Panel 3 Ronald M. Cervero (USA)

Why Lifelong Learning Matters Ronald M. Cervero Professor and Associate Dean College of Education University of Georgia

Objectives
Lifelong Learning Defined
Global Policy Context: From Hamburg to Belem
Fostering Lifelong Learning: Policies and Practices
Lifelong Learning for What?

What is Lifelong Learning?
Lifelong learning is a social practice…
A lifelong and lifewide process in which human agency and social structure constantly interact
Occurs in formal educational settings, non-formal settings & informal settings
Can be encouraged and fostered by progressive social and educational policy

UNESCO’s 1997 Hamburg Conference on Adult Education
“Adult Learning: A Key for the 21 st Century”
“Though the content of adult learning and of education for children and adolescents will vary according to economic, social, environmental, and cultural context, the needs of people and the societies in which they take place, both are elements of a new vision of education in which learning becomes truly lifelong.”

UNESCO’s 2009 Belem Conference on Adult Education
“ Living and Learning for a Viable Future:
The Power of Adult Learning”
Policy: Towards Lifelong Learning
“ Policies and legislative measures for adult education need to be comprehensive, inclusive, and integrated within a lifelong and lifewide perspective, with literacy as a point of departure, based on sector-wide and intersectoral approaches, covering and linking all components of learning and education.”

Latin America and Caribbean Regional Synthesis Report
“ From Literacy to Lifelong Learning”
Lifelong means continuum from early childhood to older age
Learners are most important actors
Learning to learn is fundamental principle
Articulate formal, non-formal, informal learning
Rethinking education as a trans-sectoral policy

Fostering Lifelong Learning: Policies and Practices
Columbia can foster lifelong learning by:
Using practices that support student’s completion of formal K-12 education
Increasing access to higher education
Providing non-formal education with
greater coordination

Support Students’ Completion of Formal K-12 Education
Keep students on track with:
Academic support programs
Graduation coaches to assist students in transitions between levels of schooling
Alternative schools

Increase Access to Higher Education
Differentiate and Expand Higher Education
Support Adult Students in Higher Education
Use Information Technology for Program Delivery

Provide Non-Formal Education with Greater Coordination
Develop a lifelong approach to the education and development of professionals
Create a system that involves coordination among all agencies that provide education and development for professionals

Fostering Lifelong Learning: Policy Considerations
What are the roles of the state, private sector, and civil society in defining content, methods, and outcomes of lifelong learning?
Who should benefit? Is lifelong learning a public good or a private benefit?
Do policies and institutional arrangements foster inclusion of all groups or exclusion of some groups?
Who should pay? Individuals, state, or private sector?

Lifelong Learning for What?
“ The new threats posed today by the many combined world crises—food, energy, environmental and financial—aggravate the regional scenario….Information, communication, education and learning can make today the difference between life and death, hope and despair for millions of young people and adults in Latin America who continue to be denied the most basic human rights, including learning throughout life as a means for personal, family, community and social emancipation and transformation.” (Torres, 2009)

If You Think Fostering Lifelong Learning is Expensive, Try Ignorance

Panel 3 Ronald M. Cervero (USA)

by Portal Educativo Colombia Aprende on Oct 13, 2009

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Panel 3 Ronald M. Cervero (USA) — Presentation Transcript