The Mission
This ARC8 Expert Group discusses risks and opportunities in addressing inequality in lifelong learning, and how to realize the potential of adult learning and education, both for SDG 4 and for the other 16 SDGs. Members are jointly working on the lifelong learning chapter of the ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe to be presented in the summer of 2021.
Topics discussed: upskilling, reskilling, validation of informal & non-formal learning, flexible learning pathways, inclusive LLL policies, underrepresented groups, gender gap, digital divide, quality assurance, disadvantaged, vulnerable and excluded populations, access to lifelong learning opportunities.
Expert Group Members
Summary of Presentations
The first session of the experts was dedicated to gather inputs to the Outlook Report 2030: Inclusion and Diversity in Higher Education in Asia and Europe. Two experts shared their views on the status quo of inclusion in lifelong learning, and proposed risks and opportunities to be discussed by group members. Below is a short summary of their presentations and the ideas they sparked in the group discussion.
Presented by Prof Séamus Ó TUAMA, Director, Adult Continuing Education, University College Cork; Chair of the ASEM Lifelong Learning Hub
Prof Seamus was asked to focus on the following questions in a 10-minute presentation, to provide food for thought for the expert group:
- What is your take, how inclusive are the national, institutional LLL policies and practices currently, what is the status quo? Do you have any numbers to show?
- What potential risks do you foresee that could jeopardize greater inclusion in LLL in the next 10 years?
- What opportunities, leverage points do you see to promote inclusion in LLL the next 10 years?
He was able to provide cases and specific examples of lifelong learning programs from Ireland from which he identified risks and opportunities in relation. First, he defined inclusion in lifelong learning, then introduced data from the Irish context to better explain the demography of those participating in lifelong learning.
According Prof Seamus the one potential risk that could jeopardize greater inclusion in the field of lifelong learning is the overemphasis on skills which are understood in narrow way. Regarding the leverage points to promote inclusion in lifelong learning, he pointed out several mechanisms that could be used to enhance inclusion, and he talked about the “Reflexive Activation of Unemployed People” as another potential leverage point.
Presented by Prof Dr Melinda BANDALARIA, Chancellor and Professor, University of the Philippines Open University
Prof Melinda was asked to focus on the following questions in a 10-minute presentation, to provide food for thought for the expert group:
- What is your take, how inclusive are the national, institutional LLL policies and practices currently, what is the status quo? Do you have any numbers to show?
- What potential risks do you foresee that could jeopardize greater inclusion in LLL in the next 10 years?
- What opportunities, leverage points do you see to promote inclusion in LLL the next 10 years?
Prof Melinda began her presentation by giving her own definition of lifelong learning, then introduced the lifelong learning policy context of the ASEAN countries, with a very detailed overview of lifelong learning policies in the Philippines.
In terms of potential risks that could jeopardize inclusion in the next decade, Melinda listed 4 possibilities, including quality, funding, disruptions, and snobbery. In terms of opportunities and leverage points to promote inclusion Melinda has shared six points, including open source tools, mode of instruction, assistive technologies, etc.
Melinda proceeded to give a closer overview of lifelong learning policies in the Philippines. The Philippine development plan 2017-2022 issued by National Economic and Development Authority aims to provide lifelong learning for all to accelerate human capital development. In addition to this the RA 7277 Act on Providing For The Rehabilitation, Self-Development And Self-Reliance Of Disabled Person And Their Integration Into The Mainstream Of Society And For Other Purposes with a separate chapter on education which specifies the following areas:
Presented by Dr Alexandra IOANNIODU, Internationalisation Unit, Executive Department, DIE – Leibniz Centre for Lifelong Learning; Secretary and Board Member, European Society for Research on the Education of Adults (ESREA)
Alexandra was asked to focus on the following questions in a 10-minute presentation, to provide food for thought for the expert group:
- What is your take, how inclusive are the national, institutional LLL policies and practices currently, what is the status quo? Do you have any numbers to show?
- What potential risks do you foresee that could jeopardize greater inclusion in LLL in the next 10 years?
- What opportunities, leverage points do you see to promote inclusion in LLL the next 10 years?
She began her presentation with a master narrative on the concept of lifelong learning. From her point of view, the concept of lifelong learning seems to be for the educational sector the equivalent of globalization for the economic sector.
⇒ View the summary of Alexandra’s presentation
⇒ Download the PPT Presentation here
Presented by Ms Brikena Xhomaqi, Director, Lifelong Learning Platform, Co-chair of the European Economic and Social Committee Liaison Group of Civil Society
Brikena was asked to make a 10-minute presentation on the following questions, to serve as an input to the expert group discussion:
- What is your take, how inclusive are the national, institutional LLL policies and practices currently, what is the status quo? Do you have any numbers to show?
- What potential risks do you foresee that could jeopardize greater inclusion in LLL in the next 10 years?
- What opportunities, leverage points do you see to promote inclusion in LLL the next 10 years?
She started by introducing her organisation, to give a background on its networks and members, as her inputs will reflect the work and diversity of the LLL Platform. The platform founded in 2005 gathers 42 European networks, civil society organizations, that represent different sectors of education from early childhood to adult education.
The main idea was to “Promote a holistic vision to lifelong learning, from cradle to grave, by facilitating European-wide cross-sector cooperation among civil society organisations in the field of education & training and voicing citizens’ concerns”. Their objective is to build inclusive and democratic education systems; Widening access to quality education for all citizens; Increasing the relevance of education to modern societies.
Brikena shared her take on the status quo of inclusion in LLL, based on the 15 years of experience of the LLL Platform and based on the voice of the different local national regional European stakeholders in their membership.
Presented by Dr Sheikh Lukman S A Hamid, Director, Lifelong Learning Centre (L3C), Ministry of Education, Brunei Darussalam
Sheik Lukman started his presentation by introducing his organisation, The Lifelong Learning Centre (L3C) in Brunei Darussalam. L3C was created in 2020 with the mission to build holistic individuals and inclusive society by improving the opportunities for lifelong learners of all ages and expand lifelong learning opportunities for strengthening communities by 2024. In order to meet this goal, the centre has three strategic goals (1) to develop a policy framework and guidelines to improve opportunities in lifelong learning in Brunei Darussalam (2) Review the provision of lifelong learning programmes (3) Promote public enrolment in lifelong learning programmes. L3C caters to different type of stakeholders:
- Individuals, by giving career advice, training programme advice and up-to-date job market information.
- Employers, by offering a resource centre for training development needs, offering nationally accredited courses.
- CET Providers (continuing education providers), by forging partnerships with them, regardless of whether they are public or private or even international and offering facilities for them.
After introducing the Center Sheikh Lukman proceeded with sharing some insights on the status quo of inclusion in lifelong learning.
What our experts said...
