Defining Lifelong Learning
OECD defines lifelong learning as the continuation of conscious learning throughout the lifespan (Arinto and Bandalaria, 2010). Schuller and Watson (as cited in Arinto and Bandalaria, 2010) believe lifelong learning includes people of all ages learning in a variety of contexts – in educational institutions, at work, at home and through leisure activities. Ahmed (as cited in Arinto and Bandalaria, 2010) stated “lifelong learning is continuous and plays a critical role in enabling individuals to adapt to and deal with new challenges and it embraces all forms of educational and learning experiences that help prepare individuals to engage in purposeful interaction with their own environment by developing their knowledge, skills and critical thinking abilities”.
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Hosseini (2006) states lifelong learning encompasses all learning activities undertaken throughout life for the development of competencies and qualifications. This includes formal education and non-formal and formal learning at home, in the workplace and the community. Arinto and Bandalaria (2010) sum these up by saying lifelong learning is learning across the lifespan or throughout the life cycle – from birth to death.
Frameworks and Models for Lifelong Learning
Lifelong Learning (L3) FrameworkThe emphasis of this framework is on learning throughout the course of life which includes formal, non-formal and informal education. While its focus is on individual’s employability, higher and nonvocational skills to enable an individual to perform at work and in society have also been included. This covers learning to know, learning to be, learning to do and learning to live together (Arinto and Bandalaria, 2010)
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Education For All (EFA)Everyone has the right to education. While this is considered a basic human right, not everyone sees education this way. Unfortunately, lack of access to education leads to missing out on opportunity to improve one’s life. Recognizing this, a pledge was made by 155 governments and representatives from 20 intergovernmental and 150 non-governmental agencies to provide Education for All. The World Declaration on Education for All and the Framework for Action to Basic Learning Needs urged governments to intensify their efforts to address the basic learning needs of all (UNESCO, 2013).
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Mixed economy modelThis approach implies partnership between public and private agencies prepared to provide courses and finance them and individuals prepared to assume at least part of the responsibility for meeting the costs of such provision. (Chapman and Aspin, 1997). In this model, ICT is being used to deliver knowledge and skills but not on 100%. A component of this model is the traditional approach where learners can get face to face support. The reason for retaining the traditional component is the strong bonding that takes place leading to increased commitment and motivation (Smith and Rodriguez-Yborra, 2007).
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Blended modelThis involves tripartite partnership among the learner, the host organization/institution and the learning program provider. The host organization can be the employer and the learners, its employees. Partnership with employers can widen access to training for employees, combine work with in-service or initial training, and better harmonize training and work (Sagna, 2005). Ideally, the host organization provides learner with required technology to facilitate lifelong learning. The learning program provider facilitates learning and the learner pays a small amount for the tuition fee.
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Community-based model.Primary features include being a local unit outside the formal school system, usually located in a village where participants have easy access to, and is managed by local people (Oyasu, 2002). Based on community relations which focuses more on activities to create social harmony and foster cultural unity. This involves partnership between knowledge institutions, ICT centers and rural community. This model was primarily used for farmers in helping them uplift their living while doing the same for their community. Among its functions are education, training, information and community development activities as well as coordination and networking with government offices, schools and other organizations.
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DEFINING A DEVELOPING COUNTRY
There is no single internationally-recognized definition of a developing country. The World Bank, however, classifies economies based on the Gross National Income (GNI) per capita. Any country with GNI per capita below $11,905 is considered developing (IGI Global, 2018). These countries are usually characterized by low levels of human capital, high levels of poverty and undernutrition, higher population growth rates, predominance of agriculture activities and dominance of informal sector. With poor infrastructure resulting to poor connectivity, these countries suffer from the digital divide and find it challenging to access the benefits of wider accessibility to knowledge (Smith and Rodriguez-Yborra, 2007).
Reference:
- Arinto, P. and Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual. University of the Philippines Open University. Retrieved from: https://myportal.upou.edu.ph/mod/resource/view.php?id=100915
- IGI Global. (2018). What is Developing Country. Retrieved from: https://www.igi-global.com/dictionary/developing-country/7402
- Oyasu, Kiichi. (2002). Promoting Community-based Learning Centers in Asia-Pacific. In Integrating Lifelong Learning Perspective. Retrieved from: http://www.unesco.org/education/uie/pdf/uiestud36.pdf
- Sagna, O. (2005). Lifelong Learning in the African Context: A Practical Example from Senegal. In McIntosh, C. (ed.) Lifelong Learning and Distance Higher Education. Commonwealth of Learning and UNESCO. Retrieved from: http://www.universidadazteca.net/yahoo_site_admin/assets/docs/141218e_Lifelong_Learning_Distance_HE.63165716.pdf#page=59
- Smith, C. and Rodriguez-Yborra, M. (2007). Lifelong Learning and Widening Participation in HE in Developing Countries – The Challenge for e-Learning. Retrieved from: http://ubir.bolton.ac.uk/179/1/ed_conference-7.pdf