaaklik vir die arbeidsomgewing is. Die rasionaal van hierdie artikel is derhalwe dat opvoedkundige investering in die ekonomie – en daarmee skoling van leerders in voortgesette (lewenslange) SGL – onontbeerlik is en ’n sinvolle onderwysstelsel onderlê.

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