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Perspectives on Lifelong Learning and Some Practices Carolyn Medel-Anonuevo.

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1 Perspectives on Lifelong Learning and Some Practices Carolyn Medel-Anonuevo

2 Lifelong learning is.... a common sense understanding that we learn throughout life from cradle to grave this thinking is found in all societies, in all cultures, in all religions also a policy discourse

3 LLL as a policy discourse 1972Faure Report 1980s OECD Permanent education 1990s Turn from LL Education to LLL 1996 European Unions Year of Learning 1996 Delors Report 2000EU Memorandum of Lifelong learning

4 LLL as an overarching guiding and organising principle for educational reform and action for all countries Faure Report (1972): Lifelong education as the master concept for educational policies … the lifelong concept covers all aspects of education, embracing everything in it; … lifelong education is not an educational system but the principle in which the over-all organization of a system is founded.

5 Foundations of Lifelong Education by R.H. Dave (1976): … formal, non-formal and informal patterns of learning throughout the life cycle of an individual for the conscious and continuous enhancement of the quality of life, his own and that of society. … it is often difficult to conceptualize lifelong education in its entirety on account of its comprehensiveness and multiple modalities.

6 Delors Report (1996): … rethink and update the concept of lifelong learning so as to reconcile three forces: competition, which provides incentives; cooperation, which gives strength; and solidarity, which unites … … for adapting to the evolving requirements of the labor market and for better mastery of the changes...... … it must also constitute a continuous process of forming whole beings - their knowledge and aptitudes, as well as the critical faculty and ability to act.

7 DELORS 1996 Learning to be Learning to do Learning to know Learning to live together o Lifelong Learning is critical for our survival in the 21st century

8 The value of the idea of LLL lies in the fact that the knowledge learned at school constitutes only a small part of what a person needs, while the major part is to be acquired through practice and constant learning activities LLL encompasses a flexible learning continuum that ranges from formal to non-formal and informal learning

9 Context : State of Education Almost 800 million are considered illiterate, majority are women Around 80 million children have no access to schools Irrelevance of schools, less budget Young and old are needing new skills and knowledge (eg cope with HIV) Many are vulnerable and excluded

10 ICT Context

11 GLOBAL CONTEXT – Rapid change in technology-> need to update skills and knowledge – Different kinds of skills needed across the ICTs-->information explosion->how to deal with information – Brings people and cultures together ->> how to live together – Knowledge based economies Knowledge Society competition

12 Lisbon Strategy for LLL (2000) Basic skills for every european citizen Investing time and money in learning Innovative pedagogy Valuing learning Information, guidance and counselling Bringing together learners and learning opportunities

13 Lisbon Strategy for LLL Developing coordinated and integrated responses to prevent early school leaving Learning opportunities for functionally illiterate Increasing access to LLL for all marginalized persons Increasing focus on ECE and flexible support in all formal education and training

14 Building foundations to learn throughout life


16 EXAMPLE OF CHINA To reform school education with the principle of LLL Accompanying the expansion of school education, it will carry out curriculum and pedagogical reform guided by the principle of LLL It will also make education system more open and flexible to meet the diversified needs of learners

17 How to respond to educational demands of population 769 million workers 20 million rural migrants 10 million newly added or laid off workers 144 elderly population The education they need is different from school education in terms of learning contents, delivering methods and time arrangement.

18 Diversified continuing education and training providers School Education Education at workplace Regular/VTE Distance Education Pre/in/trans service training Library Museum Science Expo/museum Mass media Community education Education in community Internet and E-learning

19 Context of Thailand High literacy rate, near universal primary education, over 80 % secondary enrolment and 40% continue to higher education. Massive adult population with 9 years of education Literate but not functional to cope with new changes. Urgent needs to balance between rich heritage roots and 21 century skills


21 Facilitating Lifelong Learning Upgrading child-rearing practices and learning environments within the homes. Enhancing indigenous learning networks Supporting research and knowledge management system Activating commercial delivery network and contribution to lifelong learning. Mobilizing other development agencies and new players


23 Lessons Learned Institutionalized as education AND development goals. Synergy between formal, non-formal and informal education, Crucial roles of government with increasing mobilization, participation and decentralization. Think big, begin small, gradually go to scale.

24 Korea's Legal Framework of LLL The state should promote lifelong education Basic Law on Education Elementary & Secondary Education Act Higher Education Act Lifelong Education Act Lifelong Education All Organizational Educational Activities except formal School Education

25 Legal Framework of LLL in Korea Framework Act on Human Resources Development Lifelong Education Act Vocational Training Promotion Act Act on the Establish- ment of Private Teaching Institutes Framework Act on Womens Development Culture&Arts Education Promotion Act

26 Strategies of South Korea Support specialized programs considering regional characters and conditions Establish a learning network ; local school, industry, and lifelong education orgs. Develop strategies to encourage more people to participate, develop local programs with professional expertise Strengthen performance management improving quality of LLCities

27 LL Cities Practice (3) Promoting Learning Region / Learning City Municipality which is appointed and supported by MoE & HRD for more effective LLL services & more investment in LLL activities Individuals Growth Regional Revitalization Increasing Residents LLL Activity Increasing Residents LLL Activity Municipa l Local Educational Authority libraryschool Training ins. Culture Center corporate, NGO lifelong learning Region

28 Cambodia' s education system 1- Literacy 2- Post-literacy 3- Equivalency Prgr. 4- Income generating prgr. 5- Quality of life Improvement 6- Re-entry Pre school Primary 6 years Lower Sec.3 years Upper Sec. 3years Higher edu.4-7 yrs Formal Edu.Non-Formal Edu. (NFE) Informal Edu. (self-learning)

29 Global Challenges: Concept Discourse Divide Diversity and Unevenness of the Understanding of Lifelong Learning Lifelong Learning for what? – training and retraining for employment – learning to cope with new technologies – lifelong learning for social cohesion, democracy – new life skills for addressing HIV - Not just Learning Skills for Earning but also Values

30 Global Challenges: Implementation how to relate/embed/intgrate LLL to existing educational practices – e.g. EFA sector-wide approach enables us to look at learning in new ways and caters for LLL, validating all the sub-systems MDGS and lifelong learning

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