1. 14-15 October 2002 Toby Linden World Bank
Upgrading Korean Education in the Age of the Knowledge Economy: Context and Issues
14-15 October 2002
Toby Linden
World Bank

2. Competence, Pedagogy and New Mode of the Learning
Overview of presentation
A vision of learning for lifelong learning
Evidence and questions

3. The need for lifelong learning
Knowledge Society rather than Knowledge Economy
Creating a lifelong learning system is necessary to meet the challenges of the knowledge society
Lifelong Learning implies a different learning paradigm because:
Additional competencies
Additional types of learners
Additional learning modalities

4. A vision of lifelong learning
General agreement on the need for higher level of traditional academic skills
Literacy, numeracy, science, technology/ICT (and international language)
Emerging agreement on the need for a different set of ‘soft’ skills
self-regulated learning
tolerance for ambiguity
creative thinking
ability to work in a team
learning how to learn

5. A vision of lifelong learning – 2
More diversity in types of learner as countries move towards a lifelong learning system
Expanding population of learners
Different types and quality of preparation for learning
Different learning styles (“multiple intelligences”)

6. A vision of lifelong learning - 3
Additional learning modalities
Modular
Part-time
Distance/e-learning
Summary: additional competencies, types of learners and learning modalities require a different approach to learning (pedagogy)

7. Characteristics of lifelong learning model
Traditional learning model
Lifelong learning
The teacher is the source of knowledge.
Educators are guides to sources of knowledge.
Learners receive knowledge from the teacher.
People learn by doing.
Learners work by themselves.
People learn in groups and from each other.
Tests are given to prevent progress until students have completely mastered a set of skills and to ration access to further learning.
Assessment is used to guide learning strategies and identify pathways for future learning.
All learners do the same thing
Educators develop individualized learning plans.
“Good” learners are identified and permitted to continue their education.
People have access to learning opportunities over a lifetime.

8. Implications for teacher training
Training begins with teachers identifying needs and demands.
Most training takes place in in the learning setting (schools, universities etc), where trainees observe, assist, and teach. Training is done in both formal and nonformal settings.
Training emphasizes actual classroom teaching behaviors.
Groups or cohorts of teachers are trained together to build networks and collaboration.
Training occurs throughout the teacher’s career.

9. Potential of Technology
Increase access to learning opportunities
Increase variety of ways learners can learn
Give increased access to knowledge resources
Enhance quality through technology
Learning by doing
Self-directed learning
Continuously updated curriculum
Networks of good practice

10. Evidence and Questions
Measurement and certification of competencies
Teachers and teaching
ICTs
Informal and non-formal learning

11. 1. Measurement and certification of competencies
International: TIMSS, PISA
National: move away from selection to competency based
Non-formal learning: accreditation of prior learning – usually to give formal credits
Soft skills: problems of definition and measurement

12. 2. Teachers and teaching
Assessing need for change to teachers’ practice
Assessing capacity of teachers to change
Difficulty of changing the role of teachers in context of rationalisation and efficiency reforms
Networking and professionalism: problem of measurement

13. 3. ICTs
Cost models: for schools and institutions

14. 4. Informal and non-formal learning
What is the distinction between non-formal and formal learning?
What is the role for government
Provider
Financier
Quality assurance and information

15. Thank you