Curriculum studies in the lifelong learning sector: Jonathan Tummons (ed.). Learning matters/Sage, London, 2012, 2nd edn, 128 pp. Achieving QLTS series. ISBN 978-1-44625-691-6 (hbk), ISBN 978-0-85725-915-8 (pbk), ISBN 978-0-85725-917-2 (e-book)

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Web End = Int Rev Educ (2015) 61:115116

DOI 10.1007/s11159-015-9471-3

BOOK REVIEW

Curriculum studies in the lifelong learning sector

Jonathan Tummons (ed.). Learning matters/Sage, London, 2012, 2nd edn, 128 pp. Achieving QLTS series. ISBN 978-1-44625-691-6 (hbk), ISBN 978-0-85725-915-8 (pbk), ISBN 978-0-85725-917-2 (e-book)

Tiedao Zhang1

Published online: 5 May 2015 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

This is denitely a very valuable resource book, prepared by an experienced practitioner, for dedicated professionals who wish to strengthen their expertise, both in theory and practice, in curriculum planning, development and implementation, particularly in the eld of lifelong learning.

The target audience are those tutors or trainers who are currently engaged in various adult learning and further education programmes, or students who intend to prepare themselves for a professional qualication in lifelong learning. Thus the book is designed to provoke action as well as thought (p. 1) by sharing eld activity lessons, collected over time by the author himself, with an intention to facilitate the application of the ideas and issues discussed in the real world of the teacher and trainer (ibid.).

As an essential underpinning assumption for lifelong learning practice, the author puts forward his conviction that learning is universal and lasts throughout our lives. Learning can happen in all kinds of places and at all kinds of times, and it never really stops. Learning happens as consequence of our social actions: talking to our colleagues or friends; going to work; nding ways to deal with dilemmas that we have not encountered before (p. 2). Thus, the professional value of teachers and trainers who acquire necessary knowledge and competencies in curriculum development becomes critical for facilitating lifelong learning endeavours.

For this purpose, the book is structured into eight chapters, namely (1) Dening curriculum; (2) Conceptualising the curriculum; (3) Shaping the curriculum; (4) Planning, sequencing and delivering the curriculum; (5) Evaluating the curriculum;(6) Curriculum, learning and knowledge; (7) Boundary crossing: curriculum, place and time,; and nally (8) The accessible curriculum.

Following a brief introduction, the rst two chapters focus on an overall theoretical denition and framework of curriculum, the central theme of the book.

& Tiedao Zhang [email protected]

1 Beijing Open University, Beijing, China

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The author starts with the Oxford denition of curriculum being a course; specically, a regular course of study or training, as at a school or university (p. 4), then goes on to redene the concept in the context of lifelong learning with reference to three in-depth cases. These are the Adult and Literacy Core Curriculum, the Vocational Curriculum and the Motor Vehicle Curriculum. His conclusion is that curriculum in a lifelong learning context may refer to single subject areas as well as broader areas of provision, and even policy initiatives. Such a curriculum could also be more specied as a planned curriculum and received curriculum, or in some cases a negotiated curriculum. A further step is made to extend curriculum theory from both dimensions of the total curriculum and hidden curriculum, and curriculum as praxis, process and product.

Chapter 3 expands to explore the most determining factors which shape the curriculum in lifelong learning, including political, socio-cultural, economic as well as ideological inuence, a much broader contextual perspective which maintains a signicant impact on curriculum changes. These kind of issues are identied as economic notions such as the needs of industry, business, commerce and professions; political inuence on educational provision; a socio-cultural notion of an educated society; and ideological theories and beliefs underpinning formal education provision as whole.

Chapters 46 deal with the basic operational procedures and strategies of the curriculum, from planning and sequencing to delivering and evaluating. Readers might nd these chapters very specic and instructional, dealing both with what to do and how to do, along with the major aspects throughout the lifecycle of a curriculum. Chapter 6 specically addresses all teachers and trainers in lifelong learning with an in-depth discussion on learning, knowledge and curriculum knowledge, based on Malcolm Knowless notion of andragogy (i.e. the art and science of teaching adults). Chapters 7 and 8 extend to other valid factors for the curriculum in lifelong learning in relation to place and time as well as learners with special needs.

As a handbook on curriculum studies in the lifelong learning sector for teachers and trainers, the book as a whole as well as individual chapters are thoughtfully designed with sophisticated scaffolding techniques in terms of layout, language style, illustrations, tips for assignments, reections and further studies. All this enhances the books relevance and resourcefulness for all learners.

Having worked as a practitioner in lifelong learning myself for many years, I feel most grateful to the author and the publisher for their painstaking effort in bringing out such a resourceful handbook for the emerging professional community of lifelong learning with a focus on curriculum studies and practice. Reviewing this book, I have personally obtained much useful knowledge and techniques which could well be reintroduced into training programmes for adult education and lifelong learning practitioners, not merely in the context of the UK but also in other parts of the world.

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