Life long l i.pptx

LIFE LONG LEARNING
By
Dr.S.Jerslin

MEANING
 Lifelong learning is a form of self-initiated education
that is focused on personal development. While there is
no standardized definition of lifelong learning, it has
generally been taken to refer to the learning that occurs
outside of a formal educational institute, such as a
school, university or corporate(business) training.
 Lifelong learning does not necessarily have to restrict
itself to informal learning, however. It is best described
as being voluntary with the purpose of achieving
personal fulfillment. The means to achieve this could
result in informal or formal education.
 https://www.valamis.com/hub/lifelong-learning#what-is-
lifelong-learning

CONCEPT OF LLL
 Lifelong learning is the blend of pedagogy(teaching)
and andragogy(adult teaching). It can be provided
through various modes, such as, distance learning, e-
learning, continuing education and correspondence
courses. The concept of lifelong learning has been
undergoing transformations within the course of time. As
the name implies, it takes place throughout the lives of
the individuals. It is stated to be taking place from
cradle to grave.

CON…
 Apart from academic concepts, throughout the lives
of the individuals, they are required to generate
awareness and augment(expand) their skills and
abilities in terms of various areas. Acquisition of
lifelong learning enables the individuals to create an
attitude of openness to new ideas, skills, decisions and
behaviours. It is apparent that throughout the lives of the
individuals, they need to augment their skills and
abilities. They need to enhance their knowledge and
understanding in terms of various aspects (Iqbal, 2009).
https://www.researchgate.net/publication/337049074_Co
ncept_and_Significance_of_Lifelong_Learning/link/5dc
25ea9299bf1a47b191403/download

GOALS AND OBJECTIVES
 Promoting Lifelong Learning while contributing to the
strengthening and advancement of the integrated system
that supports its implementation.
 The overall objective is to establish a dynamic
correlation between education and the changes that
occur in the labour market, but also in the social
sphere as a whole.

CON…
 In the frames of the Lifelong Learning, both Vocational
Education and Training (VET) and Adult Education
(AE) are playing fundamental roles in raising the level of
education and developing skills of young and adult, and
by doing that supporting their employability and social
inclusion.

VOCATIONAL EDUCATION AND TRAINING
The Vocational Education and Training is the primary
link between education and the demand for employment. It
should be in permanent conjunction with the labour market
needs and be driven by the demand of the enterprises.
Country’s standards and curricula shall be duly revised by
replacing the theoretical knowledge they contain with
knowledge for skills and practical training. The
country’s VET system shall be based on education and
training courses directed to the provision of clear and
relevant learning outcomes.

ADULT EDUCATION
The Adult Education has a primary role in updating and
upgrading of the knowledge of the adult population and by
that supporting their capacity to remain, to be mobile and
to be reintegrated into the labour market. This is
particularly important also for the social cohesion of the
country especially considering the current high un-
employment rate. It has a primary role in updating and
upgrading of the knowledge of the adult population and
by that supporting their capacity to remain, to be mobile
and to be reintegrated into the labour market. This is
particularly important also for the social cohesion of the
country especially considering the current high un-
employment rate.
http://dozivotnoucenje.mk/en/goals-and-objectives

NEED & IMPORTANCE OF LIFE LONG
LEARNING
 We may explain the importance of Lifelong learning
in 4 areas.
 1. The first one is related to the increase of life
expectancy. Life expectancy has been increasing
up to 80-90 years old or more and the percentage
of young generations has been decreasing day by
day. The only way of keeping the quantity and
quality of active labourship is to establish Lifelong
Learning system today.

…RETIREMENT AGE
 In the same context, retirement age has been
increasing in all countries. In the future, retirement
age may be increased up to 75-80 years old. If this
happens, it will be impossible to work with the
knowledge acquired from formal education
period. Everyone will improve him/herself in
his/her area and has to be specialist in other
areas as well, to work as active workers for 50 or
55 years. This will become more important in this
incredible fast changing world to provide secure
future. Otherwise, it will be impossible to have
confidence for the future life, especially for the
retirement period

AGE DEPENDENCY
 2. The ratio of old generation is getting higher and the
ratio of young generation is getting lower. We can see on
-age dependency -60 years old) has been increasing in all
countries. Because of the decrease on the ratio of young
generations, their labourship will become very valuable. To
complete some of the labourship of young generations,
we will need to prepare some older generations. It is not
possible to complete active working period, to maintain
personnel capacity, and be specialist in one major field via
basic formal education. Everyone must improve him/herself
in more than one field. This means, we will need some
more education for old generations to equip them some
more skills and information. Lifelong Learning plays a
great role in saving people from poverty by, for example,
providing them with the right skills for the labour market.

INCREASING LIFE QUALITY
 3. The third reason is increasing life quality. One
needs to learn and effectively use of technological
development to increase the on line shopping,
communication via internet, driving new
technology cars, life may become very difficult.
Lifelong learning is a process in which individuals
retain their development of knowledge, skills, and
interests in their lives and opportunities of learning
(Richardson, 1978).

GOOD PHYSICAL AND MENTAL CONDITION.
 4. The fourth and last reason is a person desiring
him/herself in good physical and mental condition.
mental health well along with their physical health like a
model / sportsman condition in good state. One of the
ways to be fit is feeling in secure for the future. Older
people should take education and apply that in their
life in order not to be unemployed and sustain
healthy life. This will also reduce the government
expenses for the social security system and gives a
chance to use this money for other social systems,
such as education, health, security, and others.
file:///C:/Users/user/Desktop/Life%20long%20learning/1-
s2.0-S1877042812019416-main.pdf

CON…
 1. LL = A Basic Human Right = Full
Development = Empowerment
 2. LL = Better Employment Prospects + Higher
Income
 3. LL = Social Benefits (Productivity, GDP, Social
Capital, Health)
 4. LL and Poverty Alleviation(lessening)
 5. LL as the ‘Master Key’ for MDGs
 https://link.springer.com/chapter/10.1007/978-94-
007-5937-4_2

PROBLEMS AND MEASURES OF LIFE LONG
LEARNING
 In embracing all forms of learning from ‘cradle to
grave’, lifelong learning (LL) is sometimes referred
to as being ‘life-long and life-wide’. The definition
used by the European Commission (2000) is
typical and one of the most widely accepted
definitions among researchers and policy makers:
lifelong learning is defined as:
 all purposeful learning activity undertaken
throughout life with the aim of improving
knowledge, skills and competencies within a
personal, civic, social and/or employment-
related perspective.

POVERTY ALLEVIATION
 Issues in Addressing Poverty Alleviation and Sustainable
Development. In particular, girls and women in most poor
parts of the world are locked into a cycle of poverty and early
marriages, with illiterate mothers bring up illiterate
daughters who are married off early into yet another cycle of
poverty, illiteracy, high fertility and early mortality(death).
Breaking this cycle requires more than educational
interventions: it demands a comprehensive development
programme that transforms the basic conditions of rural and
slum community life. Learning throughout life, and especially
literacy, needs to be part of this transformation (UNESCO-
UIE 2010), but providing other basic infrastructure elements
(water wells, fuel supply, health clinics, roads, etc.) is also
necessary, not to speak of micro-credit, improved
employment and income-earning opportunities
(Power 2007).

SUSTAINABLE DEVELOPMENT
 The major issue facing the world today is that of
learning how to live and work in ways that are
sustainable, so that the reasonable needs of people
from all walks of life and in all countries can be satisfied,
without so overexploiting the natural resources
upon which all life depends that the ability of future
generations to meet their needs is threatened
(UNESCO-UNEVOC 2004). The effects of global
warming are showing up with increasing intensity:
destruction of forests and species habitats,
acidification of oceans, loss of wetlands, bleaching
of coral reefs and rapid and continued loss of
biodiversity, to name a few.

CON…
 As climate change accelerates, hundreds of
millions of people are likely to be deprived from
access to water, and millions more will be
displaced as sea levels rise, floods and
droughts(famine) become more
prevalent(dominant) and crops fail. In some parts
of the world, it is predicted that there will be sharp
rises in death toll from climate-induced diseases
(Commonwealth Foundation 2007). Learning how
to live and work in ways that are sustainable
includes, but necessarily goes beyond, formal
programmes for education for sustainable
development (ESD).

CON…
 It will be ‘people power’ that forces governments to
introduce the tough measures needed to reduce
greenhouse emissions, to eradicate poverty and to
provide quality education for all. But to generate that
power, all young people and adults (including politicians,
the media and corporate leaders) need to understand
what it means to be poor, why poverty persists and how
global warming will affect them and their families.
Moreover, throughout their lives, they will need to
learn and how to learn, updating and extending their
knowledge and skills so as to better cope with
change, generating the capacity and confidence to
participate in the struggle to build a better world.

MEASURES…RE-ENGINEERING EDUCATION AND
TRAINING
 A few tentative steps have been taken by providers of
formal education in a few countries to:
 1.Ensure that learning as one moves from one level to
the next is seamless(continuous).
 2.Improve the articulation(delivery) between levels
and types of education and training.
 3.Revise their qualification frameworks,
accreditation(approval), quality assurance,
indicato(pointer)r and assessment systems, and
establish equivalency frameworks to better recognize
, adult and continuing education, within-industry training,
apprenticeships(traineeship) and non formal
programmes.
 4.Make more effective use of IT and open learning
systems to reach the unreached and to support on-the-
job training.

CON…
 5.Increase the funding and provide other
incentives in support of non formal education and
training (i.e. adult and continuing education, NGO
and industry-based training) while maintaining (and
if necessary also increasing) support for formal
education to achieve national and international
goals (e.g. EFA, MDGs, ESD).
 6.Develop an integrated policy framework to
drive the reform of the entire formal and non formal
education and training system, its component parts
and the pathways between them.

MEASURES….
 Such steps are important elements in confronting(challenging)
the challenge posed by lifelong learning so that they are
consistent(steady) with the principles of lifelong learning. In
the end, what is needed is to use the principles of lifelong
learning as the framework for re-engineering the entire
education-training-adult learning system.
 Adopting a life span perspective takes us back to the issue of
the learning needs to be met at each stage of human
development and the changing priorities of the individual and
the communities (local, national and global) in which they live
and in particular those that assume importance in addressing
issues of poverty and sustainable development.
 https://link.springer.com/chapter/10.1007/978-94-007-5937-
4_2

LLL IN INDIA WITH REFERENCE TO
NAEP
 The Government of India put forward the idea of
expanding the scope of the Continuing
Education Program by developing it as Lifelong
Education and Awareness Program (LEAP).This
may be partly influenced by the global discourse on
Lifelong Learning and partly due to the socio
economic changes taking place within and outside
the country,

UGC SUPPORT TO LIFELONG LEARNING
PROGRAMMES
 It was mainly after the launching of the National Adult
Education Programme (NAEP) by the Government of India in
1978 that the UGC began to encourage the universities and
colleges to participate in Lifelong Learning programmes and
started funding it. Although the programme made a beginning with
adult literacy, its scope was gradually widened over the next three
decades to include, post literacy, Continuing Education,
Population Education, refresher courses and a variety of
extension and field outreach activities. Simultaneously the UGC
encouraged and funded the universities to institutionalize the
programme by setting up separate Departments with core faculty
to undertake teaching and research. With the beginning of the
Eleventh Five Year Plan the UGC would accord maximum priority
to Lifelong Learning with a view to meeting the demands of
emerging knowledge society and facilitate the process of
developing a learning society.
 The UGC will continue to implement the scheme under its Non-
formal Education Bureau.

COMPONENTS OF THE SYSTEM
 The National Adult Education Programme in India
emphasized literacy, functionality and social
awareness. These were the three pillars of the
programme. It was realized that unless literacy is used
as a tool for development, it will not be sustainable. As
per the Census report of 1971, 70% of the population
above 5 years was illiterate. Therefore literacy had to be
central to this programme. Functionality was linked
with education that would improve productivity. Social
awareness was vital to make people aware about their
own condition and reasons for deprivation. Education
was considered to be means of man’s liberation and tool
for human development. The NAEP visualized adult
education as a means to bring about a fundamental
change in the process of socioeconomic
development.

ORGANIZATION OF THE PROGRAMME
 Grass root-Block level-District level-State Level-Centre
 Literacy Norms
 The norms for literacy were as follows
 Reading - Reading aloud 30 words per minute.
 Writing - Copying 7 words per minute and taking dictation of 5
words per minute.
 Numeracy - Reading and writing 1-100 numerals. Doing
simple addition and subtraction of 3 digits and division and
multiplication up to 2 digits.
 The learner who was made literate was expected to have
achieved these norms. Under functionality, she was
supposed to develop skills leading to income generation.
As a part of awareness they were supposed to reflect on
their own state of affairs and through dialogue and
discussion find a solution for their problems.

SUMMARY
 The National Adult Education Programme launched in
1978 was a priority programme of the Government of
India. It aimed at making 35 million people literate by the
end of five years. Influenced by Paulo Freire’s
thinking, the NAEP visualized adult education as a
means to bring about a fundamental change in the
process of socio-economic development. It was
assumed that the illiterate and the poor can rise to their
own liberation through literacy, dialogue and action.
The NAEP followed a center based approach to literacy.
Monitoring and supervisory procedure was
established and a federal structure was put in place.

CON…
 The programme was learner centric. Material
developed by State Resource Centers was as per the
interest of the learner. Literacy skills of reading, writing
and arithmetic along with functionality and awareness
were the main components of the programme. The
programme of this scale had limitation, particularly with
respect to functionality aspect. But a large number of
poor and illiterate identified NAEP as their programme.
A large number of voluntary organizations and 93
universities took up the programme. The resource
base of adult education was strengthened. A lot of
research was undertaken in this area. The evaluation
of this programme led to a change in the approach
to dealing with illiteracy in the coming years.

CON…
 https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_
content/S000573AE/P001684/M021807/ET/150218
0443ContentNote_EraofNationalAdultEducationPro
gramme.pdf

LLL & NEP2020
 The Government of India planned to initiate Adult Education
and Lifelong Learning under the National Education Policy
2020. The Union Budget 2021-22 announcement has been made
to enable increased access to resources. Online modules
covering the entire gamut of adult education will be introduced.
 The objectives of the scheme are to impart not only
foundational literacy and numeracy but also to cover other
components which are necessary for a citizen of 21st century
such as critical life skills (including financial literacy, digital
literacy, commercial skills, health care, and awareness, child care
and education, and family welfare); vocational skills
development (with a view towards obtaining local employment);
basic education (including preparatory, middle, and secondary
stage equivalency); and continuing education (including
engaging holistic adult education courses in arts, sciences,
technology, culture, sports, and recreation, as well as other topics
of interest or use to local learners, such as more advanced
material on critical life skills).

ADULT EDUCATION AND LIFELONG LEARNING
IMPLEMENTATION
 The scheme will be implemented through
volunteerism through online mode. The training,
orientation, workshops of volunteers, may be
organized in face-to-face mode.
 All equipment and resources shall be provided
digitally for easy access to registered volunteers
through easily accessible digital modes, viz, TV,
radio, cell phone-based free/open-source
Apps/portals, etc.

CON…
 The school will be the unit for the implementation of the scheme.
 Schools to be used for conducting survey of beneficiaries and
voluntary Teachers (VTs).
 Different strategies are to be adopted for different age groups.
 Foundational Literacy and Numeracy will be imparted through
Critical Life Skills to all non-literates in the age group of 15 years
and above.
 Use of Technologies to impart Adult Education for wider coverage
of the scheme.
 As per Census 2011, the absolute number of non-literates in the
country at 15 years and above is 25.76 crore (Male 9.08 crore,
Female 16.68 crore). In consideration of the progress of persons
certified as literates being to the tune of 7.64 crores under the
Saakshar Bharat programme implemented during 2009-10 to
2017-18, it is estimated that currently around 18.12 crore adults
are still non-literate in India.

NPE 1986
 The National Education Policy (NPE), 1986 was declared
in May, 1986 and in November 1986 its Plan of Action was
declared. This Plan of Action is divided into 24 parts (Lal
& Sinha, 2013, p.263). Part XVI is devoted to adult
education. The establishment of Open Universities was
declared in the National Education Policy, 1986 and
accordingly the Indira Gandhi National Open University
(IGNOU) was established in Delhi (Lal & Sinha, 2013, p.271).
At the same time sixteen other open universities have also
been established in the country (Lal & Sinha, 2013, p.271). In
pursuance of the mandate of the NPE (1986) that the
National Literacy Mission (NLM) was launched on 05th
May 1988 as a societal and technological mission with the
objective of imparting functional literacy to 80 million
adult illiterates in the age group 15-25 years by 1995
(Ministry of Human Resource Development, 1988).

MAIN PURPOSE
 Specifically, it advocated the following:
 a) Expansion of non-formal, flexible and need-
based vocational education programmes for neo-
literates, youth who have completed primary
education, school drop-outs, and adults.
 b) Provision of non-formal vocational education and
training for workers of the unorganised sector
through the existing institutions and agencies. For
example, community polytechnics, shramik vidyapeeths
(polyvalent adult education centre), rural institutes,
Industrial Training Institutes (ITIs) and Training for Rural
Youth for Self-Employment (TRYSEM) of the District
Rural Development Agency.

CON…
 c) Promotion of continuing education as an
indispensable tool not only for Education human
resource development but also for the creation of a
learning society. Besides advocating distance and
open learning for higher levels of formal education,
the policy recommended continuing education for
neo-literates and school drop-outs through
Jana Shikshan Nilayams, and proposed need
based non-formal vocational education
programmes and training for divergent groups
(workers, youth, farmers, etc.) to upgrade their
knowledge and skills to improve their productivity
and their skills.

NLM
 It was in pursuance(fulfilment) of the mandate of the
NPE (1986) that the National Literacy Mission (NLM)
was launched in 1988 as a societal and
technological mission with the objective of
imparting functional literacy to 80 million adult
illiterate in the age group 15-25 years by 1905
(Ministry of Human Resource Development, 1988).
(Note: For details on the NLM refer to its %&site-
http://www.nlm.nic.in.) The NLM assigned priority to
eradication of illiteracy among women, scheduled
castes and scheduled tribes and other
disadvantaged groups through mass mobilisation and
support of the wider sections of society.

TLM &IPCL
 The launching of National Literacy Mission in 1988,
and the subsequent emergence of Total Literacy
Campaigns in different parts of India. led to the
emergence of the concept of developmental literacy
which included the components of self reliance in basic
literacy and numeracy, social awareness, acquisition of
relevant skills and imbibing the values of national
integration, conservation of environment and gender
equity. The NLM also introduced a technocratic
pedagogic approach, known as Improved Pace and
Content of Learning (IPCL) to address the problems
of slow pace and poor quality of learning among
adult learners (see Ministry of Human Resource
Development. 199.3).

CON…
 In TLCs, curriculum and pedagogy were guided by the
IPCL approach that gave priority to learner-centred
teaching-learning process. It was assumed that higher
quality pedagogic inputs would improve the pace of learning
and enable learners to acquire the expected level of literacy
in about 200 hours during 8-12 months as per the NLM
norms. Zilla Saksharata Samiti (ZSS) was entrusted with
the responsibility of internal evaluation of learning
outcomes as per the NLM procedure and norms with the help
of functionaries and volunteers. The IPCL curriculum was
operationalized in three literacy primers. Besides imparting
minimal basic literacy skills and functional knowledge
and skills. The content of IPCL primers covered 'core values',
prescribed by the NLM, to create social awareness about
various development issues. In practice, however, the focus of
TLCs remained on transmitting basic literacy skills through the
conventional approach.

KEY & UNIQUE FEATURE OF NLM
 The key and unique features of TLC strategy were:
100 environment-building and mass mobilisation
through kala jjattzus (cultural Policy on ~dult and
Lifelong Learning: caravans), folk media, radio and
television, personal contact, conventions, International
and National rallies, etc. to generate social demand for
literacy and involve wider sections Perspectives of
society in promoting literacy; large-scale involvement of
volunteers for literacy work, and planning, monitoring
and implementation of TLCs at the district level through
decentralised administrative and organisational structure
of Zilla Saksharata Samiti.

 https://egyankosh.ac.in/bitstream/123456789/43648
/1/Unit-4.pdf
 Understanding these characteristics of adult
learners can help to make a curriculum and
learning environment that is more conducive to
adults, but it’s important to keep in mind that
different characteristics will apply to various types
of students within the same age range.
 With that in mind, here are 10 common traits adult
learners tend to share.


CHARACTERISTICS OF ADULT
LEARNERS
 1. Adults learn at their own pace
 2. Adults are less likely to be interested in active
learning techniques
 3. Adult learners prefer information that is
tailored to their interests and needs
 Adults like information that is relevant to them and
that meets their specific needs. They usually aren’t
interested in general topics or in learning for the
sake of learning. Instead, they want to know how
the information they are learning will be useful to
them.
 4. Adults need more time to process information
thoroughly

CON…
 5. Memory retention for adults happens better if new material is
introduced in intervals
Adults learn better in short intervals than with a bunch of information
thrown at them at once. That’s where microlearning can be so useful.
 6. Adults tend to prefer some self-direction when learning
Adult learners are more independent than adolescents, and for that
reason, they prefer a level of independence in their learning.
 7. Adult learners are goal-oriented
Generally, adults are interested in learning for a very specific reason,
such as gaining new skills to get ahead at work or changing careers. It’s
about gaining practical knowledge for their life.
8. Adults tend to be less flexible in their thinking
Let’s face it — the older we get, the more likely we are to get stuck in
our way of thinking.This can be problematic when it comes to learning,
because it means that adult learners are less likely to accept new ideas.

CON…
 9. Adults learn better when information is tied to their
personal experiences
 Adult learners have a lifetime of experiences to draw upon,
and when they can tie new information to previous
experiences or knowledge, it makes learning easier and more
enjoyable.
 10. Adults have many responsibilities to balance outside
of class
 One of the characteristics of adult learners that instructors
can’t overlook is that they likely have a lot of responsibilities to
juggle outside of class — many more responsibilities than
younger learners.This could be taking care of their children,
balancing multiple jobs, maintaining a home – anything that
takes up time and energy.
 https://myelearningworld.com/characteristics-of-adult-learners/

EIGHT TIPS FOR MOTIVATING ADULTS TO LEARN
 Adults can be stuck in their ways, and even closed-
minded. This can make the task of motivating adults to
learn rather challenging. But the good news is that it’s
far from impossible. It’s all about having the right tips.
 Make learning so relevant it can’t be ignored
 Provide opportunities for exploratory learning
 Take learning to the learner
 Make learning convenient and accessible
 Appeal to different learning preferences
 Create a human learning experience
 Offer regular constructive feedback
 Reward learning with fun and games

CON…
 1. Make learning so relevant it can’t be ignored
The key is to make learning relevant to career and
personal growth aspirations. Training that draws on real-
life scenarios, storytelling and case studies that adult
learners can relate to is naturally more interesting. And
when learners are interested, they’re usually motivated,
too.
 2. Provide opportunities for exploratory learning
Branching scenarios and other learning activities that
require decision-making and problem-solving are just
some of the ways of motivating learners to explore. By
involving adults in active rather than passive learning,
they’ll be free to make mistakes in a safe space.

CON…
 3. Take learning to the learner
 You see, as the Millennial(futuristic) population starts to
dominate the workforce, working adults are spending an
increasing amount of time online and on their phones. In
fact, the average person spends more than three
hours on their phone every day. And this isn’t just
social. Work tasks often take place on a desktop or
mobile phone, too.
 4. Make learning convenient and accessible
 Structure learning as bite-sized chunks of
information (like short videos or info graphics) that
can be easily consumed. This is called micro learning,
and it means that employees can learn a quick new skill
or understand a new piece of information while eating
lunch, traveling to their next client, or catching the train
to work.

CON…
 Social interactions are an important part of how
adults learn in the workplace. Employees learn
from their peers, their leaders, and even their
subordinates. And these social engagements
motivate them to discover new knowledge and
practice new skills.
 7. Offer regular constructive feedback
 Motivating adults to learn requires regular feedback
in all shapes and sizes. This can be real-time
quantitative feedback, like automated grading on
a quiz. Or it could be personal, written feedback on
a case study assignment from a subject matter
expert.

CON…
 8. Reward learning with fun and games
 Gamification is all about making learning fun for
adults by recognizing small wins, fostering
competition, and introducing curiosity into the
learning experience. Badges, leaderboards,
certificates, and progression to new and
undiscovered ‘levels’ in an eLearning course could
be the trick you need for motivating adults to learn.
 https://www.efrontlearning.com/blog/2018/09/tips-
motivating-adults-to-learn.html

LLL-DIFFERENT TEACHING METHODS
 Case Method
 Since it presents authentic cases and real world
problems, case method fully complies with LLL
courses and supports the development of some
essential skills for life, like communication, social,
interpersonal, higher-level reasoning, problem-
solving, and decision-making skills. The case
method shifts instructor-centred model of education
towards a participant-centred one in which
students play a lead role in their own and each
other's learning.. The method was developed at
Harvard Business School, and it is very well-known.

CON…
 2. Enquiry-Based Learning
 Enquiry-based learning can enhance the effectiveness
of LLL courses since it emphasizes the importance of
developing and fostering enquiring minds and attitudes
in students.. In enquiry-based learning, the students
are responsible for defining the central parts in the
curricula the teacher has chosen as a subject for the
course. They must find, evaluate, and use the sources
of information available for the subject in question. The
students start with one fundamental question, and while
they are expanding their knowledge, the teacher
inspires them to formulate and answer more detailed
questions.

CON…
 A strong emphasis is placed on reporting achieved
results and documentation of the progress in the
students' learning. The students themselves do
this. The students conduct an evaluation of the
results through self- and peer-assessment. To
evaluate students work there are often used the
learning portfolios, project reports with accurate
descriptions of the problem, work process, results
and solutions, and traditional examinations.

3. SPIRAL LEARNING
The teaching sequence is divided into several (2-4)
sections or “windings” in a spiral. In each winding the
course subject is approached both from the top
(overview) and bottom (details). In the first winding,
the students work with the course subject in a very
basic way. Elements from all of the course topics are
included, and a general overview of the course
subject is given – i.e. the topics are not dealt with one
at a time like the chapters of a typical textbook.

CON…
 The students are given group assignments to solve
based on their present knowledge – maybe only in
a qualitative way the first time depending on the
subject. In the next windings, the students work
with the subject in increasingly advanced ways. It
might be the same problem they are given in
each winding, but the solution becomes more
and more sophisticated and at a higher level of
competency. In the last winding, the final level
of competence (learning objectives) is reached.
Usually, the progress assessment is based on the
assignments with teacher’s feedback and a final
evaluation.

4. PROBLEM-BASED LEARNING
 Problem-based learning is an active learning approach
in which individuals gain knowledge and skills through
problem-solving. Students learn the content as they try
to address the problem. Students learn both thinking
strategies and domain knowledge. The aim of problem-
based learning is to develop the students’ flexible
knowledge, effective problem-solving skills, self-
directed learning ability, effective collaboration
skills and intrinsic(inherent) motivation . This
teaching method fully complies with LLL demands since
it provides a model for life-long learning, and supports
building skills and abilities that are so valuable for
today’s world of constant change.

CON…
 The leading principle of problem-based learning is
that the students learn by relating their knowledge
to a given problem or case which the teacher
prepares. Through dialogue and discussions, the
students in the groups try to solve the problem by
using their previous knowledge and the new
knowledge in the curricula of the course. A course
typically starts with an overview of the course and the
learning objectives. Then follows an introduction to the
first problem the students are going to work with. The
students meet in their groups and work with the problem
based on a very structured method, repeated every time
the teams meet.

5. PROJECT-ORGANISED LEARNING
 The idea behind project-based learning is that projects
have a multidisciplinary character in which groups of
students work while developing life-long learning skills.
With a project organized curriculum, each course is
structured around the big project. The course is planned
around a project case covering all core elements in the
course . The use of project-organized learning has
several benefits for LLL courses. It can be used with
students of all ages. It can be flexible: does not
necessarily mean working in a traditional classroom
setting, and students can meet, interact and work
wherever and whenever it is convenient for them.

CON…
 It provides some key (social, communication,
interpersonal, decision-making, problem-solving,
leadership, trust-building) skills for individuals to
meet the demands of today’s constantly changing
world. The objective is to solve the problem, i.e. the
outcome includes a product. The students groups are
working independently, doing their planning and taking
charge of their process. Lectures can be given as a
supplement to the group work and to support the course
theme. Outcome and process are assessed based
on group project reports with oral presentations and
some individual assessment for individual grading.

6. B- AND E-LEARNING
 Blended learning (b-learning) focuses on offering
students choices about when, where and how they
learn. It provides opportunities to improve the student
knowledge and skills through flexibility in time, space,
place (physical, virtual, on-campus, off campus), mode
of study (print-based, face-to-face, blended, online),
teaching approach (collaborative, independent), forms of
assessment and staffing . This way of organizing
university teaching goes far beyond the traditional way
of thinking about teaching and learning. e-Learning is a
tool often used in b-learning because of its
independence of time and place. Due to its flexible
nature b-learning meets the demands of LLL courses
and especially needs of adult students

CON…
Emphasis is on meeting students’ needs, recognizing that
all students have unique, complex needs, and this method
gives students greater influence on what they need to
learn, where, when and how. The method provides
greater flexibility for students when it comes to where
and when to study because of mix on-campus
teaching and distant learning (at the workplace or
home), and offer more flexible forms of access, entry,
and exit. In b-learning, very often on-line test are used
as an assignment, but more traditional assessment
methods can be utilized depending on the context in
the course.
 file:///C:/Users/user/Desktop/lll%20teaching%20methods
.pdf

ROLE OF MASS MEDIA IN ADULT
EDUCATION
 The Radio One major instrument of transmitting adult
education programmes to the masses and was found useful is
the radio. The radio has some qualities which make it a
suitable medium for the promotion of basic and functional
adult education on a mass scale. They are: i) The main
strength of the radio lies in the fact that ability to read and
write is not required for one to take advantage of the benefits
offered by this media ( Adeku, 1992 and Solomon, Maud,
Samuel & Nana 2001). ii) Accessibility and affordability of the
radio is another advantage. The low cost of purchasing radio
sets and batteries makes it affordable to all groups. ) Radio
has the ability to overcome barriers especially those of
distance and time. Its ability to overcome these barriers
means that educational messages can reach the whole nation
simultaneously. iv) Radio set are not affected by power
failures since they can be operated with batteries

TELEVISION
 Another media which has the greater pulling power than
radio is the television due to its magical power of
combining sound with vision (audio-visual) it is a potent
instrument for communication. Its efficacy in promoting
adult education programmes cannot be understated.
Television can and has been playing important role in
adult education through the broadcast of special adult
education programmes for the mass. The use of this
media by the providers of adult education nationwide will
assist in lifting the status of adult education. Television
programmes, by their entertainment, or public
enlightenment aimed at educating the people on issues
affecting their life and national development could be
packaged by the adult education providers.

NEWSPAPERS
 The skill of reading and ability to write is required
before this media can be effectively utilized.
However, some of the newspapers written in the
local language of the people have encouraged
many adults to wish to enroll in literacy
programmes or to further their learning. Other forms
of print materials such as posters, bill-boards,
pamphlets, hand bills and stickers, expertly
designed and produced are also capable of being
effectively used in educating adults in certain
aspects of their life and mobilizing them to
participate and be involved in adult education
programmes for improved nation building

CINEMA OR MOTION PICTURES
 a or Motion Pictures This is another important mass
communication media. It is accessible to all walks
of society, to all ages, from the school boy to the
aged. Films can work directly on the motions in a
more powerful way than other medium. Films
combine drama, sound, colour, music, action, and
emotion to exert a strong impact on an audience.
Information and Agriculture play major role in
educating and enlightening people especially in the
rural areas.

INFORMATION COMMUNICATION TECHNOLOGY
(ICT)
 The greatest potentiality of ICT is in its ability to serve as
a tool to circulate information and to induce a qualitative
change in the life of a man. ICT have the power to
change the way we practice development throughout
the world and how knowledge is diffused to people.
Communication technologies of the recent past include
satellite based television; broadcasting and long-
distance telephone, video cassette recorders and
computer based interactive technologies such as
electronic mail system through the net; computer bulletin
boards, teletext and videotext. Internet is best described
as a network of networks. It is a loose connection of
thousand of smaller networks in different countries
around the globe through the World Wide Web.
 file:///C:/Users/user/Downloads/82160-Article%20Text-
196993-1-10-20121012.pdf

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