1. Different Definitions = Different National Lifelong Learning Strategies and Achievements Dr. Kathryn Chang Barker Director, Education Excellence Presentation to International Conference on Lifelong Learning 2011

2. Overview 1.Competing definitions 2.The Canadian case study 3.Resulting recommendations

3. Competing Definitions Recognizing Learning  Lifelong –Linear, non-formal  Life-wide –Non-linear, non-formal  Lifecycle –Predominantly formal Societal Purposes  Individual and collective good –Contributing to social goals  Human capital management –Contributing to socio- economic goals 14 July 20153Dr. KC Barker

4. The Canadian Case Study  Oriented to adult and continuing education –No national education office  Influenced by UNESCO and OECD –Education restructuring  No consensus-based definition –Variety of polices and practices  No achievements “Canada, unlike many OECD countries, possesses no coherent, cohesive or coordinated national approach to education and lifelong learning” CCL, 2010 14 July 20154Dr. KC Barker

5. What went wrong? INDECISION  Whether or not to include formal education system  How to recognize non- formal and informal learning  Whether LLL is an investment or an expense  Whether LLL is a personal responsibility or a right RESULTS? (CCL) 1.Supply-oriented rather than learner-centered 2.Lack of recognition importance of lifecycle learning 3.Absence of clear objectives, responsive policies, national data or benchmarks 14 July 20155Dr. KC Barker

6. In 1998, six visions were presented (FuturEd) 1.Human resources development – non-formal skills development 2.Based on learning technologies – increased access to info and ODL 3.From LLL advocates – informal but concerted social preservation and prosperity thru LLL opportunities 4.Lifecycle vision – strong foundation skills and ongoing supports 5.Business vision – reliance on formal education to create HR needed 6.Futurist vision – radically transformed education / training system –Focus on learning rather than teaching –SKA for use rather than for testing –Recognition of all forms of learning NONE WERE ADDRESSED or ACHIEVED (same said of UK, Malaysia, Italy and others) 14 July 20156Dr. KC Barker

7. Lessons Learned from Canada No definition = no policies = no achievements 1.Strong national leadership is critical to the enculturation of lifelong learning for both an operational definition of lifelong learning and subsequent policies. 2.Lifelong learning must be defined as more that informal and non-formal learning. Further, there must be a working definition that can be funded, measured and achieved. 3.The concept of lifelong learning cannot be used to transform or reform existing formal education systems without foresight and cooperation. 4.People need incentives and rewards (ePortfolio approach to HCM) 14 July 20157Dr. KC Barker

8. Strategic Questions for Enculturation of LLL at the National Level 1.What is the public policy problem that lifelong learning can solve? Is it the best policy option? How do we know? 2.Who are the customers or target policy beneficiaries, and what are their real needs? How do we know? 3.How can lifelong learning prepare individuals for the future? What KSA are needed – not just for the knowledge-based economy but for global sustainability? How do we know? 4.Who are the key stakeholders, and what is their appropriate role? How can change be managed effectively and efficiently? 5.What would a lifelong learning culture look like? How would we know when we’d achieved it? How do we know we don’t have one now? 14 July 20158Dr. KC Barker

9. For more information: kathryn.barker@monash.edu www.FuturEd.com (papers) kathryn.barker@monash.edu www.FuturEd.com