Synthesis report on the state of community learning centres in six Asian countries: Bangladesh, Indonesia, Mongolia, Republic of Korea, Thailand and Viet Nam

In Asia and the Pacific region, community learning centres – or CLCs – improve access to lifelong learning and education, and serve as an integral mechanism for achieving the 2030 Agenda for Sustainable Development Goal 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. It is against this backdrop that six Asian countries (Bangladesh, Indonesia, Mongolia, Republic of Korea, Thailand and Viet Nam) participated in exploratory research launched by NILE in late 2015 to analyse the wider benefits of CLCs so as to raise socio-political awareness of their significance. The outcome of the research done in 2015/16 resulted in this synthesis report, which provides an overview of CLCs within the contexts of policy, practice and achievements. More importantly, it identifies the factors that make a CLC approach to lifelong learning relevant and significant. By presenting sound evidence on the advantages brought to both individuals and communities by CLCs, the report hopes to garner support for their future development from national and local governments

Synthesis report on the state of community learning centres in six Asian countries: Bangladesh, Indonesia, Mongolia, Republic of Korea, Thailand and Viet Nam

In Asia and the Pacific region, community learning centres – or CLCs – improve access to lifelong learning and education, and serve as an integral mechanism for achieving the 2030 Agenda for Sustainable Development Goal 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. It is against this backdrop that six Asian countries (Bangladesh, Indonesia, Mongolia, Republic of Korea, Thailand and Viet Nam) participated in exploratory research launched by NILE in late 2015 to analyse the wider benefits of CLCs so as to raise socio-political awareness of their significance. The outcome of the research done in 2015/16 resulted in this synthesis report, which provides an overview of CLCs within the contexts of policy, practice and achievements. More importantly, it identifies the factors that make a CLC approach to lifelong learning relevant and significant. By presenting sound evidence on the advantages brought to both individuals and communities by CLCs, the report hopes to garner support for their future development from national and local governments

Lifelong Learning & The Library Connection: A Perpectual Model For Tertiary Library Customer Education

The Lifelong Learning and Library Connection as a model for tertiary library customer education examined the transitional skill and ability expectations of undergraduate tertiary education students to propose a Perceptual Model of lifelong learning as an alternative to behavioural and relational models which are more experientially or practice based. The hypothesis of a recent study was that the personal perceptions of customers can mirror personal reality. What customers believe can predict what they will pursue. Therefore a Perceptual Model can offer the advantage of facilitating lifelong learning through library customer education approaches geared to the sequential levels of skills needed by customer groups

The normative foundations of lifelong education

'Lifelong Education' is a term which is bandied about nowadays with equanimity and fashionable ease wherever educationalists of whatever kind get together for brainstorming sessions about educational problems or to discuss policy or strategies. But more often than not, the ways in which it is used demonstrate radical limitations and even misconceptions in the minds of many of its users, who tend to misemploy it. Either it becomes for them a handy slogan, or else they use it in a manner which demonstrates its equivalence in their minds with certain limited areas of educational policy; usually adult educational or vocational retraining programmes. These equivalences are, however, both misleading and oversimplified; adult educational and vocational retraining programmes are only partial strategic elements within an all embracing policy blueprint for education. Underpinning this blueprint is a complex educational philosophy with a central humanistic core. At the same time, lifelong education concurrently presents itself as a pragmatic educational response to several ob- served problems and aspirations of a mankind living in a unique historical situation. The set of issues that represent the humanistic core of lifelong education all gyrate around a particular concept o 'universal' or 'generic' man, those representing the pragmatic justifications of lifelong education are concerned with 'concrete' man. It is with these issues and justifications that this paper is concerned.peer-reviewe

Perspectives on lifelong learning in the Mediterranean

This publication constitutes an edited collection of papers arising from the ‘Lifelong Learning in the Mediterranean Conference’ that was held in Malta in September 2003. The idea of lifelong learning has long been a central catchword in educational studies. Although its definition is often fluid and its usage diverse, lifelong learning is generally used to refer to our efforts in creating a society where everybody is learning all the time. Lifelong education is thus understood as an institutional movement, a politico-institutional project and even as a discourse on social change but never, of course, as a pedagogy.peer-reviewe

Disaster Management Education through Higher Education – Industry Collaboration in the Built Environment

Effectively responding to the current and dynamic construction labour market requirements is a major responsibility of higher education institutions (HEIs). HEIs aim to reduce the mismatch between what they deliver and what is required by the industry. Built environment professionals require continuous update of knowledge and education in order to effectively contribute to disaster management. However, the complex and multidisciplinary nature of disaster management education pose a challenge to the higher education institutions to make them more responsive to the industrial needs and to prepare the students for careers in disaster resilience. Adopting a lifelong learning approach would be appropriate for HEIs to maintain a through-life studentship and to provide disaster related knowledge and education on a continuous basis to respond to the labour market requirements. However, incorporating lifelong learning approach within the system of higher education is not easy and straightforward for HEIs. This is mainly because of the formal and bureaucratic nature of HEIs that acts as a barrier for providing effective lifelong learning education. In resolving this issue, HEIs are increasingly relying on the benefits associated with fostering close collaboration with external organisations such as industries, professional bodies and communities. In this context, this paper discusses the role of HEIs in providing disaster management education, the challenges associated with it, and the way of addressing the challenges through the higher education industry collaboration

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices