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1.
The imperatives for lifelong learning in South Africa are driven by its reinsertion into the global economy and by the social and political necessities of equity and redress after the years of colonialism, segregation and apartheid. It is therefore not surprising to find the discourse of lifelong learning infused into new policy documents. Utilizing Belanger's framework, which argues that lifelong learning is not a norm to prescribe but an empirical reality to analyze and reconstruct, the contexts for lifelong learning in South Africa are surveyed by focusing in on the state of initial education, adult education, and the learning environments. The framework, which acknowledges the daily lived realities of women and men, is a helpful way of retaining an holistic and integrated vision of lifelong learning and its humanistic, democratic goals. For lifelong learning in South Africa to deepen for more than a small group of well-educated, mainly urban, formally employed people, the author concludes that initial education, adult education and the learning environments of all the people will have to be improved. If this does not happen, then at least two polarized 'lifelong educations' will result.  相似文献   

2.
This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning.  相似文献   

3.
This paper brings together some key concepts and proposes a conceptual framework for understanding and evaluating determinants of learning outcomes. The framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences. The specific aims are to outline a general approach for evaluating learning outcomes, identify data gaps within this approach, and discuss some of the implications for research and development. Along with more specific frameworks, this general approach can be used to guide policy relevant research in education. In particular, it can be used to inform efforts aimed at establishing a coherent information system on the impact of lifelong learning on both economy and society.  相似文献   

4.
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings.  相似文献   

5.
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment.  相似文献   

6.
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world.  相似文献   

7.
Barry J. Hake 《Compare》1999,29(1):53-69
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8.
It has long been acknowledged that adult and lifelong educators have exercised little influence over national education policies. This article addresses the issue, with particular reference to the research elements of policy advocacy. Researchers and policy‐makers are distinguished and related as communities of practice and intellectual categories of social function. It is argued that the concept ‘policy‐maker’ is too ambiguous to be of either theoretical or practical use, especially since the focus has shifted over the years away from the advocacy of adult education to the implementation of lifelong learning. Also, the concepts of both ‘policy’ and ‘research’ have undergone significant shifts of meaning, so that traditional ideas of the relation between research and policy are now outdated. We live in an age of public scepticism about the political uses to which research is put, and this also needs to be taken into account in the case of lifelong learning. Thus, the relation between research and the policy process needs to be reconceptualised in a future beyond lifelong learning in order to be meaningful, with the focus much more upon process than outcome. Only in this way could adult and lifelong educators expect to have any influence upon national policies.  相似文献   

9.
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras.  相似文献   

10.
The changing context of higher education both internationally and in South Africa has presented challenges to lecturers that have led in some institutions to the introduction of accredited professional development courses for academics. Such courses for university lecturers are relatively new in South Africa. This paper reports on research in progress on a Post Graduate Certificate in Higher Education and Training course offered at Rhodes University in South Africa. It highlights some important questions that have arisen on the ways in which the theoretical framework of the course has or has not met the needs of diverse groups of lecturers within the specific South African context. A central theme of the course is that of the critically reflective practitioner. Lecturers are encouraged to explore the ontological and epistemological underpinnings of their disciplines and to examine the philosophical assumptions of their espoused theories about teaching and learning as well as their teaching practice. The theoretical framework has been found to be most successful for more experienced academics. However, the author raises some important questions regarding the suitability of this framework in relation to the specific post‐apartheid context in which the course operates, specifically whether the course prepares lecturers to open up both “actual” and “epistemological” access to all the students at the university.  相似文献   

11.
This article is concerned with the politics of lifelong learning policy in post‐1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as ‘lifelong learning’, is to be the cornerstone of the post‐Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents. However, to view recent HK education policy just in terms of an apparent convergence with global trends would be to neglect the ways in which the discourse of lifelong learning has been tactically deployed to serve local political agendas. In the second part of this paper, I outline what Scott has called HK’s ‘disarticulated’ political system following its retrocession to China and attempts by an executive‐led administration to demonstrate ‘performance legitimacy’—through major policy reforms—in the absence of (democratic) political legitimacy. Beijing’s designation of HK as a (depoliticized) ‘economic’ city within greater China must also be taken into account. It is against this political background that the strategic deployment of a ‘lifelong learning’ discourse needs to be seen. In the third section of this paper, I examine three recent policy episodes to illustrate how lifelong learning discourse has been adopted and has evolved to meet changing circumstances in HK. Finally, I look at the issue of public consultation. The politics of education policy in HK may be seen to mirror at a micro‐level, the current macro‐level contested interpretations of HK’s future polity.  相似文献   

12.
The term ‘lifelong’, as applied to education or learning, has been in circulation for more than a quarter of a century. It has played an important role in policy discussions, as well as in studies of the sociology and economics of education. The relationship of this term to the rapidly changing world of information and educational technologies, and to the various conceptions of interaction that are central to these technologies, however, has been considered much less frequently. This paper seeks to shed light on the relationship between lifelong learning and the interactive technologies that have become associated specifically with the Semantic Web. It begins by presenting a fictional narrative to illustrate a lifelong learning scenario in the context of the services and resources that the Semantic Web will be capable of providing. It then proceeds to isolate a number of general characteristics of lifelong learning as they are manifest in this scenario and in recent literature on the subject. The paper then explores how emergent, interactive technologies of the Semantic Web have the general potential to address many of the characteristics of lifelong learning, and hold out the promise of satisfying a wide variety of lifelong learning needs. It will conclude by considering some of the outstanding challenges presented by lifelong learning contexts, and mention some of the limitations of advanced technologies used to address these needs.  相似文献   

13.
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda.  相似文献   

14.
Measuring Lifelong Learning for the New Economy   总被引：1，自引：0，他引：1  
ALBERT TUIJNMAN 《Compare》2003,33(4):471-482
The purpose of this paper is to describe some of the challenges that research and statistical systems are faced with in the education sector as a consequence of the decision taken by the economically advanced countries to adopt a lifelong learning framework and strategy in response to the move towards the new global economy. Market failures currently stand in the way of realising lifelong learning for all. Implementing lifelong learning is widely seen as one element of a policy strategy aimed at facilitating the transition to the new economy, while easing some of the pressure this transition is expected to bring for individual citizens and communities. Lack of information of various kinds is the root cause of market failure. Governments therefore have an interest in improving the knowledge base of education, training and learning, so that better investment and training choices can be made. The assessment and validation of skills acquired outside of the school setting are elements of a strategy to improve the quality of information supply. Much work has already been done on the conceptualisation and measurement of skills and competencies during the last decade. But so far the progress has been insufficient to satisfy the requirements. Research work on the assessment of different adult skills therefore needs to be given strong support. Given the scope and volume of the learning activities that occur in sectors where the education authorities normally exercise little control or responsibility for management, it is clear that the information infrastructure for lifelong learning needs to be diverse, yet inclusive. Because of this inclusive perspective, a variety of avenues to data collection must be followed. Multiple indicators organised in a multilevel framework are required for the monitoring of progress towards the implementation of lifelong learning for all. But given the current state of play of the social sciences, and in particular of survey practice and indicator measurement, the time when a holistic and comprehensive framework of lifelong learning indicators can be proposed lies far in the future.  相似文献   

15.
This paper sets out to answer two questions ‘Given the policy settings for lifelong learning for adults in Europe and much of the western world, what are the policy settings and experiences in Aotearoa New Zealand?’ and ‘Will the future of adult lifelong education there be neoliberal or cosmopolitan?’ The article first examines some of the roots of post‐compulsory education policy in Aotearoa New Zealand over the last 30 years. In particular it considers trends in philosophies and practices about educating adults as well as some of the varied policy discourses prevailing over this period. Next it reviews the ever‐changing policy landscape, in particular unresolved tensions between social and economic goals, the acquisition of skills for learning for living and dialogic social purpose learning, and attainment of social cohesion and recognition of diversity. Finally the paper attempts to preview how these tensions may play out in an uncertain future.  相似文献   

16.
This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund.  相似文献   

17.
This paper contains an analysis of policy formulations which underlie the work of the ‘Leeds Adult Learners at Work’ project (1991‐93). The overall aim of the project was to assess the contribution that broadly based Employee Development training schemes organized through the workplace can make towards achieving the internationally recognized goal of ‘lifelong learning’. The paper follows Ball (1990) in seeing policy as a contested arena in which different actors struggle to impose their views. This involves an analysis of competing discourses. However, the discourse interfaces with a socio‐economic system in which individual adults find their day‐today lives increasingly constrained. First, an analysis is made of the economic context of education and training policy in terms of the international division of labour, the apparently contradictory processes of deskilling and reskilling, and mass unemployment. A critical analysis follows of the rhetoric which identifies education and training as a panacea for economic crisis, extending into the field of adult education and training for employed people some of the insights gained by policy analysts in the school and further education arenas. It is argued that there are indeed a number of significant interventions in the field (e.g. by educational institutions, employers, trades unions, TECs) but that there is a distinct lack of overarching policy direction. It is concluded that there is a need to develop a policy discourse which locates paid work as an important arena in which lifelong learning can be developed, while recognizing the complex divisions of labour within society and the learning needs of people largely excluded from paid work.  相似文献   

18.
Abstract

This article argues that learner-centred education needs to shift from a discussion only on pedagogical activities such as group-work and other cooperative learning strategies. It suggests that the focus of learner-centred education should be on the cultural world of the African child and how this influences the way in which he/she learns Western science. The African child often experiences cognitive dissonance/perturbation when learning Western science. The article draws on insights from the theory of collateral learning which was originally developed by Jegede. It argues that unless policymakers and teachers take into consideration the cultural frameworks of learners, there will not be a sound basis for improving school science and school mathematics in South Africa. Spending more on resources and increasingly testing learners, as is currently done in South Africa, will not improve school science in South Africa. Improving school science in part depends on rethinking leaner-centred education, which means critically looking at the important role that cultural frameworks of learners play in learning Western science.  相似文献   

19.
This paper explores how African learners and educators work with difference and diversity in schooling populations. Using a Ghanaian case study the paper offers lessons on/about how local discourses relating to ‘inclusivity and nation building’, ‘minority’ and ‘difference’ can inform debates about educational change and guide broad policy initiatives in pluralistic settings. While difference is affirmed, in some circles it can be said Ghanaian educators have not necessarily been responsive. It is contended that Ghanaian, and for that matter, African education, since historical times, has been approached in terms of its fundamental contribution to national development. In emphasizing the goal of post‐independence national integration, ‘postcolonial’ education in Africa has denied heterogeneity in local populations as if difference itself was a problem. With this orientation education has undoubtedly helped create and maintain the glaring disparities and inequities; structured along lines of ethnicity, culture, language, religion, gender and class, which persist and grow. By pointing to how local subjects (educators, learners and policy‐makers) link identity, schooling and knowledge production this paper implicates the search for genuine educational options or alternatives for Africa.  相似文献   

20.
This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for.  相似文献   

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