Stephen is arguing for the importance of thinking about \u2018personal curriculums\u2019 as a notion of an individual\u2019s pathway through life. They represent \u201cthe totality of activities and interactions constituting individuals\u2019 progression along their lifelong learning pathways.\u201d They are shaped by \u201cexperiences afforded through education institutions, workplaces and communities, and selectively engaged with and appropriated by individuals.\u201d<\/p>\n

He points out that curricula may be categorised by what was intended and what happened, but it is the experienced curriculum that really matters: that is: it requires that we understand and engage with learners\u2019 readiness, capacities and interests to actually learn.<\/p>\n

The research found that the \u201cchanges that initiate, shape, and represent work life challenges\u201d are principally associated with personal\/lifestyle and occupational changes. Less significant, but still important, is employment status.<\/p>\n

To successfully negotiate these changes five key areas of learning are required: (1) new language and literacy, (2) understanding cultural practices, that is \u201cknowing the norms, forms and practices associated with political, social, or educational systems, institutional, and occupational requirements.\u201d Third, the world of work needs to be understood. Stephen argues that this involves individuals understanding \u201cthe requirements for engaging paid employment, e.g. productive, dependable, reliable, working with others, solving problems, responsive to employer, clients etc.\u201d You know, the soft skill stuff!!<\/p>\n

Naturally, people also need occupational skills (4): the \u201ccapacities to effective practice occupations individuals are employed in or seeking employment\u201d and finally (5) the ability to learn about work life through \u201cWork life engagement\u201d. This \u201cinvolves individuals\u2019 responses to, and engagement in, work as their circumstances change or are changed.\u201d<\/p>\n