All the world’s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts,

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All the world’s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages… As You Like it Shakespeare, 1599

1.Infant ‘mewling and puking’ 2.Whining schoolboy 3.Lover ‘sighing like a furnace’ 4.Soldier ‘sudden and quick in quarrel’ 5.Justice ‘full of wise saws’ 6.Pantaloon ‘spectacles on nose and pouch on side’ 7.Second childishness ‘Sans teeth, sans eyes, sans taste, sans everything’ Seven ages

Functions of higher education Developing and disseminating advanced-level knowledge and skills through teaching and scholarship Generating new knowledge and developing new applications of knowledge Thereby: developing and maintaining a just, civil and sustainable society building the national economy Sutton, 2009

Entry to practice level education Safe beginning level practitioner Skills acquisition Communication, self-awareness, teamwork? Ongoing professional development Advanced skills Leadership, mentoring Change management Ages 2 through 6 (7?)

Changing social/employment context Technology, work structures & requirements No longer ‘jobs for life’ Globalisation of work Individual, employers, government Sustaining employability Transforming employment Enhancing employment Ages 2-7 con’t Billett et al. 2012

StakeholderSustaining employability Transforming employment Enhancing employment IndividualContinuing to remain employable Transforming occupational role Seeking advancement and promotion EmployerCompetent workforce to meet current and emerging skills needs Workforce development – re- engineering workforce Succession planning GovernmentContinued employment and resisting redundancy Developing the capacities for occupations in demand Having systems with the capacity to contribute fully and for a long working life

promoting & directing learning access to knowledge resources not otherwise available intentionally targeted curriculum & pedagogic practices certifying individuals’ learning outcomes Why formal PD?

Worker—learners: are building upon their existing occupational knowledge are mature in terms of age, interest and their capacity to be self-directed in their learning will have some capacity to autonomously integrate their learning from various sources. Employers Why CDU?

Not the only people in the learning game Examples of the dimensions of learning Ubiquitous nature of learning

We are either progressing or retrograding all the while; there is no such thing as remaining stationary in this life. James Freeman Clarke ( )