LLL - THEORY & GENERAL ISSUES

DIMENSIONS OF COUNSELING OLDER ADULTS FOR EMPLOYABILITY

3/18/2016

Prof. Dr. Vaiva Zuzeviciute and Monika Miliusiene

In a constantly and rapidly changing world, everyone has to learn. We no longer have a privilege to learn when we have spare time, or when we feel learning is a useful way to spend our leisure time. Learning is a way to cope with tension caused by changes in one's professional life, social life, and even personal life. Social exclusion is a leading cause of conflict an insecurity in many parts of the world. It marginalizes community, encourages alienation and disrespect people with different socio-economic status or from other nations. Nowadays age becomes another factor which influenced the discrimination of older adults. Nobody knows what factor will influence our exclusion in the future, so nobody is safe from social exclusion.

n order to provide older adults with meaningful and productive services, it is of crucial importance to constantly monitor at least two dimensions: (objective) changes in labour market, and (subjective) changes in older person's life aspirations, which are conditioned by health status, educational and professional background and other vairables.It is very important to attract the seniors to education, to raise their self-esteem, to equip them with the skills that they need in order to cope with change and inspire them to be the active members of today's ever changing society.

CHARACTERISTICS OF LEARNING SOCIETIES AND LEARNING CITIZENS: A LITERATURE REVIEW

3/11/2016

Pham Do Nhat Tien
National Institute of Education Management

This review aims to address these main questions: What are the possible characteristics in theoretical description of a learning society and its learning citizens as well as the desired characteristics in practical building of a learning society with its learning citizens in different countries? Based on a tentative grouping of different approaches in the literature on learning society, this review offers a general picture of different aspirations and descriptions of a learning society and its learning citizens

according to four different groups which we call respectively theoretical-system approach, practical-system approach, thoretical-unit approach and practical-unit approach. Finally it shows that the highly complex task for each country in its way of building a learning society is to use this variety of characteristics as references in its learning process, and to determine the ways in which these characteristics should be adapted, concretized and tailored to the specific circumstances and available resources of the country.

WORKPLACE LEARNING: CHANGE OF SCENE

3/4/2016

Dmitrijs Kuls

The paper presents some findings of the ASEM deep study results on workplace learning. It provides empirical data on choice of young people to acquire learning outcomes either through formal, non-formal or information setting. The comparison with other age cohorts is also considered in two sectors - education and IT.

The immediate context is coloured by exploration of general reasons of selection of educational settings against the backdrop of the European policy initiatives for adapting learning provision to individuals' needs. The conclusion offers a summary and suggests some analytical questions and hypothesis of possible intervention for improvement as part of the doctoral student thesis.

THE ROLE OF OPEN AND DISTANCE LEARNING IN BUILDING A LEARNING SOCIETY IN VIETNAM

2/26/2016

Trần Đức Vượng

In the industrialization and modernization of the country, and international integration, Viet Nam's education system has great mission, to meet diversified learning needs of the people for lifelong learning. Therefore, the system is required to be flexible and operate diversified modes of teaching-learning.

Open and distance learning (ODL) today has become an inseparable part of the education system in many countries around the world. The theoretical basis and practical development over the past half century has demonstrated the role and strength of ODL in the learning society.

SCENARIOS FOR VIETNAM EDUCATION ON THE WAY OF BUILDING A LIFELONG LEARNING SYSTEM

2/19/2016

Pham Do Nhat Tien

Building a lifelong learning (LLL) system is an indispensable trend on the way of moving forward of Vietnam education. With the actual status of Vietnam education, at least ten to fifteen years of continuous efforts from the state, the education sector, and the whole society are needed so that a genuine LLL system will be created. During that period, strong and unpredicted impacts of socio-economic factors

all be able to turn aside the trajectory of Vietnam education. Using the scenario approach, this paper is a rudimentary attempt to present some possible scenarios for LLL development in Vietnam in view of helping policy makers to call attention to different LLL futures and to think outside the box.

TOWARDS A LEARNING SOCIETY: EXPERIENCE AND REFLECTIONS FROM SHANGHAI

2/12/2016

Jian Huang

This paper analyzes the social background including the factors of history, economy and population, and the huge demands for a learning society. It makes a brief review of the indigenous efforts and achievements from six aspects of construction a learning society in Shanghai.

Finally based on a theoretical analytic framework it gives reflections on Shanghai's experience through four perspectives, i.e learning value, learning system integration, driving force mechanism, and learning function.

E-LEARNING STRATEGIES IN LIFELONG LEARNING FROM LEARNING 2.0 TO LEARNING 3.0

2/5/2016

Sungho Kwon

Digital technologies have not only deeply penetrated people's private and professional life, but have already significantly changed learning patterns. The emergence of Web 2.0 featured by its connectivity and broad range of accessibility is contributing to this change in remarkable ways by providing new opportunities for e-learning. With the emergence of these new participative functions of the web, new ways of cooperation and social networking are supported, facilitating knowledge exchange and collaborative content production (Ala-Mutka, 2008).

The main topics of the paper are the changes from learning 2.0 to learning 3.0 and how the concept of learning 3.0 impacts on e-learning in the lifelong learning in the next generation. First, the features and challenges of learning 2.0 will be suggested. Next, the keywords of e-learning from learning 1.0 to learning 3.0 environments will be presented. Lastly, how learning 3.0 can change the objectives, curriculum and evaluation of e-learning in lifelong learning and strategies for e-learning will be discussed.

2ND THINK TANK MEETING: POSITIONING LIFELONG LEARNING IN THE POST-2015 DEVELOPMENT AGENDA

1/29/2016

UNESCO Institute for Lifelong Learning

With the target year for both the Education for All (EFA) and the Millennium Development Goals (MDGs) approaching, the United Nations has started working on further steps to advance its development agenda beyond 2015. A new development vision is emerging and the international

community is re-thinking how education can be adapted to meet citizens’ shifting and evolving needs. The complex and fast-changing world in which we live demands that we adapt rapidly by acquiring new knowledge, skills and attitudes.

BUILDING LEARNING CITIES AS A STRATEGY TO PROMOTE LIFELONG LEARNING

1/22/2016

Jin Yang

In recent years, parallel to the widely acceptance of the concept of 'lifelong learning' as a 'master concept for educational policies' (Faure et. al., 1972), some pragmatic approaches have been adopted and an example of these approaches is the building of a 'learning community', 'learning city'or'learning region'. In more and more countries, there are local-level authorities which claim to be learning cities/regions/ communities. These geography related concepts imply the key role of learning in the development of basic prosperity, social stability, personal fulfilment and mobilises all its human, physical, financial resources, creativity and sensitivity to develop the full potential of all its citizens (Longworth, 2006).

This presentation examines the concept of learning cities that arise from the literature, reviews progress made in building learning cities in the international communities and synthesises the major strategies adopted. It concludes with some considerations that the developing countries and UNESCO use the ideology of learning cities as a strategy for promoting lifelong learning.

LIFELONG LEARNING FOR ALL: INCLUSION, PROSPERITY AND SUSTAINABILITY IN CITIES

1/15/2016

Concept Note at the International Conference on Learning Cities in Beijing, China from 21 to 23 October 2013

In recent years, in parallel to the wide acceptance of the concept of a learning society, the growth of "learning communities", "learning cities" and "learning regions" has become an effective operational approach for promoting lifelong learning. Although the idea of learning cities was conceptualised in developed countries, facilitated by the OECD since the 1980s and the European Commission since the 1990s, it is now rapidly gaining momentum in developing countries as a key strategy for stimulating economic, social and environmental development. Studies by the OECD, the European Commission and the PASCAL

Observatory have shown that the creation of learning cities has become an effective instrument in promoting lifelong learning in the international community, despite various challenges. Indeed, the strategies of building a "learning city", "learning region" or "learning community" have by now proved their effectiveness and thus gained renown so that a Member State aspiring to build a learning society might use them to mobilise or encourage their local authorities.
This concept note will serve as a good starting point from which further reading on the theme can be done.

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