Conceived as the first of a series of books, Lifelong Action Learning for Community Development documents GULL’s role in community development. View here the book Foreword by Sir Paulias Matane and eight videos about the role GULL is playing in rural community engagement.
By Ortrun Zuber-Skerritt and Richard Teare
This book explains and demonstrates how indigenous communities – built on traditional knowledge, culture and language – can be extended and strengthened by (1) the new, integrated methodology of Lifelong Action Learning (LAL), and (2) new approaches to learning and development as exemplified by the system of GULL (Global University for Lifelong Learning).
The GULL system harnesses the potential of people to bring about positive change together, characterized by self-reliance, financial independence, and cascading learning and benefits to others. It is a self-directed and self-sustainable process of learning and growth. The case studies in this book provide evidence that over time economically very poor communities can achieve transformations that bring with them many benefits personally, professionally and for the community.
By Judith Kearney, Lesley Wood and Richard Teare
This book is the second in a series entitled ‘Learning and Development for a Better World’ to explore the potential for self-directed lifelong action learning (LAL). LAL enables all people and especially the world’s most disadvantaged, to discover their unique gifts; develop these talents together with like-minded people, become self-confident, self-directed and self-sufficient; and then cascade what they have learned to help others. These issues are addressed in Lifelong Action Learning for Community Development (Zuber-Skerritt and Teare, Sense Publishers 2013) and the aim here is to build on the conceptual framework for LAL by focusing on the design and implementation of pathways with and for young adults. As with the first, this free-standing book draws on approaches used by the Global University for Lifelong Learning (GULL) with examples from nine countries. Our aim is to offer a timely response to the pressing global problem of access to learning and development for marginalized young people during the vulnerable period from their mid-teens to mid-twenties.