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This presentation will focus, for the most part, on a project of parental involvement in a state primary school located in a predominantly working-class area in a Mediterranean country. It will draw briefly on qualitative empirical work carried out with a colleague (Carmel Borg). The presentation gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. It will be argued that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as "adjuncts", but "subjects". The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that, at the time of the interview, their claims and recommendations were translating into concrete developments. The second part of the presentation will discuss the issue of parental involvement in schools within the context of a wider discussion on 'changing the face of the school' by helping it develop into a community learning centre. Insights from the work of Paulo Freire and his Education Secretariat, when he served as Education Secretary in the Municipal Government of São Paulo, Brazil, and from SMED in Porto Alegre, Brazil, will be drawn upon.

This article explores the cause and effects of the increased policy emphasis on work to support employability within the field of Adult and Community Education in Scotland. This exploration is conducted from a critical perspective to demonstrate how Neo-liberalism and New Manageri- alism are reshaping the purpose and practice of Adult and Community Edu- cation and shifting its emphasis from "learning to be" to "learning to earn". The way employability work is conceptualised will be critically examined to reveal how it can cut across what are perceived to be some of the core values and ethical commitments of Community Education such as empowerment, dialogue, and social constructivist approaches to knowledge and curriculum development. The concepts of hegemony and governmentality will be drawn on to reveal how practitioners are being shaped and disciplined by these neo liberal times and the accompanying technical rationality, potentially result- ing in the contradictory situation in which practitioners become answerable to two masters, one representing the logic of the market, and the other, the values and ethics of the profession. So to we shall conclude by arguing that Community and Adult educators need to develop a critical awareness of the effects of neo liberalism on education policy and practice so they can help people become aware of their agency and encourage their active contribute to the transformation of their social world based on their own interests, rather than working to adapt people to fit passively and uncritically into this exist- ing unequal one.

This article explores the cause and effects of the increased policy emphasis on work to support employability within the field of Adult and Community Education in Scotland. This exploration is conducted from a critical perspective to demonstrate how Neo-liberalism and New Manageri¬alism are reshaping the purpose and practice of Adult and Community Edu¬cation and shifting its emphasis from "learning to be" to "learning to earn". The way employability work is conceptualised will be critically examined to reveal how it can cut across what are perceived to be some of the core values and ethical commitments of Community Education such as empowerment, dialogue, and social constructivist approaches to knowledge and curriculum development. The concepts of hegemony and governmentality will be drawn on to reveal how practitioners are being shaped and disciplined by these neo liberal times and the accompanying technical rationality, potentially result¬ing in the contradictory situation in which practitioners become answerable to two masters, one representing the logic of the market, and the other, the values and ethics of the profession. So to we shall conclude by arguing that Community and Adult educators need to develop a critical awareness of the effects of neo liberalism on education policy and practice so they can help people become aware of their agency and encourage their active contribute to the transformation of their social world based on their own interests, rather than working to adapt people to fit passively and uncritically into this existing unequal one.

ABSTRACT Purpose: Describe the informal learning strategies used by the IT and Communication professionals (TIC) of the Superior Military Court (STM), discussing their importance for professional development and labor skills related to the maximization of the results of human performance. Originality/gap/relevance/implications: The research proved the differences in the use of the learning strategies among the TIC professionals and made it possible to capture the meaning of informal learning by professionals. Key methodology aspects: The mixed methodology was applied and a questionnaire was created based on the studies of Camillis and Antonello (2010), Antonello (2011b), Pantoja and Borges-Andrade (2009), Lohman (2009), Berg and Chyung (2008) and Cunningham and Hillier (2013). Descriptive statistical analyses for quantitative data and thematic and categorical analyses were made for the content of the open answers. Summary of key results: Five categories of informal learning were identified: interpersonal relationships; work practices; sharing knowledge; unsystematic training and autonomous. Informal learning depends on: 1. interpersonal relationships, 2. plan for work practices, 3. sharing the knowledge, and 4. autodidactism. Some factors were considered facilitators and/or inhibitors and favorable and/or unfavorable to informal learning. Key considerations/conclusion: The professionals describe informal learning as something difficult to prove and that the same thing happens through practice and the exercise of their skills. For future research, it was suggested the following: 1. analyze the influence of environment variables when employing the use of informal strategies of learning; 2. relate the learning of TIC professionals to the initiatives of knowledge management in the Organization; and 3. observe the role of leadership in the process of informal learning among professionals.

Sociopolitical analyses of religion evidence the increasing prominence of religious communities across the world. However, existing work on religion–consumption interaction focuses mostly on the personal effects of religion and examines how religion and religious ideologies influence individual decision making, choice, and purchase and shopping behaviors. In this study, we focus on the collective experiences of religion and unpack the multiple ways consumption shapes and is shaped by a communal religious ethos. Through an ethnographic study of a Turkish-based Islamic community, we show that consumption plays important roles in attracting individuals to the community, socializing them to the communal ethos, and drawing symbolic boundaries between the community members and outsiders. We also discuss how the communal religious ethos shapes consumption practices and brand relationships of members and influences the marketplace dynamics.

Indonesia's Government has made policy in the education sector due to the COVID-19 pandemic situation. Previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. This situation forces the lecturer and students to adopt online learning and effected to their learning experiences. This current study is aimed at analyzing the students' difficulties during online learning in speaking for professional context subject during COVID-19 situation. This research was held using a descriptive qualitative method approach. The data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the English Department who joining speaking for professional context class at Universitas Pendidikan Mandalika in Mataram, West Nusa Tenggara, Indonesia. The findings of the research revealed various problems for students as indicated in the current research. A total of 5 problems arose during online learning in the Speaking for Professional class. The arisen problem was: The first problem was related to Youtube video as the source of learning materials. The second problem was dealing with the students' difficulties in elaborating the materials given by the lecturer during an online class. The third problem was related to the students' procedure in doing the project or assignment given by the lecturer. The fourth problem was dealing with Students' limitations in accessing ZOOM Meetings. The Students' learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during COVID-19 pandemic situations. The findings provide information for further development and improvement in online teaching and learning procedures. Further research on the strategy of how the students face the challenge and adapt are encouraged.

Objective: To discuss the development of a Learning Object to clinical reflection of the fast test for HIV and the need of the implementation of permanent learning. Method: applied nature research, the method constitutes a literature review and virtual learning community modeling. Results: before the research, the learning object on the users' approach with positive fast HIV testing in primary care was held. The eXeLearning software was prioritized due to reuse, interoperability and alignment of educational activities with the students' profile. The expectation is to map the pedagogical strategies and reflect on permanent education in public spaces together with the actors. Conclusion: The standardization of educational content in distance-learning provides update and overhaul of praxis opportunities.

"One hundred years ago, the Addison Act created the circumstances for the large scale construction of municipal housing in the UK. This would lead to the most prolific phases of housing estate building the country has ever seen. The legacy of this historic period has been tackled for the last twenty-five years as these estates began to suffer from misguided allocation policies, systemic building and fabric failure and financial austerity. A series of estate regeneration programmes sought to rectify the mistakes of the past. Estate Regeneration describes 25 of these regeneration schemes from across the UK and the design philosophy and resident engagement which formed each new community. A number of essays from a wide range of industry experts amplify the learning experience from some key estate regeneration initiatives and provide observations on the broader issues of this sector of the housing market. Regeneration is inevitable; it is a matter of the form which regeneration should take. The information presented here is a guide to an intuitive approach to estate regeneration which commences with the derivation of strong urban design principles and is guided by real community engagement. The experience presented seeks to learn from the mistakes of the past to create the best possible platform for regeneration of the housing estates of the future"--

In 2013, the Swedish government introduced a career reform for teachers (SFS 2013, p. 70) that established two new career-track positions, namely, lead teachers and senior subject teachers. This study analyses the process of integrating this career reform into the Swedish school system in its early stage and focuses on lead teachers' professional development and learning when trying to interpret and translate this new career position in their daily working life. The study explored teacher´s ideas, strategies and actions to govern themselves in relation to the demands for research and proven experience within the career reform, as well as their underlying views of career. For the empirical data collection, we interviewed twelve lead teachers. The analysis of the data generated four different governmentalities that these teachers used to govern themselves when trying to handle the career reform in their practices: the school developer, the process manager, the subject specialist and the involuntary careerist. Teachers relate their rationalities to different career discourses where organizational, individual and professional discourses are prominent to various degrees. Furthermore, underlying representations of career relate to both hierarchical views, and to a perspective of exchange. In addition, two new representations of career emerged: career as a non-hierarchical or equal level position, and career as a sorting tool. The results indicate that lead teachers have found themselves caught in tensions between multifaceted meanings of career, research-based education, and personal and organizational pressures associated with the intentions of the career reform ; Article available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.