What's all the buzz about?
We live in a world where change is constant. The environment around us is constantly changing because of various factors from globalization and technological advancements to changing demographics and economic trends or, even climate change. Organizations have to constantly step outside their comfort zones and adapt to their surroundings and acquire new knowledge. However, for organizational change to be successful there must be continuous individual learning, which turns the spot light to lifelong learning.
So, what is lifelong learning? The concept of lifelong learning is not new in fact, in many Asian cultures their own traditional philosophies have for centuries promoted lifelong learning (for e.g. Buddhism, Confucianism). These have been transformed to develop modern policy discourses today (Añonuevo, Ohsako, & Mauch, 2001). Educators and practitioners have criticized this concept because of its predominately economic interpretation and the way it has been promoted over the last couple of years.
During the periods of economic boom around the 1960’s, the industrialized countries defined the ideology of lifelong education = general education to rapidly train average and high level workers in the vocational field (Añonuevo, Ohsako, & Mauch, 2001). Overtime, institutions such as UNESCO, OEDC, the World Bank & the European Commission and its member states have promoted a more holistic definition of lifelong education that covers formal, non-formal and informal patterns of learning throughout the life cycle of an individual for the conscious and continuous enhancement of the quality of life, his own and that of society (Dave, 1976).
In 1996, UNESCO highlighted the need to broaden the definition of lifelong education taking into account a variety of factors that individuals have to adapt to. These were not limited to adapting to changes in his/her workplace rather, it focused on building their knowledge and aptitude levels over time to raise awareness on social issues as well as, realize their role as a part of a particular community. This lead to the development of learning societies.
Although this is a new concept, it has rapidly spread to over 36 countries ever since its inception in 1994. The countries include Spain, Sweden, Germany, Canada, Ireland, UK, Scotland, Australia, Finland and, some countries in the Asia Pacific region like China, Japan, Singapore and Korea (IAEC, 2012). A learning society is a commitment by all members of a community to a set of values and the system of lifelong learning where they regularly share knowledge with other members on a lifelong basis thus, providing opportunities for all members to grow and develop to their full potential (Charungkaittikul & Henschke, 2014).
Governments all over the world are beginning to realize that investing in human capital is the only way to sustain their country’s economic growth and competitive advantage. For e.g. China was faced with several social issues as a result of rapid economic development in a few regions. The Government of China developed various policies and frameworks to support lifelong learning. These were implemented by involving NGOs, educational institutions and even business organizations in different regions to provide trainings and skill development workshops in different communities (Sun, 2007). Therefore, the importance of building a knowledge based economy and usefulness of lifelong learning has been everlasting understood (Dimitropoulous, 2008). As Alfred Marshall in 1980 once declared that, “knowledge is the most powerful production machine.”
The Tables have Turned
Education is at the heart of every country’s economic prosperity. It sets the foundations for the growth and development of every modern day society and, at the same time allows it to adapt in evolutionary and competitive environments. Education is a continuous process of self-improvement and development of an individual over time therefore, it has a dynamic not static form and extends beyond academic levels of education (Dimitropoulous, 2008). To build more lifelong learners individuals need to take charge of their learning and understand the relevance of acquiring knowledge and skills.
The tables have turned from the traditional notion of education where the educator was the sole source of knowledge. Now, the learners represent a second source of knowledge who apply the knowledge they receive based on their own needs and demands. So, teachers or rather educators are facilitators in the process of lifelong learning where learners “learn how to learn” (Mezirow, 1997).
The concept of lifelong learning has made university level courses available at the click of a button. Technological advancements have allowed Universities to offer distance education programs, and massive open online courses (MOOCs) to learners (Bollington, 2015). The rapid pace at which every discipline is experiencing change means that lifelong learning is not an option rather it is essential as, no matter how great an individual’s formal education they will experience certain gaps between what they already know, and what has recently been discovered. Therefore, the traditional system of education needs to diversify in order, for economies to grow and modernize (Dimitropoulous, 2008).
The Advent of the Net Generation
As an individual who is embarking on a journey as an adult educator I need to know, Who is my audience? What expectations they have set for themselves? And, how can I help them achieve these expectations? The population of higher education learners in the 21st century are known as the “Net Generation’’ (Hsu & Malkin, 2011). They are born in an era where technological advancement is at its peak. They spend most of their time in front of computer screens and tapping their touch screen phones on which they have an app for almost everything! These learners are tech savvy, and they would like their teachers to use interactive technology to advance their educational experience. They want their educators to engage with them and be responsive to their needs as individuals
Lifelong learning allows individuals to take charge for their learning. It motivates them to learn without supervision of a teacher, learn at their own pace, and apply knowledge to challenges they are faced with in life. Therefore, there is a need to shift the focus from teaching to the learner (Hsu & Malkin, 2011).In a traditional classroom learners are unable to see the relevance in what they learn since, they are unable to relate it in their everyday experience. Educational material developed by teachers and curriculum developers externally have definite answers and a set process to obtain the same. Thus, closing the doors of creativity. Due to this, even graduates from the best schools lack practical experience needed to perform in their future jobs (Fischer, 2000).
The same scenario is repeated in a workplace training where training programs for employees are modeled after schools. Employees attend seminars and workshops where the trainer imparts knowledge that is de-contextualized, and they are often unaware about problems employees face in their work lives. It is estimated that businesses in the U.S spend over $100 billion each year on workplace training out of which only 10% is transferable to the job (Fischer, 2000).
Nonetheless, educators also need to realize that the concept of lifelong learning and traditional learning complete each other. There needs to be combined investment in both forms of learning, only then can we expect positive outcomes.
Educators and Learners are Co - constructors of Knowledge
So, how can I as an educator bridge this gap? The challenge for educators here is to teach the course content using interactive means that engage the leaner as well as help them develop lifelong learning skills. There are a variety of ways educators can transform the environment to help students build lifelong learning skills that they will carry forward to their personal and professional lives.
Educators need to create an environment where the learner is engaged in self-directed learning. Here, the educator and learner are both co - constructors of knowledge within the learning environment (Hsu & Malkin, 2011). The focus is to increase dialogue through discussions, develop on their critical thinking and problem solving skills, and encourage them to work productively with others.
Educators can include brainstorming activities, in class debates, group presentations, solving & discussing case studies, role playing, etc. to engage learners. This allows the learner to shift his or her focus from the teacher to their own learning where they are actively participating and contributing (Hsu & Malkin, 2011).
Añonuevo, C. M., Ohsako, T., & Mauch, W. (2001). Revisiting Lifelong Learning for the 21st Century. Retrieved from UNESCO.org: http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf
Bollington, A. (2015). Why isn’t everyone lifelong learning? OECD Year Book, p. 28.
Charungkaittikul, S., & Henschke, J. A. (2014). Strategies for developing a sustainable learning society: Thailand. 500-520.
Dave, R. (1976). Foundations of Lifelong Education. UNESCO Institute for Education.
Dimitropoulous, P. (2008). Life Long Learning as a Leaver of Economic Growth: A Theoretical Prespective. Economics, Management, and Financial Markets, 3(2), 31-35.
Fischer, G. (2000). Lifelong Learning-More Than Training. Journal of Interactive Learning Research, 265.
Hsu, A., & Malkin, F. (2011, December). Shifting The Focus from Teaching to Learning: Rethinking the Role of the Teacher Educator. Contemporary Issues in Education Reserach , 4(12), 43-48.
IAEC. (2012). Member cities of the IAEC. Retrieved from http://www.edcities.org/en/list-of-member-cities/.
Mezirow, J. (1997). Prespective Transformation. Studies in Adult Education, 9(2).
Sun, Q. (2007). A Critcal View on Building Learning Cities in China: Life long learning as a vehicle towards a harmonious society. Convergence.
We live in a world where change is constant. The environment around us is constantly changing because of various factors from globalization and technological advancements to changing demographics and economic trends or, even climate change. Organizations have to constantly step outside their comfort zones and adapt to their surroundings and acquire new knowledge. However, for organizational change to be successful there must be continuous individual learning, which turns the spot light to lifelong learning.
So, what is lifelong learning? The concept of lifelong learning is not new in fact, in many Asian cultures their own traditional philosophies have for centuries promoted lifelong learning (for e.g. Buddhism, Confucianism). These have been transformed to develop modern policy discourses today (Añonuevo, Ohsako, & Mauch, 2001). Educators and practitioners have criticized this concept because of its predominately economic interpretation and the way it has been promoted over the last couple of years.
During the periods of economic boom around the 1960’s, the industrialized countries defined the ideology of lifelong education = general education to rapidly train average and high level workers in the vocational field (Añonuevo, Ohsako, & Mauch, 2001). Overtime, institutions such as UNESCO, OEDC, the World Bank & the European Commission and its member states have promoted a more holistic definition of lifelong education that covers formal, non-formal and informal patterns of learning throughout the life cycle of an individual for the conscious and continuous enhancement of the quality of life, his own and that of society (Dave, 1976).
In 1996, UNESCO highlighted the need to broaden the definition of lifelong education taking into account a variety of factors that individuals have to adapt to. These were not limited to adapting to changes in his/her workplace rather, it focused on building their knowledge and aptitude levels over time to raise awareness on social issues as well as, realize their role as a part of a particular community. This lead to the development of learning societies.
Although this is a new concept, it has rapidly spread to over 36 countries ever since its inception in 1994. The countries include Spain, Sweden, Germany, Canada, Ireland, UK, Scotland, Australia, Finland and, some countries in the Asia Pacific region like China, Japan, Singapore and Korea (IAEC, 2012). A learning society is a commitment by all members of a community to a set of values and the system of lifelong learning where they regularly share knowledge with other members on a lifelong basis thus, providing opportunities for all members to grow and develop to their full potential (Charungkaittikul & Henschke, 2014).
Governments all over the world are beginning to realize that investing in human capital is the only way to sustain their country’s economic growth and competitive advantage. For e.g. China was faced with several social issues as a result of rapid economic development in a few regions. The Government of China developed various policies and frameworks to support lifelong learning. These were implemented by involving NGOs, educational institutions and even business organizations in different regions to provide trainings and skill development workshops in different communities (Sun, 2007). Therefore, the importance of building a knowledge based economy and usefulness of lifelong learning has been everlasting understood (Dimitropoulous, 2008). As Alfred Marshall in 1980 once declared that, “knowledge is the most powerful production machine.”
The Tables have Turned
Education is at the heart of every country’s economic prosperity. It sets the foundations for the growth and development of every modern day society and, at the same time allows it to adapt in evolutionary and competitive environments. Education is a continuous process of self-improvement and development of an individual over time therefore, it has a dynamic not static form and extends beyond academic levels of education (Dimitropoulous, 2008). To build more lifelong learners individuals need to take charge of their learning and understand the relevance of acquiring knowledge and skills.
The tables have turned from the traditional notion of education where the educator was the sole source of knowledge. Now, the learners represent a second source of knowledge who apply the knowledge they receive based on their own needs and demands. So, teachers or rather educators are facilitators in the process of lifelong learning where learners “learn how to learn” (Mezirow, 1997).
The concept of lifelong learning has made university level courses available at the click of a button. Technological advancements have allowed Universities to offer distance education programs, and massive open online courses (MOOCs) to learners (Bollington, 2015). The rapid pace at which every discipline is experiencing change means that lifelong learning is not an option rather it is essential as, no matter how great an individual’s formal education they will experience certain gaps between what they already know, and what has recently been discovered. Therefore, the traditional system of education needs to diversify in order, for economies to grow and modernize (Dimitropoulous, 2008).
The Advent of the Net Generation
As an individual who is embarking on a journey as an adult educator I need to know, Who is my audience? What expectations they have set for themselves? And, how can I help them achieve these expectations? The population of higher education learners in the 21st century are known as the “Net Generation’’ (Hsu & Malkin, 2011). They are born in an era where technological advancement is at its peak. They spend most of their time in front of computer screens and tapping their touch screen phones on which they have an app for almost everything! These learners are tech savvy, and they would like their teachers to use interactive technology to advance their educational experience. They want their educators to engage with them and be responsive to their needs as individuals
Lifelong learning allows individuals to take charge for their learning. It motivates them to learn without supervision of a teacher, learn at their own pace, and apply knowledge to challenges they are faced with in life. Therefore, there is a need to shift the focus from teaching to the learner (Hsu & Malkin, 2011).In a traditional classroom learners are unable to see the relevance in what they learn since, they are unable to relate it in their everyday experience. Educational material developed by teachers and curriculum developers externally have definite answers and a set process to obtain the same. Thus, closing the doors of creativity. Due to this, even graduates from the best schools lack practical experience needed to perform in their future jobs (Fischer, 2000).
The same scenario is repeated in a workplace training where training programs for employees are modeled after schools. Employees attend seminars and workshops where the trainer imparts knowledge that is de-contextualized, and they are often unaware about problems employees face in their work lives. It is estimated that businesses in the U.S spend over $100 billion each year on workplace training out of which only 10% is transferable to the job (Fischer, 2000).
Nonetheless, educators also need to realize that the concept of lifelong learning and traditional learning complete each other. There needs to be combined investment in both forms of learning, only then can we expect positive outcomes.
Educators and Learners are Co - constructors of Knowledge
So, how can I as an educator bridge this gap? The challenge for educators here is to teach the course content using interactive means that engage the leaner as well as help them develop lifelong learning skills. There are a variety of ways educators can transform the environment to help students build lifelong learning skills that they will carry forward to their personal and professional lives.
Educators need to create an environment where the learner is engaged in self-directed learning. Here, the educator and learner are both co - constructors of knowledge within the learning environment (Hsu & Malkin, 2011). The focus is to increase dialogue through discussions, develop on their critical thinking and problem solving skills, and encourage them to work productively with others.
Educators can include brainstorming activities, in class debates, group presentations, solving & discussing case studies, role playing, etc. to engage learners. This allows the learner to shift his or her focus from the teacher to their own learning where they are actively participating and contributing (Hsu & Malkin, 2011).
Añonuevo, C. M., Ohsako, T., & Mauch, W. (2001). Revisiting Lifelong Learning for the 21st Century. Retrieved from UNESCO.org: http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf
Bollington, A. (2015). Why isn’t everyone lifelong learning? OECD Year Book, p. 28.
Charungkaittikul, S., & Henschke, J. A. (2014). Strategies for developing a sustainable learning society: Thailand. 500-520.
Dave, R. (1976). Foundations of Lifelong Education. UNESCO Institute for Education.
Dimitropoulous, P. (2008). Life Long Learning as a Leaver of Economic Growth: A Theoretical Prespective. Economics, Management, and Financial Markets, 3(2), 31-35.
Fischer, G. (2000). Lifelong Learning-More Than Training. Journal of Interactive Learning Research, 265.
Hsu, A., & Malkin, F. (2011, December). Shifting The Focus from Teaching to Learning: Rethinking the Role of the Teacher Educator. Contemporary Issues in Education Reserach , 4(12), 43-48.
IAEC. (2012). Member cities of the IAEC. Retrieved from http://www.edcities.org/en/list-of-member-cities/.
Mezirow, J. (1997). Prespective Transformation. Studies in Adult Education, 9(2).
Sun, Q. (2007). A Critcal View on Building Learning Cities in China: Life long learning as a vehicle towards a harmonious society. Convergence.