ASEM LLL Hub Symposium

WELCOME TO THE ASEM LLL HUB MEETING

#ASEMEDU

6-8 JUNE 2016, GLASGOW

Supporting Adult Education for a Sustainable Life Course: Asian and European perspectives on Education, Work and Citizenship

This symposium is hosted on behalf of the ASEM LLL Hub, Danish School of Education, Aarhus University by the Centre for

Research and Development in Adult and Lifelong Learning (CR&DALL), University of Glasgow in co-operation with the LLAKES

Centre of Research on Learning and Life Chances, UCL Institute of Learning with the support of the Asia-Europe Foundation

(ASEF). ASEF’s contribution is with the financial support of the European Union. We also acknowledge the contribution of the

European Commission to the funding of the LETAE project through the LLP grant 539382-LLP-1-2013-1-ES-ERASMUS-EQR

ASEM LLL Hub Symposium 3

Programme 4Monday, 6 June, 2016 4

Tuesday, 7 June, 2016 5-7

Wednesday, 8 June, 2016 8-9

Biographies of Keynote Speakers 10

Parallel Papers 12

General Information 25

Venue 26

About ASEM LLL Hub 28

Information 29

Getting to Glasgow 30

Practical Information 31

Contents

2 | PROGRAMME

PROGRAMME | 3

Supporting Adult Education for a Sustainable Life Course: Asian and European perspectives on Education, Work and Citizenship

This symposium brings together two research networks that cooperate internationally within the framework of

the ASEM Education and Research Hub for Lifelong learning. The network ‘National Lifelong Learning Strategies’

explores lifelong learning policies and practices in the framework of national socio-economic development, giving

particular attention to citizens’ motivation and barriers to continuing education and training. The network ‘Work-

place Learning’ focuses on workplaces that exist not simply in companies and public services, but equally across a

wide range of organisational and social contexts, including in the third sector (non-profit-making NGOs, volun-

tary work, etc.) and in diverse forms of self-employment, including under irregular and precarious conditions. For

both, ‘life-work-learning’ interplay between workplaces, institutions, family and community is a key framework for

understanding how opportunities for lifelong learning, including professional and personal development at work,

are distributed, structured, used and experienced in Asian and European countries.

Competing visions and paradigms for lifelong learning co-exist at national as well as international levels. The fact

that one ‘official’ discourse may be dominant at any one time does not mean that other ways of thinking about

lifelong learning have disappeared. They are alive and well in a range of critical traditions and perspectives that

retain their power to engage and persuade. In this symposium, contributors critically analyse issues in lifelong learn-

ing that have important implications for policy in different parts of the world. Evidence, ideas and the polity can

mobilise political thinking in new directions, as policy makers search for the new ‘big idea’. In turbulent times, ideas

for better connecting system worlds and life worlds in the pursuit of broader and more just forms of meritocracy

can focus compellingly on learning as a lifelong process which links, rather than separates, the older and young-

er generations and incorporates the realities of working lives.

The symposium will be held in co-operation with three recently funded projects within the H2020 – Young 3 pro-

gramme and the LETAE project funded within the LLP, for which it will act as a second national seminar, and serve

as a fore-runner to the final European level conference in Barcelona.

ASEM LLL Hub Symposium

Day 0

6 June, 2016

1930

Programme

Welcome Reception for ASEM LLL Hub delegates

The Lansdowne7a Lansdowne CrescentGlasgow WestGlasgow, G20 6NQ

4 | PROGRAMME

Day 1

7 June, 2016

Session 1 – Chair – Professor Mike Osborne, University of Glasgow

0915

1000

1045

1130

Welcome

Professor Sayantan Ghosal, Dean for Inter-disciplinary Studies, University of Glasgow

Professor Trevor Gale, Head of School of Education, University of Glasgow

Danish Consul (tbc)

Claus Holm, ASEM LLL Hub

Opening Keynote – Professor Tom Schuller

UNESCO’s Third Global Report on Adult Learning (GRALE)

- Outcomes and Recommendations for the Future

Professor Schuller has been the principal editor for UNESCO’s Third Global Report on Adult Learning

(GRALE). This should just have been published by the time of the conference. The Report:

- updates the state of play on adult learning across the world since 2009, drawing on responses from

139 countries;

- assembles evidence on the impact of ALE in respect of 3 themes - employment; health and

wellbeing; social and community life – using both GRALE results and wider studies;

- looks forward to 2030, as the period covered by the Sustainable Development Goals, and puts

forward a number of recommendations for strengthening the case for ALE.

He will summarise the outcomes of the GRALE analysis and discuss the agenda and recommendations

put forward in the concluding chapters.

Panel Discussion – Representatives of H2020 Young 3 projects and the LETAE project

Dr Lesley Doyle, University of Glasgow

Professor John Holford, University of Nottingham

Dr Natasha Kersh, UCL Institute of Education

Dr Karsten Kreuger, University of Barcelona

Coffee

PROGRAMME | 5

1145

1300

Session 2 – Chair – Professor Karen Evans, UCL Institute of Education

1400

2 sets of 3 parallel papers

1. Areeya Rojvithee (Freelance Consultant, Thailand) - The Philosophy of the Sufficiency Economy

2. Nicola Penserio (UCL Institute of Education, UK) - The effects of upper secondary education and

training systems on skills levels

3. Erdei Gábor (University of Debrecen, Hungary) - Organisational and network learning – some

experience of a learning region research project

- - -

1. Muir Houston and Mike Osborne (University of Glasgow, UK), Laureano Jiménez Esteller,

University of Tarragona - External stakeholders, collaborations and partnerships in WBL with Higher

Education Institutions in the UK: context and cases.

2. Ulrik Brandi (Aarhus University, Denmark) The gap between the high valuation of and low

investment in the development of soft skills by enterprises

3. Helen Bound (Institute for Adult Learning, Singapore) - Assessment, learning and work

Lunch (buffet in situ)

2 sets of 4 parallel papers

1. Theo van Dellen and Jumbo Klercq (University of Groningen, Netherlands) - Dutch Lifelong

Learning: A Policy Perspective bringing together Parallel Worlds?

2. Sumalee Sungsri (Sukhothai Thammathirat Open University, Thailand) - A Model of Providing

Lifelong learning for Farmers in Thailand.

3. Søren Ehlers, (Danish Pedagogical University, Denmark) and Shalini Singh (JNU Delhi) -

Implementation of LLL in Asia: Case study from Sonitpur district in India

4. Bruce Wilson, Jaxon Ashley and Robbie Guevara (RMIT, Australia) - The Sustainable Development

Goals: Their Implications for Education, Work and Citizenship

- - -

1. Zenaida Reyes (Philippine Normal University, Philippines) - Women Studies and Transformative

Education

2. Maria Slowey (Dublin City University, Ireland) - Opportunities and limitations of the RPL ‘vision’-

perspectives on recent developments in Europe and Indonesia

3. Yuan Dayong (Beijing Academy of Social Sciences, China)- The Umbrella of Chinese Adult

Education: a Learning Cities Policy Review and its Future

4. Gumpanat Boriboon (Srinakharinwirot University, Thailand) Guidelines for Basic Education

Approach for Migrant Labors in Bangkok Metropolitan.

6 | PROGRAMME

Programme

1545

1615

1700

1930

Coffee

Keynote – Professor Han Songhee, Seoul National University

Adult Education Policies, Lifelong Learning Frameworks, and the Impact on the Contemporary

Educational System in Europe and Asia

Lifelong learning is a conceptual framework that directs adult education policies and practices, and the

outcome feeds back into re-defining the identity of lifelong learning. The process eventually triggers

changes in the traditional education system. Observed for last thirty years, the macro educational sys-

tem has been impacted, adjusted, and reshaped by the emerging sub-system of lifelong learning.

I pay attention to the way in which the system evolves and reproduces itself. Social scientists usually

adapt correspondence theories (economic or cultural), in which the education system is asserted as

being determined by economic or social forces. However, I presume, education system is like a living

creature, which defines the territory by self-referential production, not by the direct interventions of

outer forces. The recent theories of systems approaches, for which we are indebted to Maturana and

Luhmann, provide a meaningful turning point to re-conceptualize the whole mechanism. Human civi-

lization in general, from this perspective, and education in particular, have been practiced to create its

own territory and emerged as a super-stabilized social system.

My presentation shares some preliminary pictures, from the experiences of Europe and Asia, on how

the discourse of lifelong learning has created self-stabilizing conceptual frameworks that gave the whole

educational system a meaningful rupture and created niches to create significant changes in it.

Final Remarks for day - Conference Rapporteur – Norman Longworth, University of Stirling

Dinner at Eusebi Restaurant

"Day 2" on next page

PROGRAMME | 7

Day 2

8 June, 2016

Session 3 – Chair, Dr Haixia Xu, Ministry of Education, China

0900

0945

Keynote 3 – Professor Karen Evans, UCL Institute of Education

Learning and Working Life in Changing Social Landscapes

The Research Network 2 of the Asia-Europe Hub for Lifelong Learning aims to develop better

international understandings of what learning in, for and through working life means in practice, in the

contrasting social landscapes of Asian and European societies. The approach of the network develops

an extended dialogue between ideas and evidence, connecting researchers working in European and

Asian traditions with each other and with the policy makers and practitioners that make up the wider

Hub community. Going beyond generalisations about Western preoccupations with the autonomous

individual and the collectivist traps of Asian perspectives, network members draw on empirical

encounters in contrasting social landscapes to explore the actualities of workplace learning and the life

transitions of young, mature and older adults. In this session Professor Evans will reflect on insights

drawn from Asian and European inquiries into some key turning points in working life, from gaining

a foothold in the labour market, to job change in mid-life and retirement. Her reflections emphasise

the value of mutual learning about the frameworks of meaning that imbue work and learning and its

usefulness in facilitating the intercultural competence of practitioners at all levels.

2 sets of 3 parallel papers

1. Annette Ostendorf (University of Innsbruck, Austria) – Informal workplace mentoring and corporate

citizenship – empirical insights and conceptual discussions.

2. Natasha Kersh (UCL Institute of Education, UK) - The role of adult education in facilitating social

inclusion and engagement of vulnerable adults: insights from the Horizon 2020 project

3. Steffi Robak (University of Hannover, Germany) - Educational leave as a political strategy for

improving participation concerning Education, Work and Citizenship. Empirical findings from a

research project on the occasion of the amendment of an educational leave law in Germany.

- - -

1. Ineta Luka (Turiba University, Latvia) - Compliance of graduates’ employability skills with the labour

market needs

2. Petr Novotný (Masarykova University, Czech Republic) Intergenerational Workplace Learning: Who

learns what?

3. Heribert Hinzen (DVV, Germany) and Chris Duke (RMIT Melbourne, Australia) Community-based

ALE – looking at experiences in Asia and Europe in a global context

8 | PROGRAMME

Programme

1100

1115

1200

1300

1400 - 1700

Coffee

Keynote 4 – Professor Andy Furlong, University of Glasgow

Young People, education and employment: lessons from Japan?

Opportunities for young people have been changing rapidly; trends that predate the GFC have

accelerated and seem to have become entrenched in a wide range of countries with some of the

trends resembling those that were evident in Japan two decades ago. As in Japan, young people in

Europe are increasingly employed in non-standard, part-time and insecure jobs and find it difficult

to maintain relationships and establish independent households. While young people invest heavily

in education, in many countries in the global north employment growth is increasingly concentrated

in low skill occupations: labour economists predict that this trend will continue. This paper explores

the changing experiences of young people in Europe, examines the ways in which inequalities are

reproduced in new contexts and asks whether Japan can provide a window on European futures.

Final PanelHaixia Xu, Karen Evans, Heribert Hinzen, Chris Duke

Lunch (buffet in situ)

Closed Meeting for RN2 and RN4

PROGRAMME | 9

Professor Tom SchullerProfessor Tom Schuller has held a range of positions in the field of lifelong learning. From 2008-2010, he directed

the independent Inquiry into the Future for Lifelong Learning, sponsored by the UK’s National Institute of Adult

and Continuing Education. With David Watson he co-authored the Inquiry’s main report, Learning Through Life.

From 2003-2008 he was Head of the Centre for Educational Research and Innovation (CERI) at OECD, the Paris-

based international think tank, with responsibility for CERI’s projects relating to some 30 countries. Before that

Tom was Dean of the Faculty of Continuing Education and Professor of Lifelong Learning at Birkbeck, University of

London; and co-director of the Research Centre on the Wider Benefits of Learning. He chairs the Governing Board

of the Working Men’s College in London, Europe’s oldest adult education institute. He is currently writing a book

on The Paula Principle – why working women tend to stick below their competence level. Tom is the main editor

of the forthcoming 3rd GRALE report – the Global Report on Adult Learning, published by Unesco’s Institute of

Lifelong Learning.

Professor Soonghee HanProfessor Soonghee Han is professor of Lifelong Education in the Department of Education, Seoul National Uni-

versity, the Republic of Korea. He is currently the President of the Korean Society of the Studies in Lifelong Education,

and is the Editor-in-Chief of the Journal of Lifelong Learning Society published in Korea, and also editorial board

member of Journal of Adult and Continuing Education (University of Glasgow). He was the founding coordinator of

the RN5, ASEM LLL. He has actively collaborated with European scholars in this field. He has received the Visiting

Scholarship Fund from MALLL program of Aarhus University. He has studied historical and cultural patterns of

East Asian adult education and lifelong learning practices, and has been invited as a guest professor by the Nagoya

University (Japan, 2015), University of Tokyo (Japan, 2012), and Zhejiang University (China, 2011).

His academic works focus on studies on the emergence of the lifelong learning system and the learning society as

it social representation. His research interests cover the follow areas: learning cooperatives and democratic citizen-

ship education: higher lifelong learning as a complex system and structural changes of HEIs for universal access to

higher education; East Asian origins of lifelong learning; the educational system as self-referential complex system.

Professor Karen EvansProfessor Karen Evans is currently Coordinator of the ASEM Lifelong Learning Hub Research Network on

Workplace Learning. She is Emeritus Professor of Education at the UCL Institute of Education, University of

London and Honorary Professor in the Economic and Social Research Council LLAKES Centre for Learning and

Life Chances. She is also Honorary Professor at RMIT University, Australia. She was previously Head of the School

of Lifelong Education and International Development in the Institute of Education and subsequently research

professor, working on research interests in life and work transitions, and learning in and through the workplace.

She has directed major studies of learning and work in Britain and internationally. Her recent publications include

the books Youth and Work Transitions in Changing Social Landscapes (2013), The Sage Handbook of Workplace

Learning (2011); Improving Literacy at Work (2011); Learning, Work and Social Responsibility: Challenges for

Lifelong Learning in Global Age (2009). She is joint editor of the Second International Handbook of Lifelong

Learning, 2012 and Fellow of the Academy of Social Sciences.

10 | PROGRAMME

Biographies of Keynote Speakers

Professor Andy FurlongProfessor Andy Furlong is Professor of Social Inclusion and Education within the Robert Owen Centre, School of

Education and Dean of Research of the College of Social Sciences, University of Glasgow. His research interests

revolve around the experiences of young people in education and their transitions from education to employment.

His work covers processes of social reproduction, inequality, mobility, exclusion and inclusion and social justice.

From a sociological perspective, his research has focused on patterns of educational participation and forms of

engagement, educational and occupational aspirations, higher education, informal education and training. His

research has involved regular collaboration with colleagues in Europe, Australia and Japan. He has held visiting

positions at Deakin, Melbourne and Monash in Australia, and held an Invitation Fellowship from the Japan Society

for the Promotion of Science. He is an advisor to the Japanese Youth Cohort Survey team.

PROGRAMME | 11

Areeya Rojvithee The Philosophy of the Sufficiency Economy

Currently the world is confronted with multiple global crises, which include global warming, climate change,

biodiversity loss, food shortages, ecological downturn, and socio-economic and financial crises. The international

community is discussing how to address the 21st century’s problems and the effective ways to tackle and solve all

those problems. Thailand has had a strong commitment on Sustainable Development since the United Nations

Conference on Environment and Development in 1972. His Majesty, King Bhumibol Adulyadej, proposed the

Sufficiency Economy Philosophy in 1974 in realization of the need to change unsustainable practices towards

development. His Majesty put his people and their quality of life at the center of his development agenda.

Sustainable Development can be accomplished only through the development of human resources. So, policies on

health, education, training and lifelong learning for people at all levels and directed towards various issues, especially

for adults, have been formulated and implemented over a long period.

The content of this presentation will seek to create an understanding of the definition of Sustainable Development

and the Sufficiency Economy Philosophy, which is the ethical and medieval way of practice in living, consuming

and protecting natural resources and environment in order to reduce global warming, promoting the Green

Economy, combating the poverty and creating wealth. The best practice cases on education, work and citizenship

will be presented within a strategy focused towards adult education and lifelong learning. The basic principles

of sustainability, which are the integration of environment, social, economic and finance, will be discussed. The

Philosophy of the Sufficiency Economy offers the world insights into how Thailand has defined the relationship

between goals and method. UNESCO has recognized the value of the Sufficiency Economy Philosophy and already

been involved in a collaborative project that covers Cambodia, Laos PDR, Vietnam, and Indonesia. Recently on

27-28 February 2016 Thailand hosted the G77 “Bangkok Roundtable on Sufficiency Economy: An Approach to

Implementing the Sustainable Development Goals.” This means that the philosophy has been recognized by 77

governments and the cooperation has been established.

Nicola Penserio The effects of upper secondary education and training systems on skills levels

This paper links SAS (Survey of Adult Skills) 2011 and PISA (Programme for International Student Assessment)

2000 surveys to overcome a major obstacle that has handicapped research on the effects of post-secondary education

on skills: the lack of harmonized international longitudinal data. In the absence of previous research on the

effectiveness of the upper secondary phase, we draw on the literature regarding the lower secondary phase and adapt

the arguments to the upper secondary phase. By comparing in a country-level difference-in-difference analysis the

PISA cohort 2000 (age 15) to the same cohort in SAS (age 27) we find that the standardised comprehensive school-

based systems (Norway and Sweden) and systems with a dual system of apprenticeships (Austria and Germany) and

some of the countries with a school-based differentiated system (Denmark, Finland, Czech Republic, Poland) are

better at improving skills between 15 and 27. This can be partly explained by the high participation in good quality

vocational education and training in dual system countries; by the extent of formal learning of Maths and the

national language during the upper secondary phase; and by the inclusiveness of the post-secondary phase. Among

the quantitative measures of school inputs, only the student-teacher ratio matters.

12 | PROGRAMME

Parallel Papers

Erdei Gábor Organisational and network learning – some experience of a learning region research project

The research presented in this paper was a part of a learning region research project (LearN). This research was

conducted in an ICT cluster in Hungary. During the qualitative research, managers and owners of ICT companies

and organizations were interviewed (26 persons).

The main research questions were concerned with: circumstances that require the need for new knowledge; the

origins of knowledge; the learning forms in the organizations; cooperation and learning in networks; knowledge

management in an ICT cluster.

The research findings show that new investments, competition and technological development are the motivators

for new knowledge-seeking processes. There is a great variety regarding knowledge resources; however the

importance of school-based education and adult education, and also non-school based adult training has less

importance than we might have expected considering previous research. Learning forms were very varied, although

action learning seems dominant in our research.

Muir Houston and Mike Osborne External stakeholders, collaborations and partnerships in WBL with

Higher Education Institutions in the UK: context and cases.

We present the results of a study conducted within the LETAE project (part funded by the European Commission)

on university-enterprise cooperation, collaboration and/or partnership in the field of tertiary lifelong learning

(TLL) and university adult education. We analysed three cases of university-enterprise programmes for adults1,

who have left the education system to enter the labour market and who want to access education and training

opportunities offered by universities to improve their labour market position. These are complemented by desk

research about the national and institutional context of university higher education.

Core questions to be addressed are the regulation of TLL systems, in particular the integration of labour market

stakeholders in the design of Work Based Learning (WBL) programmes. The project is specifically concerned with

the relevance of university provision for the impact on adult learners in the labour market and its influence on

their work performance. We excluded examples of business-university cooperation in the field of initial education

programmes, in which the majority of participants enter direct from compulsory education.

In relation to the area of work based learning, we reviewed major concerns with aligning academic and workplace

learning outcomes and forms of assessment; issues of development funding for WBL programmes; mediating

between the quite distinct cultures of academia and industry or business; and a perceived lack of flexibility and long

lead times in universities from external stakeholders.

We first describe briefly the UK institutional landscape of education in general, with a focus on adult education

and adult learners. We then present each of the case studies with details on the programme, the partnership or

collaboration with external stakeholders, the learners and its impact on all stakeholders. Finally, we discuss the

potential opportunities, but also the constraints or barriers of cooperation, collaboration and partnership to

advance the integration of WBL in higher education.

1 Adult are here defined as persons, who are older than 18 years and have left the educational system to enter into the labour market According to the methodology of the Adult Education Survey, the adult population is that aged 25 and more, which would be outside of traditional perspectives of formal or compulsory education under normal conditions, which is often seen as a linear progression through full time education that generally begins at 5-7 years and continues until 20-25 years of age.

PROGRAMME | 13

Ulrik Brandi The gap between the high valuation of and low investment

in the development of soft skills by enterprises

This presentation introduces how we can examine learning strategies at an enterprise level, conceptualising them

into three main dimensions: learning systems and incentives, connecting to the affective dimension of learning,

which behavioural learning addresses effectively; skills’ development, chiefly addressing the cognitive dimension of

learning to which cognitive and action learning principles can be applied; and, work design and the organisation of

work, which attend to the structural dimension of learning and socio-cultural approaches. Through this conceptual

understanding, we present results from an empirical study of the learning strategies of 194 enterprises, searching

for the most pressing needs and commitments to learning. Our results show that enterprises struggle to find the

optimal balance between the use of systematic and ad-hoc arrangements of learning systems and incentives, yet

must emphasise intrinsic needs as a key business strategy, systematise certain aspects of HR whilst minimising the

negative effects of status distinction, hierarchy and bureaucracy. They must also immediately address the pervasive

effects of stress and burnouts. Most especially, enterprises are in need of addressing the gap between the high

valuation of soft skills versus the low investment in developing them.

Helen Bound Assessment, learning and work

Singapore has recently embraced SkillsFuture, a new strategic policy direction reorienting the historically heavy

reliance on classroom learning towards workplace-based learning. This new direction requires a shift in the

thinking, design and intention of assessment and learning. One of a number of SkillsFuture programmes, the Earn

and Learn work-study programme, is intended to provide graduates with more opportunities to build on the skills

and knowledge they acquired in school after graduation, and to better support their transition into the workforce.

The emphasis on the relationship between learning at and through work, and classroom learning will require in

some instances fundamental changes to curriculum and assessment. The emphasis of SkillsFuture is on valuing

the importance of building deep and future-relevant skills and creating a culture of lifelong learning enhancing

opportunities for individuals to “take ownership for acquiring new skills and deepening skill sets throughout their

careers” (WDA, 2015). Dominant practices within the competency-based training context in Singapore are based

on assessment in classrooms, well removed from the complex world of work. The new policy direction requires a

rethink not only about where, when and how assessment takes place, but what we mean by assessment and how we

consider quality assurance issues.

The Centre for Work and Learning at IAL is undertaking a project (due to be completed by August 2016) that

seeks to address this shift towards workplace-based learning and assessment. Our unit of analysis is assessment

practices. We seek to address the questions of how different institutional and policy contexts mediate assessment

practices and how adult learners, educators, educational providers and employers experience assessment. We are

addressing these questions through six case studies in different industry and occupational contexts (cooks, doctors,

ICT engineers, adult educators, fire-fighters (leadership) and aeronautical engineers) and different types of and

length of ‘programmes’. Our data comes from curriculum documents and institutional policy documentation,

observations of learning and assessment and semi-structured interviews with learners, educators, educational

providers and employers. In this paper I will explore leading assessment practices for the changing nature of work

including those we identified form the literature and the additional assessment practices we saw in our data to

14 | PROGRAMME

Parallel Papers

address the question, how different contexts mediate assessment practices. The leading assessment practices we

identified in the literature include: 1. Work focused—reflecting the practices of work; authentic and integrated with

work, and includes employability capabilities in assessment. 2. Outcomes oriented—transparency of assessment

purposes; strong alignment between learning outcomes and assessment, and holistic standards and criteria. 3.

Designed for learning—engages participants in learning; embedded feedback loops in course design, and fosters

learners making judgments of their own work. This list indicates why you cannot consider assessment without also

considering learning.

Theo van Dellen and Jumbo Klercq Dutch Lifelong Learning: A Policy Perspective bringing together Parallel Worlds?

Lifelong learning has never been an integral part of the Dutch educational culture. Nevertheless, nowadays yearly

many adults (about 17.8% in 2015) are either after or not finishing initial education in some respect emergently

participating in (continuing) second, third or more learning paths through their lives. As we know these individual

paths may become successful only when they initiate from own will learning motives of the individuals in their

particular life situations. In this whitepaper we make out a case for policy that bridges the separated worlds of policy

makers, researchers, professionals (including volunteers) and last but not least the learning adults themselves who

engage in lifelong learning activities for life, work or leisure. This policy focuses first on the continuing unresolved

issues of LLL in the Netherland and secondly builds on a Dutch learning climate and a fitting adult learning

professionalism to bridge the gaps between the parallel worlds of policy makers, researchers, professionals and

learners. The paper ends with some suggestions what kind of policy is needed in this respect. One suggestion goes in

the direction of “realizing lifelong learning depends on the knowledge and attitude of various interested parties and

asks for a collective learning process”. This suggestion was already made in 2000 immediately after the European year

of LLL by Van der Kamp. Did these collective learning processes take place?

PROGRAMME | 15

Sumalee Sungsri A Model of Providing Lifelong learning for Farmers in Thailand

In Thailand, the importance of lifelong learning was recognized many years ago as it was officially stipulated in

national policies and plans such as: the National Education Act, 1999; the Non-formal and Informal Education

Promotion Act, 2008; and the National Education Plan, 2009-2016. The main aim is providing lifelong learning for

all. Farmers, the main group of workers in the country, also need lifelong learning opportunity. In order to establish

proper guidelines for providing lifelong learning for them, this study was carried out with the following objectives:

1) to study the current opportunities of farmers for obtaining lifelong learning, 2) to study farmers’ needs for

lifelong learning, and 3) to develop and propose a model of lifelong learning for farmers.

The study employed both quantitative and qualitative approaches. The samples included 1,000 farmers aged

between 15-55 years from every region of the country, 200 community leaders and community committees,

200 staff of related agencies and 27 experts in the field of lifelong learning. Moreover, 15 farmers in one village

were randomly selected to attend village public hearings in order to provide suggestions to the proposed model.

Questionnaires were the main instruments for data collecting from all of the samples. Moreover, interviews, village

public hearings and focus groups were also employed. The data were analysed by frequency, means, percentages, and

content analysis.

The main findings showed that farmers needed lifelong learning in the form of the integration of informal and

non-formal education. The proposed model of lifelong learning for farmers comprises 16 components. It included,

for example, types of knowledge, activities, media and learning resources to be provided, strategies for reaching

the target group, and participation of all sectors in local community in providing lifelong learning for farmers. The

main recommendation from the study was that lifelong learning plans should be developed at all administrative

levels from province to sub-district. The government should provide support for implementing and following up

the LLL plan in every community or sub-district.

The author believes that with appropriate administration that this model could be applied in all areas for

promoting lifelong learning for farmers across the country.

Søren Ehlers and Shalini Singh Implementation of LLL in Asia: Case study from Sonitpur district in India

A Portuguese researcher states that LLL is more relevant for Northern Europe than for Southern Europe (Barros

2012). The approach in the Nordic countries is becoming individualized (Telhaug et al. 2004). An empirical study

of LLL strategies in 99 countries shows that OECD countries passed LLL reforms whilst non-OECD countries

elaborated on LLL as an idea (Jacobi 2012). The ASEM Magazine describes in January 2014 (pp. 21-25) and in

November 2014 (pp. 25-27) socio-cultural differences between Europe and Asia.

In this study, the integrated implementation model (Winther 2012), developed in the Nordic countries, will

function as an analytical tool for studies of adult learning in Asia. An empirical study of community education in a

rural village will document:

- How Indian adult learners are expecting a collective approach

- How the approach used by Indian facilitators differs from the individualized approach in the Nordic countries

The model was developed by a political scientist in the Nordic countries. Its relevance seems obvious – in the Nordic

countries. A Danish researcher has demonstrated its relevance for studies of primary education (Nordin 2016). The

model was fruitful for a comparative study of LLL in the Nordic countries (Ehlers 2010).

16 | PROGRAMME

Parallel Papers

The Adult Education Group at Jawaharlal Nehru University (JNU) organized a workshop in Sonitpur district

(Assam). The action was integrated in a transnational project called Engaging People and Communities for

Participatory Enterprise (for the success/technical rigour of RHEES project in selected villages). A group of villagers

experienced adult learning activities for 10 days in April/ May.

The box called the ‘implementation process’ contains the following:

- The JNU group acts within interorganizational behaviour

- Professor Kumar (JNU) acts as management

- JNU staff act as street level bureaucrats

- Villagers in Sonitpur district act as target group

The methodology involves a case study approach, comparative desk studies, observation and semi-structured

interviews.

Bruce Wilson, Jaxon Ashley and Robbie Guevara - The Sustainable Development Goals: Their Implications for Education, Work and Citizenship

The Sustainable Development Goals (SDGs) were adopted by the United Nations in September 2015. They represent

a significant step forward in global policy development, partly because of the comprehensive character of the Goals,

and partly because of the overwhelming global support offered to the Goals through the United Nations Congress.

Education, and particularly adult education and lifelong learning, is central as Goal 4 commits nations to ‘Ensure

inclusive and quality education for all and promote lifelong learning’. Not only is lifelong learning identified as an

important ambition in its own right, but it is inevitable that all other Goals will depend on adult education and

empowerment in order for the broader framework of Goals to be achieved. The SDGs are significant also because

they apply to all nations, and all nations will be expected to report against the Targets and Indicators which are

being developed for each Goal?

This historic decision raises many research questions: Some of these are very specific: what capability do nations

have to implement the Goals, specifically Goal 4? What kind of international collaboration will be most useful in

enhancing national capability to implement the Goals? How appropriate are the targets and indicators that are being

developed, specifically including those for Education and lifelong learning? How is adult education best able to

support the implementation of the Goals other than Goal 4?

This paper will examine the significance of the inclusion of lifelong learning in Goal 4, and begin to explore the

research agenda which Asian and European lifelong learning researchers might develop. These are huge research

questions, so that lifelong learning researchers will end to find relevant ways of operationalising the research. How

to identify priorities and build on existing experience? The paper will point to possible priorities through drawing

specifically on experience in Australia, and in the implementation of a training initiative to support improving

capacity amongst non-formal education providers in Laos.

PROGRAMME | 17

Zenaida Reyes Women Studies and Transformative Education

Filipino Women have been active in participating in a number of women’s conferences such as the Nairobi

Conference of 1985, Cairo Conference of 1994, Beijing Conference of 1995, Beijing +5 in New York and now Beijing

+20. These conferences have strongly influenced a number of policies to uphold women’s rights. For instance, the

Women’s Empowerment, Development and Gender Equality (WEDGE) Plan of 2013-2016 provides a policy on

women’s right to education. This right have been previously outlined in various Philippine documents to integrate

women’s/gender issues in the Philippine development agenda.

This paper presents how policies on gender can be articulated in the university and in communities through

various projects. A particular project of students who are specializing in Women Studies at the Philippine Normal

University will showcase how a gender perspective can be integrated in community work through an action research.

The projects of students have shown how adult women in the community developed new or additional perspective

about their lives. Further, the work of students in the community became an enabling mechanism for them to

acquire life skills such as in depth knowledge of women’s issues, competencies in transforming the perspectives of

women and achieving self- knowledge. This project affirms the importance of having a national policy that will help

develop women’s condition/status specifically at the grassroots level.

Maria Slowey Opportunities and limitations of the RPL ‘vision’- perspectives on recent developments in Europe and Indonesia

RPL has been promulgated for some time by various EU policy initiatives and international agencies as a potential

breakthrough mechanism in helping bridge the gap between the recognition of learning acquired through formal

means (attendance at universities, colleges, technology institutions and the like) and learning acquired through non-

formal means (in the community, the home, and, most particularly, the workplace) (EC 2008, OECD 2010, Duvekot

et al. 2014).

RPL has also been taken up as a radical ‘vision’ by those advocating greater equity and wider access to higher level

qualifications for disadvantaged socio-economic groups, including women who, in many countries, remain in a

minority in higher education (Singh, M. and Duvekot, R 2014, Halttunen et al., 2014)).

In this comparative analytic paper I will examine the complexities, including the ultimate appropriateness, of

seeking to apply a competence based ‘equivalence’ model to higher education qualifications (Howiesen and Raffe,

2012). To what extent is the level of resistance encountered from many higher education institutions to RPL

influenced in no small part by vested interests and the objective to protect elite parts of the education system? Or,

to what extent might this reaction reflect a genuine philosophical difference between a ‘credentialist’ perspective

of higher education with a primary focus on qualifications, versus, at its bets, an ‘enlightenment’ view of higher

education as seeking to open informed, critical, independent ways of thought and professional practice? In practice,

of course, these perspectives are at the ends of a continuum which have for long coexisted.

In exploring these issues I will draw on both European and Indonesian experience including, in particular,

recent work as an International Team member on an EU/Australia Aid project, Supporting the Development of the

Indonesian Framework of Qualifications (Moeliodihardjo et al. 2016; Slowey, 2015) and member of an OECD Peer

Review Team on the Indonesian National Education System (OECD, 2014).

Major progress has been made in Indonesia in increasing participation levels in initial education, and there

is a current focus on both raising the quality of formal education and also on increasing the proportion of the

18 | PROGRAMME

Parallel Papers

population with tertiary level qualifications. The economic and social challenges, however, remain significant- with

a total population of c250m this single country has around half of the total population of the EU (well exceeding

that of the three largest EU countries combined: UK, France plus Germany total c212m). Many working adults have

not had the chance to benefit from secondary education, let alone tertiary level- so, as this paper discusses, it is not

surprising that RPL (Rekognisi Pembelajaran Lampau) is looked to as a potential mechanism to raise qualification

levels of the population at large, and adult workforce in particular.

Yuan Dayong The Umbrella of Chinese Adult Education: a Learning Cities Policy Review and its Future

Background: adult education is an important part of Chinese education system, especially for the illiteracy work

since the establishment of PRC. However, adult education is getting weak since the Department of Adult Education

in the Ministry of Education was destroyed at the end of 20th century. So adult education practitioners, researchers,

and those who work in the adult education need to find a new idea to update the previous concepts adult education.

Meanwhile, the learning society idea became popular during that time, and the mega-cities such as Beijing and

Shanghai started using the term Learning City because they wanted to build a learning society at the municipal

level. So the learning city idea and practice has become as the new manifestation of adult education. It covers the

traditional territory (illiteracy) as well as some new topics such as community education, vocational training, and

senior citizen education.

Against this background, my paper is a policy review of learning city development in China, especially in the two

decades back to the end of 20th century. In this policy review, I consider the following topics:

- What is the meaning of learning city from the perspective of government, what is the real meaning behind it?

- The traditional adult education is still working well under the label of learning city, and at the same time, adult

education could be thought of as being conceptuaised as learning community, or even learning organization.

Is it possible that the learning city can replace the adult education in the future?

- The new functions of learning city as a way of social management and innovation with some examples.

- The inbalance of the stages of the learning city in China. Learning city initiatives showcase different stages of

development. Beijing, Shanghai and Hangzhou are looking for something innovative, and it seems they are at

the end of their developments. But China is a big country and there are many cities leaders who do not know

the idea of learning city. What is the local government motives to build the learning city?

- The are some specific features of the Chinese way of building the learning cities: such as (1) it is top down

with strong political ambition; (2) collaborative working within government is not easy for the different

stakeholders; (3) it is movement style; (4) it is outcome oriented.

Since the 2013 Beijing Learning Cities Conference, many cities are rethinking their previous work. There some new

ideas that are accepted widely, such as sustainable development, new technology and media, and person-centered

approach. So the learning city is getting changed for the future.

As a Chinese researcher, I read many articles about learning cities both in Chinese and English, but there are still

too few good research articles about Chinese learning cities; most of the articles are simply good examples and

practice. I wrote one case study of Beijing learning city for the 2nd Learning city conference in Mexico city, but in this

paper I seek more depth

As a policy review, I will list some key points of policy and indicate the positive and negative effect at the same

time. Critical thinking is vital to learning city idea.

PROGRAMME | 19

Gumpanat Boriboon Guidelines for Basic Education Approach for

Migrant Labors in the Bangkok Metropolitan Area

The research objectives of this study were 1) to study the situation and problems of migrant labourers of three

nationalities from Myanmar, Laos and Cambodia as well as the operations of the agency, responsible for the

management of education and promoting learning to groups of foreign labourers in Bangkok, and 2) to study

the characteristics of education for these labourers in order to develop a framework for the implementation of

education for citizenship.

The results showed that areas in Bangkok are ready and have progressed in developing learning support,

particularly provision that promotes lifelong learning and learning for living for migrant labourers. Learning that

promotes understanding and coexistence in society would produce positive results to society as a whole as well as to

foreign labourers. Bangkok is a major factor, being an important economic area with evolutionary aspects. Foreign

labourers agreed that the Bangkok metropolitan area is the area that is appropriate to start a new life.

The occupational characteristics of labourers as a whole within the three nationalities are that they are employed

in unskilled jobs or within a group of lower-level occupations. Careers are mostly related to construction, being

housemaids and the shipping industry. This group does not require knowledge of these professions or particular

skills to work in these fields.

Training for labourers from the three nationalities is mainly managed by the Office of Education (both formal and

non-formal), which is under the supervision of the Ministry of Education. The Ministry of Labour is in charge of

promoting the training of foreign labourers for a specific field. On the other hand, NGOs such as the Foundation

for Children is in charge of promoting learning for labourers to cover activities that promote literacy, activities to

promote computing skills and also the promotion of life skills that are consistent with the way of life of the country.

Annette Ostendorf Informal workplace mentoring and corporate citizenship

– empirical insights and conceptual discussions

The paper deals with the phenomenon of informal workplace mentoring which is fundamental for vocational

education in the German speaking countries and workplace learning in general. There is substantial literature on the

phenomenon (e.g. Scandura & Pellegrini 2010, Billett 2003), but the term ‘mentoring’ is used in different contexts

and with various meanings (Western 2012, Buell 2004).

In this paper, informal mentoring in organisations is defined as a process of facilitating and informally guiding,

including transferring knowledge and socially integrating novices (in a broader sense and with a specific view

on adolescent workers) into teams and communities of practice. Informal workplace mentoring is offered by

experienced persons to novices or less-experienced colleagues in the same occupational field. One target group

of informal workplace mentoring are interns. Analysis of data currently ongoing in our Sparkling Science Project

PEARL (“Interns investigate their working and learning”, funded by the Austrian Ministry of Science, Research and

Economy, 2015-2017) makes clear that one of the most fundamental push factors for fostering the learning and

development of novices at the workplace is informal mentoring. This agrees with the findings of previous theoretical

and empirical research characterizing the special role of informal workplace facilitators (Billett 2001, 2003, 2004;

Illeris 2011; Ostendorf 2012).

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Parallel Papers

Another type of informal workplace mentoring is found in the dual apprenticeship system of the German

speaking countries. Single employees or a network of employees who are neither formally qualified, assigned by

their job description, nor paid additionally for this task serve as an important source of informal learning in the

ongoing process of daily work at the apprentice’s workplace. But it is not officially valued and is often ignored

or marginalized, even within the company. One of the few empirical studies (Bahl et al 2012: 3) conducted in 14

German companies with more than 100 mentors states (translated): “Instruction is predominantly a naturally –

unreflected part of the corporate culture. The profoundly informal instruction activity at the level of skilled workers

is hardly seen.”

The paper presented is two-tiered:

In a first section the phenomenon of informal workplace mentoring is characterized using qualitative-empirical

data (59 individual cases) from the project PEARL, illustrating workplace mentoring in business internships.

In a second section a theoretical driven discussion based on former conceptualizations (e.g. Matten & Crane

2005) focuses the questions on whether informal workplace mentoring can be characterized in terms of corporate

citizenship or to what extent it can be interpreted as individual honorary work with youth or commitment to civil

society. This throws light on the culture-specific embedding of workplace learning with a view to the situation in the

German speaking countries that might also be an impetus for comparative research.

Natasha Kersh

The role of adult education in facilitating social inclusion and engagement

of vulnerable adults: insights from the Horizon 2020 project

The paper is drawing on the Horizon 2020 project, entitled ‘Adult Education as a Means to Active Participatory

Citizenship (EduMAP)’. Commencing in February, 2016, the project is, at the present time, in a very early stage,

therefore, this discussion paper aims to present work in progress, considering both the project’s developments

and the wider social issues related to the topic of this international initiative that involves the partnership and

cooperation of eighth European countries, and one non-EU partner.

The aim of the project is to advance understanding and further develop both the current and future impact of

adult education on learning for active participatory citizenship in Europe. EduMAP endeavours to compile an

inventory of the adult education policies and practices in EU Member States, specifically focusing on the extent to

which these policies facilitate and promote the social inclusion of young adults, who are at risk of social exclusion.

Successful educational practices within and outside the EU will be researched and reflected on. The research

findings will be used to develop an Intelligent Decision Support System (IDSS) to provide policy-makers and other

stakeholders with easy access to the information that would enable them to address the needs of vulnerable groups

and equip these with the competences required to actively participate in society and the labour market.

The project draws on rich sources of research literature, that bring attention to the issues of social exclusion, adult

education and participatory citizenship (McCollum, 2011; Sigel & Hoskins, 1981; Evans and Niemeyer, 2004).

Research has indicated that social exclusion and alienation prevent vulnerable young adults from active engagement

in political and social life. The project’s approach is based on the contention that in order to prevent social exclusion

among vulnerable groups, empowering adults and ensuring their inclusion in the education system, society and

the employment market is of critical importance. Facilitating active citizenship entails adequate qualification,

knowledge and motivation, and this is largely a question of education.

PROGRAMME | 21

The methodology, exercised through dedicated work packages, involves both theoretical and empirical research,

including advancing understanding of state-of-the-art of adult education and social inclusion across EU countries

and undertaking case studies of the experiences of vulnerable young adults and examples of best practice. An

Intelligent Decision Support System, IDSS, will be developed as a means of access for policymakers, educational

authorities and other stakeholders.

The paper aims to reflect on the project’s early findings, and stimulate a further discussion on issues related to the

role of adult education in facilitating social inclusion and the engagement of vulnerable groups who are at risk of

exclusion and disengagement, and the extent to which knowledge gained will be useful in addressing the needs of

the most disadvantaged groups that are normally less involved in adult education across the EU.

Steffi Robak Educational leave as a political strategy for improving participation concerning Education, Work and Citizenship.

Empirical findings from a research project on the occasion of the amendment of an educational leave law in Germany.

Our paper analyses possibilities of educational leave for participation in education for work, professional and

citizenship purposes. We present results of a research study concerning effects of educational leave (see Robak/

Rippien/ Heidemann/Pohlmann 2015). The origin of our research is the amendment of an educational leave law

in Bremen, Germany. It will be argued that this political strategy is meaningful for questions of participation in the

above-mentioned fields.

In Germany, educational leave is a political strategy that ensures employees individual entitlement for education.

By law, employees are entitled to spend five days paid educational leave every year attending general, political

or vocational training of their own choice. The original idea of this was to enable employees to participate in

democratic, technological, economic and social developments beyond the daily demands of work.

Our contribution will focus on two sides: First the supply side (institutions) and second the demand side

(learners) of educational leave:

1. The analysis of the supply side (institutions) is based on qualitative interviews with teaching staff. The results

show different concepts of educational leave in political, general and vocational training, which range between

the poles of pedagogical, sociopolitical and economic aims. Institutions offer different learning opportunities

for different interests. Issues of sustainability are particularly relevant in the curriculum of political education

(i.e. by discussion of social, economic or ecological problems). Furthermore the forms of instruction and the

social situation itself are meaningful: educational leave allows discussion, critical reflection and imagination

of future scenarios in a group of heterogeneous learners.

2. The analysis of the demand side (learners) is based on a quantitative questionnaire survey with participants

of educational leave. It focuses on the structures of participation and the exploration of interests that adults

in this special kind of organized learning have. The analysis shows that educational leave offers different

opportunities between actual occupation and employability (including an individual long-term development

of vocation) as well as non-vocational interests of the learners. These may support the individual development

of adult learners and might give a contribution for sustainable participation in society.

3. Although only a small number of employees (max. 5 %) uses its entitlement to paid educational leave, we

can show its meaning as an instrument for adult education and lifelong learning in reference to the structure

of participation. Educational leave provides access to further education and lifelong learning for adults with

limited participation opportunities (i.e. shift worker).

22 | PROGRAMME

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Ineta Luka Compliance of graduates’ employability skills with the labour market needs

Over the last ten years sustained interest in the pedagogy of employability (Pegg et al., 2012) has been observed.

However, literature review shows that there is not a unanimous interpretation of employability skills. They have

been analyzed in terms of ‘hard skills’ and ‘soft skills’ (Andrews, Higson, 2008), generic skills and competencies

(Brown, 2003; Rao, 2010; Selvadurai, et al., 2012), personal competencies and key transferable skills (McQuaid,

Lindsay, 2005). Although the classifications vary considerably (Cotton, 2008), all scholars emphasize their

transferable character.

Contemporary world shows a change in the employability patterns and skills needed in the future. The studies

conducted across Europe (An Agenda for New Skills and Jobs, 2010; Lowden, et al., 2011, etc.) stress the role of

transversal skills and entrepreneurial skills. The studies conducted in Latvia (Kasalis, et al., 2013; Projekta, 2013)

provide with the skills required by 2030. They also point to the gap between the skills supply and demand. Cedefop’s

latest skill supply and demand forecasts (2014) highlight Europe’s employment challenge indicating that the most

job opportunities will be in services, rising trends towards high-skilled jobs, etc. Cedefop Skills Panorama (2016)

show that skills mismatch is a reason why young people, even having a high level of education, remain unemployed.

The Ministry of Economics of Latvia (2014) has developed a model for forecasting changes/requirements in the

labour market. The model comprises interconnected components: supply factors, demand factors and the labour

market. Among the supply factors education and skills are the central.

Currently 1 in 11 jobs worldwide is in tourism and services (UNWTO, 2015); these sectors are also the main

employers in Latvia. Therefore, an exploratory research was conducted in 2013-2015 comprising a survey of 95

graduates and 91 industry employers, expert interviews and analysis of job advertisements on largest employment

offering portals, in order to explore the compliance of tourism education with the industry needs, determine the

most significant gaps and elaborate suggestions on how to diminish the gaps.

The survey comprised Lickert-scale questions, both graduates and their employers had to evaluate graduates’

general and field-specific knowledge and their competences necessary to work in the industry. The research findings

did not confirm significant differences in the level of the knowledge acquired and demanded (p=0.060-0.976) but

they indicated significant differences in skills supply and demand (p=0.000-0.049). Cronbach’s Alpha validity and

reliability test: α=0.892; s=0.883-0.896. In-depth analysis of the skills supply and demand highlighted the urgent

need of developing students’ employability skills as well as the necessity to research the skills required by the

industry to ensure the right skills match.

Therefore, a new questionnaire based on Employability Skills in the Tourism, Travel and Events Curriculum

Framework (2014) built on Mayer Key Competencies has been designed to research the skills supply and demand

and is being launched in March 2016 (graduates’ survey) and May 2016 (employers’ survey).

The current contribution will analyse the results of the research (2013-2015) and the main trends, as well as

introduce with the preliminary results obtained in the research that is in progress now.

PROGRAMME | 23

Petr Novotný Intergenerational Workplace Learning: Who learns what?

The paper deals with intergenerational learning in the workplace. Informal learning in the workplace is a relatively

traditional research topic while its intergenerational dimension has received less interest. The importance of

intergenerational learning has recently been emphasized for many reasons: population ageing, increasing chances

of healthy old age, and prolonged job careers create opportunities for several generations meeting in the workplace;

knowledge in its turn economy increases the need for creating, expanding and sharing knowledge.

The question to be answered is: what and how do members of different generations learn and what opportunities

for mutual learning do they get in the workplace. Work teams however consist and are bound to consist of members

of different generations. Age diversity in the workplace may bring a number of benefits, e.g. generating respect

for senior staff and increase these people’s initiative, or provide them with opportunities to belong and be an

integral part of society, involve them in support social networks, inspire others to deal with problems based on the

experience of other generations and so on. How work teams deal with this variety and how they use the potential

for intergenerational learning will be at the core of the presentation. The paper is based on both qualitative and

quantitative data coming from research conducted in the Czech Republic.

Heribert Hinzen and Chris Duke

Community-based ALE – looking at experiences in Asia and Europe in a global context

The latest and most important documents coming out of UNESCO earlier this year is the Recommendation on

Adult Learning and Education. Together with the Agenda 2030 and its global overarching goal: Ensure inclusive and

equitable quality education and promote lifelong learning opportunities for all we now have guiding documents for

the next decades. Both carry notions on the importance of Community Learning Centers as potential spaces on the

local level “of, for, and by the people”. On the other hand there are clear indications that they need policy, legislation,

and financing. The presentation will look at experiences in Asia and Europe to provide a comparative view on

historical developments, and at the same time explore feasible options for today and the future.

24 | PROGRAMME

Parallel Papers

The Symposium is jointly hosted by the Centre for Research and Development in Adult and Lifelong Learning at

the University of Glasgow and the Centre for Learning and Life Chances in Knowledge Economies and Societies

(LLakes), UCL Institute of Education, London on behalf of the ASEM LLL Hub.

For all enquiries contact:

Michael OsborneDirector of Research and Chair of Adult and Lifelong Learning

School of Education

University of Glasgow

Glasgow G3 6NH

T: +44 141 3303414

M: +44 780 358 9772

E: michael.osborne@gla.ac.uk

Karen EvansEmeritus Professor of Education

Centre for Learning and Life Chances in Knowledge Economies and Societies

UCL Institute of Education

London

Andy GreenProfessor of Comparative Social Science

Centre for Learning and Life Chances in Knowledge Economies and Societies

UCL Institute of Education

London

Claus HolmChair of the ASEM LLL Hub

Danish School of Education

Aarhus University

Tuborgvej 164

2400 Copenhagen NV, Denmark

Anders MartinsenHead of the ASEM LLL Hub Secretariat

Danish School of Education

Aarhus University

Tuborgvej 164

2400 Copenhagen NV, Denmark

T: +45 2630 6685

E: asemLLL@edu.au.dk

W: www.asemlllhub.org

PROGRAMME | 25

General Information

Welcome Reception

The welcome reception on 6 June is at:

The Lansdowne

7a Lansdowne Crescent

Glasgow West

Glasgow, G20 6NQ

A map showing the route from the conference hotel is shown below.

26 | PROGRAMME

Venue

The hotel and the conference

All sessions on 7 and 8 June will be at:

St. Andrews Building

University of Glasgow

11 Eldon St.

Glasgow G3 6NH

Accommodation has been arranged for all ASEM LLL Hub delegates for the nights of 6 and 7 June at:

Hilton Grosvenor Hotel

1-9 Grosvenor Terrace

Glasgow G12 0TA

T: +44 141 339 8811

The walk from hotel to the conference venue is approximately 20mins. This map below shows the most efficient route.

PROGRAMME | 27

The ASEM LLL Hub, established in 2005, is an

official network of Asian and European higher

education institutions, working and learning together

to achieve excellence in comparative research on

lifelong learning, to offer research-based education

policy recommendations, and to develop mutual

understanding between Asia and Europe. It also

facilitates researcher and student mobility and exchange

within and between the two world regions.

The ASEM LLL Hub provides a platform for

dialogue between researchers, practitioners and

policy makers in order to contribute to evidence-

based educational reform and innovation. Its five

research networks exchange knowledge, conduct

comparative research and produce coordinated

publications and reports. In parallel with five active

research networks, the Hub has a Hub University

Council composed of senior representatives from its

partner universities and a Hub Advisory Board that

currently brings together national ministries and

international organisations.

In cooperation with partner universities and ASEM

governments, the ASEM LLL Hub together with its five

research networks organises seminars and conferences

every year, publishes books and disseminates

information on its website. At ASEM LLL conferences,

the research results are presented to the public,

representatives of ASEM ministries and academic

communities.

“Hardly ever before has the demand for educational

solutions been so big. At the beginning of the 21st

century there is a global demand for research-based

recommendations for lifelong learning strategies.

The expectations are high, if not enormous. The

strategies are expected to contribute to a win-win

situation, i.e. they should solve both humanistic and

economic problems for all and at the same time.

This is a challenge, which we have to work together

to solve.” Claus Holm, Chair of ASEM LLL Hub

ObjectivesThe ASEM LLL Hub seeks to:

• Produce and disseminate new research-based knowl-

edge on lifelong learning

• Establish and support a network of leading universities

and research institutes in all ASEM partner countries

• Develop a network of specialist researchers across

relevant disciplines that can initiate bilateral and multi-

lateral comparative projects in the field of LLL

• Facilitate exchanges of students and academics in

the interests of scholarly advancement, enhancing

mutual understanding and strengthening higher

education collaboration between Asia and Europe

• Create an advisory mechanism between research and

policy making, thus casting the Hub as an important

source for sustainable human resource development

and policy advice concerning effective lifelong learning

strategies.

Five Research Networks• Development of ICT skills, e-learning and the

culture of e-learning in Lifelong Learning

• Workplace Learning

• Professionalisation of Adult Teachers and Educators

• National Strategies for Lifelong Learning

• Core Competences

Sponsors and PartnersThe ASEM LLL HUB works in cooperation with and

receives support from its partner universities and

ASEM governments. The Hub’s activities are organised

and sponsored by the following main sponsors:

• Asia-Europe Foundation with the financial support of

the European Commission

• The Department of Education, Aarhus University

• Danish Ministry of Education

• Danish Ministry of Foreign Affairs

Read more:www.asemlllhub.org

28 | PROGRAMME

About ASEM LLL Hub

Visa informationShould you require a letter to support obtaining a visa to the UK please contact Professor Osborne

(michael.osborne@gla.ac.uk)

Weather Glasgow in June is not particularly warm even though it is Summer, but there is a lot of light!

The month of June is Glasgow characterized by gradually rising daily high temperatures, with daily highs around

17°C throughout the month, exceeding 22°C or dropping below 13°C only one day in ten. Over the course of June,

the length of the day is essentially constant. The shortest day of the month is June 1 with 17:07 hours of daylight; the

longest day is June 21 with 17:29 hours of daylight.

Internet and Printing at the Conference Wifi will be available at the conference venue.

Liability and Insurance Neither the University of Glasgow, the UCL Institute of Education nor ASEM LLL Hub will assume any

responsibility whatsoever for damage or injury to persons or property during the conference. Participants are

recommended to arrange for their personal travel and health insurance.

Electricity In the UK the standard voltage is 230 V. The standard frequency is 50 Hz. The power sockets that are used are of

type G, an image of which is shown at http://www.worldstandards.eu/electricity/plugs-and-sockets/g/

Emergency phone numbers 999 is the main emergency number of fire, police and ambulance. If you find yourself in an emergency you will be

asked which service you need and where you are located.

Time Glasgow will be in British Summer Time, 1 hour ahead of GMT.

PROGRAMME | 29

Information

By airGlasgow is served by three international airports,

with direct flights from 130 destinations.

By roadGlasgow is easily accessible via Scotland’s

ex tensive road network.

Airports to cityLow cost public transport offers frequent

services into the city with short journey times.

Glasgow TaxisIncluded in the Special Offers below,

here is a direct link to discounts on Glasgow Taxis

By railGlasgow is well connected by train

from across the UK.

By seaTravelling to Glasgow by sea is made simple by

the ferry connections in and around Europe.

Getting aroundCompact and built on a grid system, Glasgow

is easy to navigate on foot or by public transport.

Beyond the cityGlasgow is ideally located for

exploring Scotland.

See more at: People Make Glasgow - Travel

30 | PROGRAMME

Getting to Glasgow

Please find below information to complement your conference attendance, this includes information about essential

tourist information supplied by the Glasgow City Marketing Bureau, one of our partners in this conference. The Bu-

reau has been voted the best Convention Bureau in the UK at the M&IT Awards for nine successive years since 2007.

Glasgow is a happening city for convention delegates.

Tourist infoFree museums and galleries, Charles Rennie

Mackintosh, great shopping, visitor attractions,

exploring beyond the city and more.

Special offersEnjoy a wide range of special offers available

to delegates in Glasgow.

Food & DrinkGlasgow’s eating and drinking scene

is vibrant, with food and drink available

to suit all tastes and pockets.

Useful infoAll the practical info you

need in advance of your

visit to Glasgow.

Visitor itinerariesSuggestions for how to spend your time when

you have two hours, half a day, or a full day free.

Things to DoFrom amazing attractions to the thriving

arts & culture scene, there’s plenty to see and

do in Glasgow - explore it all below.

PROGRAMME | 31

Practical Information

WWW.ASEMLLLHUB.ORG