ERIC ED540500: Conceptual Evolution and Policy Developments in Lifelong Learning

2011·1.1 MB·English

by  ERIC

Conceptual evolution and policy
Conceptual evolution
developments in lifelong learning
and policy developments
Edited by Jin Yang and Raúl Valdés-Cotera
in lifelong learning
E C
This book is an outcome of the Shanghai International Forum d
it o
on Lifelong Learning co-organised by UNESCO, the Shanghai ed nc
Municipal People’s Government, the Chinese Society of by ep Edited by
Educational Development Strategy and the Chinese National Jin tu Jin Yang and Raúl Valdés-Cotera
Commission for UNESCO. The Forum took place in Shanghai Yan al
during the World Expo 2010, from 19 to 21 May. g e
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The 24 papers collected here document the debates and Raú tio
discussions led by experts from across the world. The papers are l
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grouped into five themes, recounting first how lifelong learning ald a
has evolved conceptually and then how policy has developed in és- nd
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its promotion. Subsequent sections examine its relationship with o p
distance education, new learning media and higher education; its tera oli
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association with the learning cities movement; and its role in rural y
and industrial development. The General Rapporteur’s Summary d
e
Report of the Forum provides the final section, giving an overview v
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of the event. l
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The UNESCO Institute for Lifelong Learning and its Chinese
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partners hope that this publication will contribute meaningfully
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to international endeavours in making lifelong learning a reality
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for all.
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ISBN 978-92-820-1172-0 i
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shanghai_Umschlag_0317.indd 1 28.03.11 11:24
Conceptual evolution and
policy developments in
lifelong learning
Edited by
Jin Yang and Raúl Valdés-Cotera
Published2011by
UNESCOInstituteforLifelongLearning
Feldbrunnenstraße58
20148Hamburg
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©UNESCOInstituteforLifelongLearning
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LifelongLearning.Thedesignationsemployedandthe
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ortheUNESCOInstituteforLifelongLearningconcerningthe
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orterritory.
ISBN978-92-820-1172-0
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Contents
Preface v
Acknowledgements vii
Introduction viii
JinYangandRaúlValdés-Cotera
I. Conceptualevolutionsoflifelonglearning 1
1.Discoveringthetreasureoflearning 3
RobertoCarneiro
2.Evolutionofandperspectivesonlifelonglearning 24
AdamaOuane
3.Lifelonglearning:movingbeyondEducationforAll(EFA) 40
RosaMaríaTorres
4.Revisitingtheclassics:thenecessitatedreturnofresearchonthe 51
teaching/learningrelationshipinmodernChina
YeLan
II. Policydevelopmentsinpromotinglifelonglearning 59
5.ThedevelopmentofaninstitutionalframeworkoflifelonglearninginChina 61
HaoKeming
6.ThedevelopmentoflifelonglearningpolicyintheUnitedStatesofAmerica 70
BrendaDann-Messier
7.Bettercity,betterlife!LifelonglearningwithCanadiancharacteristics 77
RogerBoshier
8.PolicydevelopmentstowardslifelonglearningintheEuropeanUnion 98
HeribertHinzen
9.PolicyframeworkdesignedtobuildalearningsocietyinThailand 110
KasamaVaravarn
10.Lifelonglearningandconnected-updevelopment:insightsfromSouthAfrica 114
ShirleyWalters
11.Improvingcoordinationbetweenformaleducationandnon-formal 120
educationinthedomainoflifelonglearninginBenin
AbdelRahamaneBaba-Moussa
iii
iv Conceptualevolutionandpolicydevelopmentsinlifelonglearning
12.Promotingthequalityofadultnon-formaleducationandlifelonglearning 131
inTanzania:policy,practice,challengesandprospects
SalumR.Mnjagila
13.AreviewofMexico’slifelonglearningmodel 145
JuandeDiosCastro
14.SharinginnovativepracticesinfinancinglifelonglearninginthePhilippines 154
Ma.EloisaM.Ramirez
15.Usingresearchtoguidepolicyframeworksforbuildingalearningsociety 169
intheUnitedStatesofAmerica
JudithAlamprese
III. Distanceeducation,newlearningmediaandhighereducationin 181
lifelonglearning
16.Distanceeducation:ends,means,opportunitiesandthreats 183
JohnDaniel
17.Thenewparadigmoflifelonglearningandtheconstructionofa 192
newlearningmediamarket–informalandnon-standardlearning
platformforall
KangNing
18.Reflectionsonthevalueofhighereducationinlifelonglearning 199
HanYanming
IV.Learningcitiesandlifelonglearning 207
19.Introductiontobuildingalearningcity 209
HanSoongHee
20.Constructingalearningsocietyfor‘bettercity,betterlife’: 222
Shanghai’sexperience
LiJunxiu
21.Developmentoflifelonglearningandpromotionoftheconstructionof 228
alearningcityinChangzhou
JuLiqin
V. Ruralandindustrialdevelopmentandlifelonglearning 233
22.Lifelongeducationoffarmersinthecontextofcoordinatedurban-rural 235
developmentinChina
HongFuzeng
23.Lifelonglearningandindustrydevelopment–thepracticeofthe 245
machineryindustry
TuZhonghua
VI.SummaryoftheGeneralRapporteuroftheForum 253
24.SummaryreportofShanghaiInternationalForumonLifelongLearning 255
ManzoorAhmed
Preface
We are now living in a fast-changing and complex social, economic and
politicalworldtowhichweneedtoadaptbyincreasinglyrapidlyacquiring
new knowledge, skills and attitudes in a wide range of contexts. An indi-
vidual will not be able to meet life challenges unless he or she becomes a
lifelong learner, and a society will not be sustainable unless it becomes a
learning society. Furthermore, equal access to learning opportunities is an
indispensableconditiontorealisetherighttoeducationforall.Inresponse
totheseneeds,lifelonglearninghasbecomeaguidingprincipleofeducation
developmentandreformworldwide.
In recognition of the status of the World Expo 2010 in Shanghai as a
platformforexchangeofideasandexperienceinlifelonglearning,UNESCO,
the Shanghai Municipal People’s Government, the Chinese Society of
Educational Development Strategy and the Chinese National Commission
forUNESCOjoinedforcestoco-organisetheShanghaiInternationalForum
on Lifelong Learning from 19-21 May 2010, during the World Expo. The
aim of the Forum was twofold: to reinforce the momentum for lifelong
learning engendered by the Sixth International Conference on Adult
Education (CONFINTEA VI), held in Belém do Pará in Brazil in December
2009; and to share Member States’ best practice in harnessing the lifelong
learning discourse as a comprehensive course of action for establishing
learningsystemsandsocieties.
Thethree-dayForumwassuccessfulinmanyrespects.Itbroughttogether
more than 200 dedicated participants from 35 countries and a truly
remarkable group of experts from across the world, who contributed to
developing learning concepts and practices within a lifelong learning
perspective. The Forum offered a unique opportunity for practitioners,
policy-makers, advocates and academics alike to share experience and
achievements, and to debate the crucial issues facing education today in a
series of plenary sessions, thematic debates and visits to World Expo and
lifelonglearninginstitutionsinShanghai.Itssuccesscanalsobeattributed
to the genuine goodwill, dedication and strong commitment from all co-
organisers,aswellasstaffandvolunteerswhohelpedintheorganisationof
theForum.
BoththeGovernmentofChinaandUNESCOattachedgreatimportance
to the organisation of the Forum. Ms Liu Yandong, the State Councillor of
v
vi Conceptualevolutionandpolicydevelopmentsinlifelonglearning
China, sent a congratulatory message to the Forum. Ms Irina Bokova,
Director-GeneralofUNESCO,andMrYuanGuiren,MinisterofEducationof
ChinawerepresentattheForumandaddressedallparticipants.MsBokova
stressedthatUNESCOhasfromitscreationalwaysfocusedoneducationas
arightandameansforupholdingandfulfillingmanyotherrightsandfor
achievinganarrayofinternationally-agreeddevelopmentgoalssuchasthe
MillenniumDevelopmentGoals,EducationforALL(EFA)andtheDecadeof
Education for Sustainable Development (DESD). She reaffirmed the role of
lifelonglearninginaddressingdevelopmentissuesgloballyandencouraged
allparticipantstoworktogetherwithoptimism,creativityandcommitment
tomakelifelonglearningarealityforpeopleeverywhere.
Mr Yuan Guiren emphasised the importance and urgency for China to
build a lifelong education system and a learning society. He indicated that
the Chinese government would promote lifelong learning by national
legislation.Itwould,reformcurriculaandteachingmethods,expandconti-
nuing education, construct ‘overpasses’ in the transition between different
types and levels of education, and establish a financial support system to
meet the needs of lifelong learning for all, so as to realise the goal of
modernisingeducationandbuildingalearningsocietyby2020.
Participants discussed a range of conceptual issues in lifelong learning,
shedding light on its evolution and stressing its key features. Lifelong
learning is life itself. Lively moments were shared in country reviews, on
policyformulationbutalsoonemancipatorymovements,leadingtoadesire
to promote lifelong learning. The Chinese reform drive for building a
learningsocietyandalifelonglearningsystemcreatedapeakofinterestand
generated sustained attention as it has provided true hope for a major and
authenticbreakthrough.
The 24 papers collected in this book document the rich debates and
exciting discussions in the Forum. We wish to thank the speakers and all
participants who contributed to the success of the Forum. It is our sincere
hope that the Forum and this publication will be able to contribute to the
endeavour of the international community in making lifelong learning a
realityforall.
AdamaOuane HaoKeming
Director President
UNESCOInstitutefor ChineseSocietyofEducational
LifelongLearning DevelopmentStrategy
Acknowledgements
Firstofall,wewouldliketoexpressoursincerethankstoallthespeakersfor
their valuable contributions to the Shanghai International Forum on
LifelongLearningandtothispublication.
We owe great debt to the Chinese hosts of the Forum, the Shanghai
MunicipalPeople’sGovernmentandShanghaiEducationCommission,the
Chinese Society of Educational Development Strategy (CSEDS) and the
ChineseNationalCommissionforUNESCO,aswellasstaffandvolunteers,
whose genuine goodwill, dedication and strong commitment made the
Forumaresoundingsuccess.
Mr Cao Cheng, administrator of CSEDS, has facilitated the collection of
papersfromtheChinesecontributorsandarrangedtheinitialtranslationof
thetextfromChinesetoEnglish.
WearedeeplygratefultoMrVirmanMan,HeadofthePublicationsUnit
oftheUNESCOInstituteforLifelongLearning(UIL)forhiseditorialworkon
thefulltext.
WewouldalsoliketothankMsHannahMowat,EditorialAssistantofthe
InternationalReviewofEducationandMsRoseWiseman,UILintern,forhelp
ineditingsomeofthepapers.
vii
Introduction
Jin Yang1 and Raúl Valdés-Cotera2
Background
Since its formation UNESCO has focused on the right to education. It has
always believed that education is a fundamental right and that in fact it is
the means for upholding and fulfilling all other rights. From its inception,
the Organization has recognised that education should be neither the
privilegeofanelitenoramatterforoneagegrouponly.Rather,itshouldbe
bothuniversalandlifelong.
Furthermore, UNESCO has emphasised that recognising the right to
education means little unless it is accompanied by measures creating the
conditions needed to exercise this right. UNESCO’s commitment at the
WorldEducationForumatDakarin2000toreachthesixEducationforAll
(EFA) goals by 2015 embodies a strategic approach in creating learning
opportunitiesforall.TheDakarFrameworkforActionexplicitlyrecognises
that education – from the care and education of young children and
continuing through lifelong learning – is central to individual empower-
ment, to eliminating poverty at household and community level, and to
broader social and economic development. EFA indeed is an absolute
minimumforanycountry,thefoundationforbuildingmoreinclusive,more
justsocieties.
In the knowledge-based global economy of the 21st Century, future
prosperity and security as well as peace, social harmony and nurturing the
environment will depend on people’s access and capacity to make choices,
to adapt to rapid change and to find sustainable solutions to pressing
challenges. Indeed, education and lifelong learning are key. UNESCO’s
Medium-TermStrategyfor2008–2013contendsthatdevelopmentandecono-
mic prosperity depend on countries’ ability to educate all their citizens.
QualityeducationforallisthusanoverarchingUNESCOobjective.Lifelong
learning is the essential organising principle for reaching this goal and for
contributing to the advancement of formal, non-formal and informal
learning.
In recent years, some UNESCO Member States have made substantial
progress towards establishing lifelong learning systems. However, the
discourseoflifelonglearningisonlypartiallyandinconsistentlyevidentin
policy and practice. Faced with 21st Century global challenges, it is more
viii
Introduction ix
imperativestillforeachandeverycountrytomakelifelonglearningforall
a reality. The need for sustainable socio-economic development in the
contextofthecurrentglobalfinancialcrisisandthethreatofclimatechange
has created a renewed urgency for quality learning opportunities for all,
especiallyformarginalisedgroupswhohaveleastaccess.
Lifelong learning covers the full range of provision of learning oppor-
tunities,fromearlychildhoodthroughschooltofurtherandhighereduca-
tion. However, it extends beyond formal education to non-formal and
informal learning for out-of-school youth and adults. The Sixth Interna-
tionalConferenceonAdultEducation(CONFINTEAVI),whichwasheldin
Belém do Pará in Brazil in December 2009, reaffirmed the role of lifelong
learning in addressing development issues globally. The Belém Framework
for Action is critical in guiding UNESCO Member States to harness adult
learningandeducationforaviablefutureforall.
The mandate of UNESCO’s Institute for Lifelong Learning (UIL) is to
supportandlinkresearch,policyandpractice.Itfacilitatesadvocacy,research
andcapacity-buildingandfosterspartnership.Withawealthofexpertiseand
ahugeknowledgebase,itsextensivenetworksofpolicy-makers,researchers
and civil society are active in lifelong learning. In the last 10 years, UIL, in
collaborationwithUNESCOMemberStates,hasorganisedaseriesofpolicy
dialogues on lifelong learning, including the International Conference on
Lifelong Learning (Beijing, China, 2001), International and Regional
Perspectives and Practices in Lifelong Learning (a series of regional confer-
encesinAsia,EuropeandLatinAmerica,2001–2002),andpolicydialogues
“LifelongLearning”(Busan,RepublicofKorea,2006)and“BuildingEffective
PartnershipsforLifelongLearning”(Changwon,RepublicofKorea,2007).
TheWorldExpo2010centredonthetheme“BetterCity,BetterLife”and
took place from 1 May to 31 October 2010 in Shanghai, China, a city that
registered tremendous progress in promoting lifelong learning in recent
years.AsanimportantmemberoftheUnitedNationsfamily,UNESCOwas
present and active throughout the six-month period of the Expo. In parti-
cular,theweekof17–23May2010wasUNESCOWeekattheUnitedNations
Pavilion. The contribution of UNESCO Education Sector was organised
around the theme of learning to live together sustainably in cities. Against
thisbackdrop,theShanghaiInternationalForumonLifelongLearningtook
placefrom19to21MayduringtheWorldExpo.
Ascontinuationofthepolicydialogueforlifelonglearningandcapacity
developmentinUNESCOMemberStates,theForumfocusedontranslating
the discourse of lifelong learning into practical guidelines to build lifelong
learningsystems,including:
• reviewing progress and challenges in developing national strategies to
promotelifelonglearning;
• sharing experience and best practice in establishing lifelong learning