UNESCO’s
vision of lifelong learning encompasses all contexts (formal, nonformal and
informal) and ages (from cradle to grave) of learning. The UNESCO Institute for
Lifelong Learning and its predecessor, the UNESCO Institute for Education, have
promoted policy and practice in this field for more than four decades. In a
report published this year, it makes an observation that lifelong learning —
both as a concept and in its many practical manifestations — is becoming a
staple of education policy discourse across the globe.
At the same time, it noted that understandings of lifelong learning differ widely, not only between countries, but also across the sub-sectors of education systems. Human population of the world is not only larger, but also older than it has ever been. Moreover, the proportion of older adults is still rising. These people have much to contribute to the development of society. Therefore, it is important that they have the opportunity to learn on equal terms with younger students in appropriate ways. Their skills and abilities need to be recognised, valued and utilised. For nations like India, China and other southeast Asian countries, the issue of lifelong learning covers young children because the percentage of youth is growing. So, what is true for adults is also true for the youth. The two ends of the spectrum are looking for quality learning processes.
There is no doubt that universities have a vital role to play in promoting lifelong learning that touches the expectations of youth, who look at education as a force to change their life’s expectations. But now, they also understand that adult access to higher education is becoming an ever more important factor in societal and economic success. Hence, while discussing issues connected with making education an affordable and useful enterprise for youth, one should also focus on topic like “role of higher education in promoting lifelong learning”. This is precisely the topic that is covered in the report by UNESCO Institute for Education.
Lifelong learning process is on the global agenda since 1997. The 5th international conference on adult education called for institutions of formal education, from primary to tertiary level, to open their doors to adult learners, both women and men, adapting their programmes and learning conditions to meet their needs. It was stated that they should do this by 6 principal means: Developing coherent mechanisms to recognise the outcomes of learning undertaken in different contexts and to ensure that credit is transferable within and between institutions, sectors and states; establishing joint university/community research and training partnerships; bringing the services of universities to outside groups; conducting interdisciplinary research on adult learning and education with the participation of adult learners themselves; creating opportunities for adult learning in flexible, open and creative manner by focusing on the specificities of women’s and men’s lives; and finally, providing systematic continuous education for adult educators.
The Cape Town statement on characteristic elements of a lifelong learning higher education institution, developed at the conference on lifelong learning, higher education and active citizenship in October 2000, traced the outline of a lifelong learning higher education institution. nine years later, the UNESCO world conference on higher education urged investment in higher education to help build inclusive and diverse knowledge societies and to advance research, innovation and creativity. In its communiqué, this conference affirmed the role of higher education in lifelong learning with statements that “the knowledge society needs diversity in higher education systems, with a range of institutions having a variety of mandates and addressing different types of learners” and “the training offered by institutions of higher education should both respond to and anticipate societal needs. This includes promoting research for the development and use of new technologies and ensuring the provision of technical and vocational training, entrepreneurship education and programmes for lifelong learning”.
Given the ongoing process of globalisation, demographic shifts in many countries and the rapid pace of technological advancement, higher education institutions face a strategic imperative to broaden access to lifelong learning opportunities and to move from elite to a mass system, ensuring that education and learning are available to a diverse student population. Broader access to higher education should not be confined to the continuing professional development required by a fast-changing labour market. It must also respond to a growing demand for the personal development and cultural enrichment opportunities that higher education offers. Nor is the role of higher education institutions in promoting lifelong learning limited to what they offer students; they also make a vital contribution through initial and continuous training of teachers, research into lifelong learning, and the provision of community learning opportunities.
The ministry of human resources development has now the task of revisiting the role of all educational institutions on all these aspects. It is a good step. The only aspect on which MHRD should focus is to bring educational secretaries and education ministers from all the states to a single platform and deliberate on an all-encompassing policy dealing with the complexities in India.
At the same time, it noted that understandings of lifelong learning differ widely, not only between countries, but also across the sub-sectors of education systems. Human population of the world is not only larger, but also older than it has ever been. Moreover, the proportion of older adults is still rising. These people have much to contribute to the development of society. Therefore, it is important that they have the opportunity to learn on equal terms with younger students in appropriate ways. Their skills and abilities need to be recognised, valued and utilised. For nations like India, China and other southeast Asian countries, the issue of lifelong learning covers young children because the percentage of youth is growing. So, what is true for adults is also true for the youth. The two ends of the spectrum are looking for quality learning processes.
There is no doubt that universities have a vital role to play in promoting lifelong learning that touches the expectations of youth, who look at education as a force to change their life’s expectations. But now, they also understand that adult access to higher education is becoming an ever more important factor in societal and economic success. Hence, while discussing issues connected with making education an affordable and useful enterprise for youth, one should also focus on topic like “role of higher education in promoting lifelong learning”. This is precisely the topic that is covered in the report by UNESCO Institute for Education.
Lifelong learning process is on the global agenda since 1997. The 5th international conference on adult education called for institutions of formal education, from primary to tertiary level, to open their doors to adult learners, both women and men, adapting their programmes and learning conditions to meet their needs. It was stated that they should do this by 6 principal means: Developing coherent mechanisms to recognise the outcomes of learning undertaken in different contexts and to ensure that credit is transferable within and between institutions, sectors and states; establishing joint university/community research and training partnerships; bringing the services of universities to outside groups; conducting interdisciplinary research on adult learning and education with the participation of adult learners themselves; creating opportunities for adult learning in flexible, open and creative manner by focusing on the specificities of women’s and men’s lives; and finally, providing systematic continuous education for adult educators.
The Cape Town statement on characteristic elements of a lifelong learning higher education institution, developed at the conference on lifelong learning, higher education and active citizenship in October 2000, traced the outline of a lifelong learning higher education institution. nine years later, the UNESCO world conference on higher education urged investment in higher education to help build inclusive and diverse knowledge societies and to advance research, innovation and creativity. In its communiqué, this conference affirmed the role of higher education in lifelong learning with statements that “the knowledge society needs diversity in higher education systems, with a range of institutions having a variety of mandates and addressing different types of learners” and “the training offered by institutions of higher education should both respond to and anticipate societal needs. This includes promoting research for the development and use of new technologies and ensuring the provision of technical and vocational training, entrepreneurship education and programmes for lifelong learning”.
Given the ongoing process of globalisation, demographic shifts in many countries and the rapid pace of technological advancement, higher education institutions face a strategic imperative to broaden access to lifelong learning opportunities and to move from elite to a mass system, ensuring that education and learning are available to a diverse student population. Broader access to higher education should not be confined to the continuing professional development required by a fast-changing labour market. It must also respond to a growing demand for the personal development and cultural enrichment opportunities that higher education offers. Nor is the role of higher education institutions in promoting lifelong learning limited to what they offer students; they also make a vital contribution through initial and continuous training of teachers, research into lifelong learning, and the provision of community learning opportunities.
The ministry of human resources development has now the task of revisiting the role of all educational institutions on all these aspects. It is a good step. The only aspect on which MHRD should focus is to bring educational secretaries and education ministers from all the states to a single platform and deliberate on an all-encompassing policy dealing with the complexities in India.
Source | Financial Chronicle | 12 August 2015
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