NAME: HENNSY Q.

DEL ROSARIO STUDENT NUMBER: 16-11205

ASSIGNMENT #1

1. What is a social dimension?

 The social dimension might be defined as all obstacles to access, progress and
completion in higher education – with the strongest emphasis on obstacles to
access to higher education. It is important to notice that the social dimension is
a wide concept, encompassing several factors.
2. What is the aim of social dimension?
 The social dimension includes measures taken by governments to help
students, especially from socially disadvantaged groups, in financial and
economic aspects and to provide them with guidance and counselling services
with a view to widening access.
3. Why do we need to study social dimension?
 The social dimension of education goes far beyond interpersonal relationships
and developing the social skills which will support students throughout their
lives. Education itself supports the social system; it supports its citizens'
collective ideals and goals. That’s why we need to study social dimension, for us
to be ready and prepared for all the obstacles that we are going to face
throughout the race of our lives and to know the available opportunities for us to
finish our studies.
4. What are the four dimensions of learning?
 Relational development - learning with and from interacting with other
people
A major route for relational developmentis learning through interactions at work,
learning with and from others (in multiple contexts) and learning as participation in
communities of practice (and communities of interest) while working with others.
Socialisation at work, peer learning and identity work all contribute to individuals’
relational development. Many processes of relational development occur alongside other
activities but more complex relationships requiring the use of influencing skills, engaging
people for particular purposes, supporting the learning of others and exercising
supervision, management or (team) leadership responsibilities may benefit from support
through explicit education, training or development activities.
 Cognitive development - acquiring knowledge and thinking skills
A major work-related route forcognitive developmentinvolves learning through
mastery of an appropriate knowledge base and any subsequent technical updating. This
form of development makes use of learning by acquisition and highlights the importance
of subject or disciplinary knowledge and/or craft and technical knowledge, and it will be
concerned with developing particular cognitive abilities, such as critical thinking;
evaluating; synthesising etc.
 Practical development - learning by doing, by experience, by taking on
challenges
For practical developmentthe major developmental route is often learning on the
job, particularly learning through challenging work. Learning a practice is also about
relationships, identity and cognitive development but there is value in drawing attention
to this idea, even if conceptually it is a different order to the other forms of development
highlighted in this representation of learning as a process of identity development.
Practical development can encompass the importance of critical inquiry, innovation, new
ideas, changing ways of working and (critical) reflection on practice. It may be facilitated
by learning through experience, project work and/or by use of particular approaches to
practice, such as planning and preparation, implementation (including problem-solving)
and evaluation. The ultimate goal may be vocational mastery, with progressive
inculcation into particular ways of thinking and practising, including acceptance of
appropriate standards, ethics and values, and the development of particular skill sets
and capabilities associated with developing expertise.
 Emotional development - making sense of your own feelings and how
others feel
For emotional development, the major developmental routes are learning through
engagement, reflexiveness that leads to greater self-understanding, and the
development of particular personal qualities. Much emotional development may occur
outside work, but the search for meaning in work, developing particular mind-sets, and
mindfulness may be components of an individual’s emotional development. Particular
avenues of development could include understanding the perspectives of others, respect
for the views of others, empathy, anticipating the impact of your own words and actions,
and a general reflexiveness, which includes exploring feelings. Identity development at
 work may also be influenced by changing ideas individuals have about their own well-
being and changing definitions of career success (Brown & Bimrose 2014).

5. What is social dimension of globalization?

The social dimension of globalization refers to the impact of globalization on the
life and work of people, on their families, and their societies. Concerns and issues are
often raised about the impact of globalization on employment, working conditions,
income and social protection. Beyond the world of work, the social dimension
encompasses security, culture and identity, inclusion or exclusion and the cohesiveness
of families and communities.