Carolyn Krakow.may2008

8/8/2019 Carolyn Krakow.may2008

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Evolving Discourses and Practices of

Lifelong Learning: Some issues and

challenges

Carolyn Medel-Anonuevo


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Outline

1. Discourses on LLL

2. Context in the 21st century3. Operationalization of LLL

4. Key Issues

5. Some challenges

6. UIL work


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a. As a common sense principle of

learning throughout life

b. Rooted in tradition/culturec. As a political discourse

d. As an economic discourse

e. As an educational discourse


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b. Rooted in tradition/culture

Mogo te koro kalan maMogo te kodon kalan ma

Don o don tulo be taa kalanso


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c. As a political discourse

Nyerere- learning about anythingthat helps us to understand the

environment we live in.... (1969)

Ho Chi Minh- we have to learn and

work throughout life...


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c. As a political discourse

South Africa- all individuals shouldhave access to lifelong education

and training irrespective of

race,class,gender, creed or age(African National Congress-1994)


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e. As an educational discourse

Evolving discourse from the 70sto present


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e. Educational Discourses

Faure Report (1972):

Lifelong education as the master concept for

educational policies .. the lifelong concept covers

all aspects of education, embracing everything in

it; with the whole being more than the sum of its

parts lifelong education is not an educational

system but the principle in which the over-all

organization of a system is founded.

it is often difficult to conceptualize lifelong

education in its entirety on account of its

comprehensiveness and multiple modalities.


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Foundations of Lifelong Education byR.H. Dave (1976):

formal, non-formal and informal patterns

of learning throughout the life cycle of anindividual for the conscious and

continuous enhancement of the quality of

life, his own and that of society.

it is often difficult to conceptualizelifelong education in its entirety on

account of its comprehensiveness and

multiple modalities.


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OECD (1973)- Recurrent

education: a strategy for LLL

focused on how learning could

respond to the demands of

the market


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Learning to be , Learning to do

Learning to know,

Learning to live together

Lifelong Learning is critical for

our survival in the 21st century


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2. Context of globalization

*Rapid change in technology-> need to

update skills and knowledge

*Different kinds of skills needed across the

globe

*ICTs-->information explosion->how to

deal with information

*Brings people and cultures together ->>how to live together

* Knowledge based economies

Knowledge Society

competition


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3. Operationalization

a. As policy (national and regional)

b. As bridging the formal and non-formal

education

c. As providing learning opportunities for all


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a. As national policy:

*Japan- fundamental law for LLL 1989

*Korea- LLL law in 1999

*Thailand- National education Act 1999

* Setting up of structures: Namibia-Ministry of Lifelong Learning and Culture


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a. As regional policy:EU Lisbon Strategy: Making the European

Union the most competitive knowledge

society by 2010- lifelong learning is thekey to the attainment of this goal

(Regional strategy with open coordination

among the member states)

Southern African Development Community

(SADC) Technical Committee on Lifelong

Education and

Training


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b. As bridging formal and non-formal:

*National Qualifications Framework-

Southern Africa*South Koreas CREDITBANK

system

*Philippines Non-formal EducationAccreditation and Equivalency

System

*West Africas pasarelle


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c. As providing learning opportunities

for all:

*Ensuring access of all those previously

marginalized

*Empowerment of women

*Community learning centers and other

public spaces as venues for

democratizing opportunities


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4. Key Issues

a.Conceptual issue

b.Policy divide

c.Purpose of LLL

d.Coherence of LLL policy

e.Appropriate structure

f. Allocation of resources


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a. Conceptual Issue

Lifelong Education

Developing more

humane

individuals andcommunities to

adjust to rapid

change

Focus on

institutions and

structures

Lifelong

Learning

Retraining and

learning newskills to enable

individuals to

cope and adjust

with the fast

changing

workplace

Agency to

individuals


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b. Policy Divide Issue


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c. Purpose of LLL

Nineties discourses- continuation of

tensions between more holistic and more

economistic

Information -Knowledge society

Individual Competencies, competition

LLL for citizenship, for peace, for social

inclusion, for HIV prevention Out of school, adults and second


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5. Challenges

?Uneveness of

understanding ofdiscourse

Fragmented

way of

looking at

educational

discourses

Discourse

divide

Many different

systems of

education

Clarifyingand

Integrating

LLLdiscourses

Economistic

vs. humane

and

transformatory


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5. Challenge of Policy

Elaboration

Implementation

Advocacy


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5. Harmonisation

Integrated

approach (poverty

alleviation) Gender approach

Partnerships

Creatingenvironments


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5. Challenges

?How does one

build

foundation

skills for LLL?

Are

foundationalskills going to

be different in

another

context?

What

happens tothose who

have had no

foundational

skills?

What are

such

foundational

skills and arethey context

related?


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5. Challenges

?Learning taking

place at

individual level

largely anindividual

projectPromise of

humanesocieties and

transformation


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5. Challenges

LLLYoung andAdults

Life SkillsPrimaryECCELITERACY

MDGs

NEPAD

LWL


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5. Challenges

Learning democracy andcitizenship

Learning gender equality Learning to live with other

cultures

. Unlearning stigmatizingand discriminatorypractices

. Unlearning attitudes andbehavior towards violence

Valuing agency of individuals as well as transforming societies


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6.UNESCO and UIL

Education as a

basic right

EFA, MDGs, UNLD,

UNDESD 4 clusters (LLL,

Literacy, Adult

Education and

Africa CONFINTEA VI and

LIFE

Documents

Carolyn Krakow.may2008