LLL - Practices in ASIA

SCIENCE AND TECHNOLOGY INFORMATION FOR LIFELONG LEARNING IN VIETNAM

4/19/2016

Dr. Ta Ba Hung

The National Agency for Science and Technology Information (NASATI) is an organization that belongs to the Ministry of Science and Technology (MOST) of Vietnam.

It's general function is to implement the state management and provide services in the field of science, technology information, library and statistics in the whole country.

COMMUNITY LEARNING CENTRE AS AN ESSENTIAL INSTRUMENT TO BUILD A LEARNING SOCIETY AT GRASSROOTS LEVEL

4/18/2016

Thai Thi Xuan Dao

To build a learning society nation-wide, it is necessary to build a learning society to each commune/ward or sub-town. Thus, the question then is "How to build a learning society at the grassroots level?" and the answer of which would be "Developing Community Centres (CLCs) as an essential instrument".

So what is meant by Community Learning Centre? How did CLCs in Vietnam established and developed? What specific issues or challenges are faced by these CLCs? And what solutions should be undertaken to sustain and maintain this model in the forthcoming years? All of these aspects will be covered under this paper.

STRATEGIES FOR PROFESSIONALIZATION OF LIFELONG LEARNING TEACHERS IN INDIA

4/15/2016

P. Adinarayana Reddy and D. Uma Devi

The term Lifelong learning is used in India to denote the education acquired through all forms of education by the clientele voluntarily to improve their knowledge, skills and competencies in their profession, and further education to improve their occupational status throughout their life. The major source of lifelong opportunities is formal and non formal streams for education.

The programmes designed for promotion of lifelong learning are of broadly four categories viz., Adult literacy programme, skills and competence promotion programmes, orientation and refresher courses and Continuing education. The resent paper deals with the strategies adopted in India for professionalization of the teachers involved in area of lifelong learning.

WORKPLACE LEARNING IN THAILAND: MOTIVATION AND BENEFITS IN AUTOMOTIVE PARTS AND HOTEL INDUSTRIES

4/14/2016

Patcharawalai Wongboonsin

Workplace learning is a critical part of skill development along a lifelong learning process in Thailand. Based on a structured questionnaire delivered on line and by post, this study investigates the demographic background of the respondents in automotive parts and hotel industries there, their work status and workplace, and their perception regarding workplace learning, their experience and effects of working learning incurred to them.

The study finds the employees in both industries recognizing the contribution of workplace learning activities, particularly in terms of productivity and the equality of their outputs or performances.
The study implies the need for government-private sector partnership to further encourage workplace learning for all along a lifelong learning approach.

ENHANCED COMPETENCE: A NEED IN A RISK SOCIETY

4/13/2016

Patcharawalai Wongboonsin and Kua Wongboonsin

Based on the risk-society and demographic-dividend nexus, this research paper addresses the current and future socio-economic and demographic challenge to highlight the need to strengthen attempts to enhance competence of human resources in both the stock and flow of the labor market. It highlights the experience of ASEM member economies in their transition from the first modernity to second modernity and its effect on their move from the first demographic transition to the second demographic transition.

It raises the challenge of their opportunity of transition from the first demographic dividend to the second demographic dividend, while maintaining that enhanced competence of the human resources in both the stock and flow of the labor market is a a key strategy to turn the risk of ageing societies to sustained economic benefits rather than an onus.

OPPORTUNITY FOR PARTICIPATING IN LIFELONG LEARNING ACTIVITIES OF WORKERS IN THAILAND

4/12/2016

Sumalee Sungsri

This research was carried out in order to study the present opportunity of the workers in Thailand in obtaining lifelong learning and to identify their needs for lifelong learning. Then a guideline for providing lifelong learning for these workers was proposed. Questionnaires was the main instrument for collecting data from 600 industrial workers and 120 administrators and supervisors. Moreover, some of them in each group were interviewed.

The main findings showed that most of the workers have never obtained any kind of vocational training before entering the labor market.
This study also proposed the guideline for concerned agencies to provide lifelong learning activities for these workers.

EXPLORING THE MOTIVATION AND FACTORS AFFECTING THE LEARNING MOTIVATIONS OF RURAL WOMEN

4/11/2016

Nguyen Thi Mai Ha

This paper is to outline the motivations and factors affecting the learning motivations of rural women. Drawing on the data of a survey carried on the learning needs and motivations of

female agricultural laborers and other statistics the paper describes what kind of knowledge and skills were required for rural women.

VIETNAMESE PUBLIC LIBRARY SYSTEM: EFFICIENT AND USEFUL INSTITUTIONS FOR SUPPORTING LIFELONG LEARNING

4/4/2016

Nguyen Thi Thanh Mai

The concept of lifelong learning is simply understood as an accumulation of experiences and knowledge from surrounding environments. People can accumulate life values and experiences from schools, textbooks, field missions, observations, and from those they encounter in their life. There are many information channels for people to enrich their experiences and knowledge, including libraries and out-of-school educational institutions.

In this paper, the author briefly summarizes the actual status of Vietnamese public library system; analyzes strengths, weaknesses, opportunities, threats, missions and priority areas of the Vietnamese public library system in the 2011-2015 period, including a strong emphasis on factors of library which would affect the possibility to generate job opportunities, and an environment for lifelong learning among community populations.

VIETNAM CULTURAL AND NATURAL HERITAGE - AN EVERLASTING SOURCE OF KNOWLEDGE FOR LIFELONG LEARNING

3/28/2016

Prof. Nguyen Van Huy and Pham Kim Ngan

Vietnam is a country with an exceptionally rich heritage of both cultural and natural resources which can be put to use as effective tools for lifelong learning. The question is how these invaluable sources of knowledge and their accompanying institutions are being used for learning in Vietnam at present, and how they an be shaped and developed for use in the future to improve people's cultural standards and promote general knowledge at all levels of our society.

What are the opportunities and challenges entailed in accessing this rich heritage for lifelong learning in Vietnam? Why has access to heritage materials as a source for learning not yet been given priority by government agencies, social organizations and the population at large? Why has there been so little investment in both strategic orientation and methods of implementation? This paper addresses these questions.

THE CASE STUDY ON BUILDING A LEARNING SOCIETY IN SINGAPORE

3/21/2016

Koeun Lee & Jin Yang

The correlation between economic and educational excellence is unmistakable, as knowledge ultimately drives prosperity. With no natural assets or distinctive advantages, the Singaporean government has recognized, and continues to advocate, that human capital is their only resource. To constantly develop their economy, Singaporeans must be equipped with the necessary skills and learning to fulfil the workforce, understanding that these skills must adapt and evolve according to global advancements; in other words, Singapore must work towards building a learning society.

Consequently, along with constant modernization and rapid change, Singapore’s economy must evolve to meet the growing dynamic needs unique to the 21st century. These needs, which depend upon innovation, creativity, and a constant drive for knowledge, are gained through a knowledge-based economy. A knowledge economy honours intellectual capital and emphasizes the need for continuous learning throughout life.

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