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EDITOR-IN-CHIEF
EDITORIAL ADDRESS
Kristiina Kumpulainen
Professor
LLinE
Finnish Lifelong Learning Foundation
Haapaniemenkatu 7-9 B
FI-00530 Helsinki, Finland
Tel: +358 (0) 207 511 591
Fax: +358 (0) 207 511 502
MANAGING EDITOR
Markus Palmn
EDITORIAL BOARD
Antra Carlsen
NVL, Norway
Email
lline@kvs.fi
Uwe Gartenschlaeger
dvv international, Germany
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Finnish Adult Education Research Society, Finland
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Katarina Popovi
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Anneli Etelpelto
Finnish Adult Education Research Society, Finland
Magda Trantallidi-Papadimitriou
General Secretariat of Adult Education, Greece
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Copyright. The copyright of the texts published in the journal Lifelong Learning in Europe is reserved by the KVS Foundation.
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LL.indd 2
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RESEARCH
A
Asia, educa
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LIFELON
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LIFELONG LEARNING IN EUROPE
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182
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RESEARCH
RESEARCH
RESEARCH
d lifelong
Transitions and lifelong
osts, pathways,
learning: signposts, pathways,
road closed?
John Field
L I F E L O N G L E A R NING IN EUROPE
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L I F E L O N G L E A R NING IN EUROPE
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Learning
can cause,
not just ease,
transitions.
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RESEARCH
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Learn
can ca
not ju
transitions.
1 | 2012
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RESEARCH
RESEARCH
RESEARCH
or learning, or validatheirasfuture
tions in and
theiractively
learningplan
as well
usinglives creditation of prior learning, or validawhich attempts to distion des acquis, which attempts to disin turn,
thencope
alters
the circumlearning(which,
to prepare
for and
with
nd codify the varied,
other transitions.
turn, each
individustances of In
others).
If this
is so, thencipline, regulate and codify the varied,
arning experiences
highly personal learning experiences of
types ofdifferentiated
learning willtrabest enable
al of
faces what
increasingly
ut can only apparently
the candidates, but can only apparently
to their
thrivelives
andresulting
prosper through
jectoriespeople
through
of considerable time,
do so at the cost of considerable time,
seize control
from thetransition,
particularand
constellations
of over their
t (Pouget, 2011). transitions,
lives,and
nottheir
just various
as individuals,
but aseffort and support (Pouget, 2011).
outcomes,
change that disrupts,
members
of a wider
which they
experience.
And community?
these indi- For And as well as change that disrupts,
e that reshapes and
Alheit
(1994), reinforce
biographicity
is not people face change that reshapes and
vidualising
tendencies
the abtures. As Tara Fen-sence ofsomething
creates
new structures. As Tara Fenthatprescribed
can be taught;
it
a completed,
scriptrather,
is of
an the
inherent
capability
studies of professional
wick notes, most studies of professional
for many
transitions;
habitthat
andeducators
trainers
shoulda take
into account
erned with the socialilearning are concerned with the socialiroutine and
no longer
provide
reliable
support in creative and meaningful
decision-making.
reer professionals,guide toand
zation of early career professionals,
ways.
For me, this
the transition from Peoples
trajectories
are comes
partly close to what
particularly with the transition from
as personalisation;
shaped is
bycurrently
their ownknown
capacities
for exto employment; by
higher education to employment; by
it may
to current
concerns
y little has been writcontrast, relatively little has been writercisingwhile
control
overspeak
their lives,
capacifor include
learnerdifferent
voice and
consumer-orig of older professionten on the learning of older professionties which
degrees
of
sitions (Fenwick, reflexivity
als and their transitions (Fenwick,
and levels
capital;
entation,
it is of
nothuman
clear how
it can conshed professionalsbut as well
2012). Yet established professionals
as this
agency,
tra-organitribute
to the
widerpeoples
collective,
transformation injectoriessational
face considerable transformation in
are embedded
in a livedlevels
con- of learnand community
vironment. Rapid text of external
their working environment. Rapid
factors, which
ing and transition.
Thisstructure
remains, then,
expectations and the
at- opportunities
changes in public expectations and atthat people face (Biwork in progress.
ifications of practice
new specifications of practice
Glastra,
Hake
Schedler
an
esta & Tedder,
2006).
Forand
older
work-offertention,
owing internationalistandards, the growing internationaliapproach in in
their
proposals
ers, for alternative
example, participation
learnforarises
transitional
ing often
partly as learning.
a result of First, they
ork, new public mansation of their work, new public manpropose that
transitional learning agement techniques of accountability
similar processes
of standardisation
es of accountability
should incorporate
On a
thecritical
one socialand audit, and changing regulatory
anging regulatoryand destandardisation.
analysis
of globalization
and individuhand, older
workers
experience shared
ll helping to reshape
frameworks are all helping to reshape
pressures
to re-skill
order
to remain
and responsibilities.
roles and responsibilities.
alization
andintheir
influence
on the professional
life
within the
labourSecond,
market;they
these
pres-for the creunderstand transitions
While we can understand transitions
course.
argue
troubles and public
is- can
as both personal troubles and public issures
ariseoffrom
newlearning
technologies,
ation
diverse
communities,
new regulatory
requirery conditions havenew markets,
sues, contemporary conditions have
corresponding
to features
of cosmopolualise them and emtended to individualise them and emments and
a range
of other
that
itanism
in urban
life.factors
Finally,
they sugconfrontgest
whole
of workers
atwill enaduals responsibility
phasise the individuals responsibility
thatcohorts
transitional
learning
more
lesspeople
the same
time. Moreover,
planning. And this
is orble
for their own life planning. And this is
to identify
and understand
workersboundaries,
generally face
general
manarning steps in. From
where lifelong learning steps in. From
andaknow
how
to preserve
o third age pro- gerial demand
career guidance to third age profor continuous
learning,
some while
taking advantage
of mobilearning to learn influenced
in
by wider discourses
the (Glastra,
grammes, from learning to learn in
ity possibilities
in other of
cases
economy
and competitive
MBA, from Mozartknowledge
for Hake
kindergarten to MBA, from Mozart for
& Schedler,
2004, 304-5). These
training, people face
innovation.
a principles, while clearly arguable and
babies to flirting training, people face a
f learning activities Yet the
adaptation
system within
crowded world of learning activities
possibly
over-politicised,
at least have
firms varies
considerably
from workhem through transito help them through transithe merit
of recognising
the broaderdesigned
soplace tocial,
workplace,
with
explosion of adult
tions. The silent explosion of adult
economic
anddiffering
culturalemdimensions
006) that has beenphases
ex- on
different techniques,
and oflearning (Field, 2006) that has been exof transitions,
and acknowledging
that
ten withpeople
considerable
useshared
of nonformal
y western countries
perienced in many western countries
may have
understandmethodsings
such
coaching,
mentoring,
at might be described
includes much that might be described
of as
what
transition
means for them,
and the interests
re-use ofin pro-as transitional learning (Glastra,
earning (Glastra,guided observation
as well as collective
digital learning
objects,
while
the path-AndHake & Schedler, 2004), or in Alheits
2004), or in Alheits
moting or
resisting
transitions.
different training
and
aphical learning, ways
in through
these principles
require us
to take awords, as biographical learning, in
y to learn for andlearningricher,
options
are engaged
increasingly
which the capacity to learn for and
more
viewpluof learning
fe is an increasingly
ralised and
managed
ifand
at all
levels. from ones own life is an increasingly
at the
individual
social
ce (Alheit, 1994). through ostensibly simplified (but in
significant resource (Alheit, 1994).
AND
CONCLUSIONS So I am arguing that learning itself is
g that learning itself
is DISCUSSION
practice
often complex)
restandardising
e factor, which people
not only a passive factor, which people
mechanisms
unitisation
of the
So far,such
my as
analysis
and argument
have
hange. It also becomes
use to adapt to change. It also becomes
curriculum,
accumulation,
been credit
with economic,
socialand
and psychoof change, which learning
peo- logical
an active enabler of change, which peopassports.
Some oftothe
probapproaches
transitions,
and
beimplications
seen in the example
ac- theoreto anticipate eventslems canthe
ple use in order to anticipate events
of some of
recent
1 | 2012
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LL.indd 13
Research
on adult life
transitions is
under-developed.
RESEARCH
Research
on adult life
transitions is
under-developed.
1 | 2012
10/10/2012 11:26:35 PM
Press.
life and social capital, London:
Eurostat CONTACT
(2012). Key data on education
Routledge.
Schultz, T. (1963). The economic value of
). The economic value in
ofEurope
John 2012.
Field Brussels: Education,
Audiovisual
and Adult
Culture
Executive
w York: Columbia
Room B29,
Learning
and Teaching, education. New York: Columbia
Agency.
University Press.
ss.
Pathfoot
Fenwick, T. (2012). Learning among
Sheehy, G. (1984). Passages: Predictable
). Passages: Predictable
School of Education
older professional workers: knowledge
crises of adult life. New York: Bantam.
life. New York: Bantam.
University
of Stirling orientations.
and knowledge
Stenberg, A. & Westerlund, O. (2008).
Westerlund, O. (2008). strategies
Stirling
Vocations
and Learning, Online First.
Does comprehensive education work
hensive education work
Scotland
Retrieved
28 February 2012 from
for the long-term unemployed?
rm unemployed?
Labour Economics, 15, 1, 5467.
mics, 15, 1, 5467. http://www.springerlink.com/content/
FK9 4LA, the UK
an18776646311864/fulltext.pdf
Tinto, V. (1987). Leaving College:
Leaving College:
Tel: + 44 (0) 1786 466145
Field, J. (2006).
Lifelong learning and the
Rethinking the causes and cures of
e causes and cures of
Email:john.field@stir.ac.uk
student attrition. Chicago: University
on. Chicago: Universitynew educational order. Stoke:
Trentham.
of Chicago Press.
ess.
Field, J. (2011). Researching the benefits
Walther, A., du Bois-Reymond, M. &
ois-Reymond, M. &
Biggart, A. (2006). Participation in
006). Participation in of learning: the persuasive power of
longitudinal studies. London Review
Transition: Motivation of young adults
otivation of young adults
in Europe for learning and working.
learning and working.of Education, 2011, 9, 3, 28392.
Frankfurt-am-Main: Peter Lang.
Main: Peter Lang. Giddens, A. (1991). Modernity and selfWest, L., Alheit, P., Andersen, A. S. &
P., Andersen, A. S. & identity: Self and society in the late
modern age Cambridge: Polity.
Merrill, B. (2007). Using Biographical
07). Using Biographical
Glastra, F., Hake, B. & Schedler, P.
and Life History Approaches in the
ry Approaches in the
study of adult and lifelong learning.
and lifelong learning. (2004). Lifelong Learning as
Transitional Learning. Adult
Frankfurt-am-Main: Peter Lang.
Main: Peter Lang.
Education Quarterly 54, 291307.
Zhang, X. & B. Palameta (2006).
Palameta (2006).
Grenier, A. (2012). Transitions and the
Participation in Adult Schooling and
n Adult Schooling and
life course: Challenging the
its Earnings Impact in Canada.
mpact in Canada.
constructions of growing old. Bristol:
Ottawa: Statistics Canada.
tics Canada.
Policy Press.
Kohli, M. (2003). Der institutionalisierte
Lebenslauf: ein Blick zurck und nach
vorn. In J. Allmendinger (Ed.).
Entstaatlichung und soziale Sicherheit.
capital, London:
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RESEARCH
RESEARCH
RESEARCH
1 | 2012
11
JOHN FIELD
John Field is a professor in the School of
Education, University of Stirling, where
he specialises in adult skills and lifelong
learning. He previously worked at the
University of Ulster and University of
Warwick, where he took his doctorate
in 1979. He is also active in the National
Institute of Adult Continuing Education.
His work on social capital has appeared in
many languages; he is currently writing a
history of masculinity, identity and the body
in work camp systems before 1939.
CONTACT
John Field
Room B29, Adult Learning and Teaching,
Pathfoot
School of Education
University of Stirling
Stirling
Scotland
FK9 4LA, the UK
Tel: + 44 (0) 1786 466145
Email:john.field@stir.ac.uk
1 | 2012
11
10/10/2012 11:26:35 PM
RESEARCH
MUSEUMS AND LIBRARIES AS LEARNING ENVIRONMENTS
number of ways.
First,
it looks
at the waysseeks
in which
social
sciencein
The EU
project
A-MUSE-ALL
to turn
museums
The EU project A
has sought to
particularand
how
theunderstand
post-Soviettransitions,
countries ofand
theinCaucasus,
in Russia,
the post-Soviet co
researchers into
havegenuine
tried tospaces
understand
transitions
in a fluid
for lifelong
learning.
Manyand
museums
into genuine spac
mobile society.
It then
draws
some from
implications
for ourand littlein the region have
in the
region
haveout
suffered
poor funding
appreciationcontact
of the with
part that
learning
formal
andproject
informal
can
potential
audiences.
The
aims
to contact with pote
as well as incooperation
producing forward-looking
anticipatory
among museumsand
in the
area. In the contextcooperation amon
strategies towards
change.
concludes
with
a few
remarks
of political
and It
ethnic
tension
in the
area,
this on
of political and et
possibilitiescooperation
and prospects
for research,
practicebetween
and policy.
is also
a bridge-builder
nations and
cooperation is als
ethnic groups.
M aJ o
r ihkna FKi ee rl de s e l i d z e
58
LL.indd 15
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2 | 2011
ethnic groups.
Marika Kereselidze
58
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2 | 2011
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58
59
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LL.indd 16
2 | 2011
59
2 | 2011
lenges
balization
e target regions in-PROJECT
Partners in the target regions inBASICS and multicultural challenges
and
of
the
social
structures
of
societies
and
nesAssociation
of Museclude:
Armenian Association of MuseCultural policy in the Soviet Union was
nations.
There
is
a
lot
of
political
tendl tenFriends (AMWF),part
Ar- of the
um
Workers
and Friends (AMWF), Arideological policy of the
egion
especially
in
the
Caucasus
region
c and Educational Communist
Cen- sion Party.
menian
Scientific
and Educational CenMuseum systems in
menand
with
Russia.
It
is
enough
to
menDevelopment (SECtre
for
National
Development
(SECthe post-Soviet countries were highly
and
tion
the
tensions
between
Georgia
and
naNational
Committee
ND),
Azerbaijan
National
Committee
developed. However, after the collapse
Au-Council of MuseRussia
especially
after in
thethe
war in Aunal
of the International Council of Museof the Soviet
Union,
museums
blem
gust
2008
and
the
Karabakh-problem
he
State Museum of
ums (ICOM), The State Museum of
post-Soviet countries were faced with
n. and Applied Art,
between
Armenia
and
Azerbaijan.
pet
Azerbaijan Carpet and Applied Art,
great financial problems, challenges of
offerThe
very
nature
of
museums,
offernal
Museum Friends
Georgian National Museum Friends
a market economy and the necessity to
ation Adult Educaing
formal
and
non-formal
education
NMFA),
Association (GNMFA), Adult Educareposition themselves as institutions.
owlthrough growing
their collections
and
knowlof Georgia (AEAG), Furthermore,
tion Association of Georgia (AEAG),
socio-ecoto ad-Culture (Tosno,
edge,
gives
a
unique
opportunity
to
ad- of Traditional Culture (Tosno,
ional
nomic problems in recent years, includ- Centre
more
dress
this
issue.
Museums
offer
more
Karelian Centre ofing
CulRussia)
and the Karelian Centre of Culthe global economic crisis, are acotherRussia).
insight
and
reflection
than
most
other
dsk,
ture
(Petrozavodsk,
Russia).
companied by increasing political tendigestmedia,
which
tend
to
offer
their
digestmain aim is to support
The
projects
main
aim is to support
sions and rising intercultural and inuseum
ed
opinions
to
the
public.
The
museum
g of staff of cultural
capacity
building
of
staff
of cultural
terethnic problems throughout the
etitutions
other in the Caucais
often
in
competition
with
these
other
and
learning
institutions
in
the Caucaformer Soviet Union. Independent ex. But in order to perts agree
media
for
the
favor
of
the
public.
But
Russia
sus
Region
and
Russia
in
order
to
that relationships between
to
here
it
is
important
for
museums
to
museums into active
transfer
existing
museums
into
active
direct border neighbors are more than
have the
media
and politicians
gcoglearning. The project
spaces of lifelong learning. The project
just complex
due
to historical,
eco- recogce
and social
strives to enhance professionalism and
at-professionalism nomic,
nize the
museums
potential
and
atand political problems
mpetence
of museums
intercultural competence of museums
e to
tribute
the
right
support
and
role
to
and conflicts searching for joint soluore
and to foster more active engagement
ingactive engagement
them
when
addressing
and
fostering
tions will require a lot of time.
ocial
learning and in-The role
ofpomuseums in social learning and inific
pocultural
understanding.
The
specific
of culture and especially
ntribtential
that
museums
have
to
contribs.
clusion
processes.
museums as strong tools for solving sotic
ute
to
participative
and
democratic
cio-economic and interethnic problems
EMSby
IN THE POST-has beenlearning
PROBLEMS IN THE POSTated
of societies
demonstrated
by
underestimated.
In is
this
critical SHARED
SOVIET
SPACE
pe.
many
examples
throughout
Europe.
time the project A-MUSE-ALL has
al
adult
are some differences
be- out If
turned
towe
be talk
veryabout
helpful.
Theinformal Although there are some differences beapprolearning, Boredom,
museums can
most approipating countries inproject Beyond
tween the participating countries in
Dustbeand
tmospriate
places
to
provide
leisure
atmospolitical and economic
terms of current political and economic
Decay - Museums as Life Long Learndare
comphere,
untapped
information
and
comunited by shared
processes, they are united by shared
ing Spaces for Intercultural Dialogue
ommunication
opportunities
with
come rapidly changing (A-MUSE-ALL)
challenges of the rapidly changing
was launched in
re:enhance mobility
panions
at
the
same
time
(compare:
to
world, the need to enhance mobility
2009 under the auspices of the proMuseums
and
informal
education,
en,similar
and to overcome similar
gram of the European Commission
,answer
Dr. to these chalCMS
Bulletin
Vol.
1
No.
1,
1993,
Dr.
difficulties.
One answer to these chalInvesting in People: Access to local
Chandler
Screven:
Informal
tings
settings
troduction of the lifelenges
is
the
introduction of the lifeculture, protection and promotion of
poten-in these countries
such
as
museums
offer
untapped
potenncept
long
learning
concept
in these countries
cultural diversity. This regional
tial
for
communicating
social,
cultural
llltural
as to clarify the role
in
general
as
well
as
to
clarify the role
project operates in Armenia, Azerbaicting
and
scientific
information,
correcting
nstitutions in this reof
the
cultural
institutions
in this rejan, Georgia and in the Russian Federatti- exchange and joint
misconceptions
and
improving
attinal
gard.
International
exchange
and joint
tion over a period of 30 months. Impleng isa close connection
tudes
and
cognitive
skills.
Learning
is
with
projects
along
with
a
close
connection
mented by the Institute for Internationch
in-the EuropeanalUnvoluntary
andGerman
self-directed
in- the activities of the European Unes of
Cooperation
of the
Adultin suchwith
riosity,
formal
settings.
It
is
driven
by
curiosity,
are
making a usefulEducation
ion
in this field are making a useful
Association (dvv internahe
discovery,
free
exploration
and
the
the development oftional) and
contribution
to the development of
following eight partners
panof
experiences
with
companustainable strategyfrom
for thesharing
long-term
and
sustainable strategy for
target regions, the project is
sd educational activities.
ions.
Learning
in
museums,
in
its
joint
cultural
and
educational activities.
co-funded by the European Commisf the
broadest
sense,
is
a
by-product
of
the
derstanding
is imporCultural
understanding
is imporsion and the German Ministry for Ecod visi- tension, glofree
interaction
of
leisure
oriented
visiconflict,
tant
in
times
of
conflict,
tension,
glonomic Cooperation and Development
urtors
with
exhibitions
and
their
sur(BMZ).
roundings.)
59
10/10/2012 11:26:36 PM
RESEARCH
MUSEUMS AND LIBRARIES AS LEARNING ENVIRONMENTS
Museu
offers
free of
digested opin
other media.
strument,
in fact the
of the culture
Looking at the situation of museums
Looking
at the situation
of role
museums
Loo
in bringing
different
groups closin the Caucasus countries and the Rusin the Caucasus
countries
andethnic
the Rusin the C
er, removing
barriers,common
deploying cresian Federation the following common
sian Federation
the following
sian Fe
ative potential
of people
specific problems of museums can be
specific problems
of museums
canand
be contributspecific
to of
general
education
and developidentified: lack of government financidentified:ing
lack
government
financidentifi
ment can
be underestimated.
Aing, sponsoring or donation and
ing, sponsoring
or not
donation
and
ing, sp
MUSE-ALL
has demonstrated
knowledge about fundraising, lack of
knowledge
about fundraising,
lack of this with
knowle
its
positive,
partly
unforeseen
effects.
practical habits and skills of managepractical
habits
and
skills
of
managepractic
with society at all levels - from state to
with society at all
level
It
showed
us,
that
it
is
necessary
to
ment in a market economy, inadequate
ment
in
a
market
economy,
inadequate
ment in
individual.
individual.
lobby technologies,
for the role ofunattracmuseums andThe
cul-role of lifelong
use of modern technologies, unattracuse of modern
use lear
of
The role of lifelong learning is invalutural
on aespecialpolitical level.
A
tiveness to new audiences and especial- able in this dialogue - a concept that
tiveness to
newinstitutions
audiences and
tivenes
able in this dialogue - a
of one of the
in
ly young people, no reach-out proly young
people, no reach-out
pro-study visits
ly youn
adequately reflects the current trends
of participant
adequately
reflects
the
contemporary
societies,
people
face
growing
demands
for
the
framework
of
the
project
wrote:
grammes, lack ofIn
motivation
of musegrammes,
lack
of
motivation
of
musegramm
development of society. Traditional
development of society.
Fivea countries
areof
involved
in theforms of education
um staff and a general lack of dialogue
um staff and
general lack
dialogue
umand
sta
forms of education and cultural activiOne
orwithin
another,
transitions
are
becoming
the
normal
project
and
two
couples
have
serious
with the public. change.
These general
prob-way ties
with
the
public.
These
general
probwith
th
cultural institutions, such as
ties within cultural inst
political
problems
with
each
other.
But
lems have led to a lack of cooperation
lems
have
led
to
a
lack
of
cooperation
lems
h
lectures, concerts, art exhibitions and
lectures, concerts, art e
condition.
This
paper tries between
to make
sense
of the
here we
discovered
that we
can work
between museums,
culture centers
and introductory
museums,
culture
centers
and
creative meetings with artists, partly
creative meetingsbetwee
with
very
well
with
each
other.
entities and, accordingly, had a negaentities
and,
accordingly,
had
a
negaentities
fulfill this function. However, contemfulfill this function.
Ho
inter-related
themes
of transition and lifelong
learning
in ina theThis
The
activities
framework
of
tive impact on their
activities. This has
tive impact
on their
activities.
has
tivetoim
porary approaches to a vibrant cultural
porary
approaches
a
the project
were conducted
also deprived the museums of this realso deprived
the museums
of this re-on different
also
de
life presuppose an active participation
life presuppose an
activ
number
of ways.
First,
it looks at the ways
in fronts.
which One
social
thescience
most
important
gion of representation
in various
intergion
inofvarious
intergion of
of the museum visitor, i.e. a person
en-of representation
of the museum visitor,
fronts
was
the
capacity
building
of
munational projects and events. People
national
projects
and
events.
People
nation
tering into an active dialogue with the
tering into an active
dia
sought
to understand
transitions,
and
in
particular
how
seum
workers.
have lost interesthas
in visiting
museums,
have
lost
interest
in
visiting
museums,
have lo
object, with a museum, with the past
object, with a museum,
because most of them have also been in and the present. This seems a point
because
most of them have also been in and the present. becaus
of
This se
researchers
have tried
to
understand
transitions
incondition.
a fluid
and STAFF mutual enrichment
TRAINING
THE MUSEUM
a bad physical condition.
Museums
a
bad
physical
Museums
a bad
mutual enrichment for adult education
for p
have turned into spaces of Boredom,
have
turned
into
spaces
of
Boredom,
have
tu
The
educational
program
for
the
museand the museum as the cultural instituand the museum as the
thenwhere
draws
out
some
implications
for
our
Dust and Decay.mobile society. It tion,
Dust
and
Decay.
Dust
um
staff
of
the
participating
countries
education can draw on the
tion, where education ac
digested opinions of
other media.
INERTIA,
OVERCOMING appreciation
OVERCOMING BARRIERS
formal
and
informal
can
INERTIA,
OVERCOMING
OVERC
training
needs
assessment
that
was
conmuseums can actively and creatively
museums can actively
a
OVERCOMING
OVERC
ducted BARRIERS
at the first stage of the project.
exploit the potential of adult educaexploit the potential
of
play and might play
in
supporting
individuals
facing
transitions,
The
results
of
the
study
showed
a
high
Though the participants of the project
Though
the
participants
of
the
project
Thoug
tion.
tion.
motivation
and of
demand
for further The work of the
realized the urgent need of introducing
realized the
urgent need
introducing
realize
The work of the dvv internationals
dvv
as well as in producing
forward-looking
and
anticipatory
qualification
of
the
museum
workers.
the lifelong learning concept in musethe
lifelong
learning
concept
in
muselife
representation in Caucasus (dating
representation inthe
Cauca
As
a
result
many
training
events
took
ums, creating target-group-oriented
ums,
creating
target-group-oriented
ums,
c
to 2001, with distinct offices in
back to 2001, with dist
strategies towardsback
change.
It
concludes
with
a
few
remarks
on
place
within
the
project,
giving
the
muprograms and an attractive environprograms
and
an
attractive
environprogra
Armenia, Azerbaijan and Georgia since
Armenia, Azerbaijan an
workers
the opportunity
up- focused atment
ment for visitors, they were not able to
visitors,
they were
not able to to 2005)
f
2005) focused at the first stage of ment
its for seum
the fir
possibilities and prospects
for
research,
practice
and
policy.
date
their
knowledge
with
valuable
inimplement these due to certain reasons
implement
these
due
to
certain
reasons
implem
activities on the field of the Vocational
activities on the field of
formation
experience
from Euro(financial problems, insufficient compe- Education and Training (VET) due
(financial
problems,and
insufficient
compe(financ
to
Education and Training
pean
countries.
tences, low motivation etc.). On the
tences,
low
motivation
etc.).
On
the
tences,
the grim economic situation of the
the grim economic
situ
good
number
of training
other hand, the workers of small coun- countries. However, the field of adult
other hand, Athe
workers
of small
coun- events
otherthe
h
countries. However,
tookwere
placenot
in the
project
countries,
in
try museums were not familiar with the education, as we know, is very broad
try museums
familiar
with
the education,
try
mu
as we know,
addition to those
organized
modern development trends of musemodern development
trends
of muse-abroad.
moder
and comprehensive. It can imply generand comprehensive.
It c
Study
visits
were
made
to
Germany
ums, so these museums slowly decayed
ums,
so
these
museums
slowly
decayed
ums,
al adult education, vocational educaal adult education,
vocso
and chance
Denmark,
giving the
without any chance of success. The Aany
of success.
Theparticipants
Ation and training, civic education,without
intion and training,withou
civic
the
opportunity
to
make
important
MUSE-ALL project turned out to be
MUSE-ALL
project
turned
out
to
be
MUSE
formal education, including such forms
formal education,
inclu
contacts
g. with the Grundtvigof
projvery timely in this regard.
in this(e.
regard.
very tim
of learning like distance learning, very timely
learning like distanc
ectinstitutions
as well as with
the
Cultural institutions need to expand
needthe
to Institute
expand ofblended
Cul
blended learning, training on the jobCultural
learning, traini
John Field
Museum
Research
in
Berlin,
etc.)
and
the range of their work, along with the
the
range
of
their
work,
along
with
the
the
ran
and so forth.
so forth.
gain
valuable
experience,
which
they
traditional offering of new ways of
traditional
offering
of
new
ways
of
traditio
Cultural education is very often unCultural education i
then
were ableactive
to share
with theirdeservingly
colworking that promote active dialogue
working
that promote
dialogue
workin
deservingly considered a secondary
inconsidered
60
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ere inthe
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muse-
2 | 2011
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Besides
theinitial
in-country
and lectures on the
public lectures on the arts and culture
public
a
There were different initial situaThere were
different
situa-contacts
The
initialcountries
cooperation
thatregard.
dvv internaby exof their respectivetions
counin
tions in project countries in this regard. of their respective countries heldtions
in project
in this
tional
supported
between the museums
perts from each project partner counperts from each project
In Armenia and Georgia Museums
In Armenia
and Georgia
Museums
In Arm
within the countries,
dvv international
try. These lectures were held in the
folk Associations
try. These lectures
were
Friends Associations existed already
Friends
existed already
Friend
communication
high schools of 15 cities of Germany.
high schools of 15
citie
before the project had started: it rebefore thefacilitated
project had
started: it re- and cooperbefore
museums
of neighbourThe exhibition contained picturesmained
from theation
The exhibition containe
mained the task of the project to suptaskbetween
of the project
to supmained
ing countries
as well. Armenians
met
Armenia, Azerbaijan, Georgia and
RusArmenia,
Azerbaijan,
G
port and activate these associations. In
port
and activate
these associations.
In
port an
Azerbaijanian
people onsia.
neusia. The exhibition was also organized
The exhibition
was
addition to the Armenian Association
addition towith
the the
Armenian
Association
additio
territories
Germany,
in Vanadzor Museum of Fine Artofinmuseum
Ar- tral
in Vanadzor Museum
o
of museum workers and Friends, each
workers
and (Georgia,
Friends, each
of mus
and Turkey)
and Russians
menia.
menia.
of the ten project partner museums
of the ten Denmark,
project partner
museums
of the
met with
It is worth menwere equipped with newly established
were equipped
withGeorgians.
newly established
were e
TENDING TO COMMUNITY Circles of tioning
TENDING TO COMMU
despitepublicity
a strained political
Circles of Friends, including publicity
Friends,that
including
Circles
contemporary
societies,
demands
RELATIONS people face growing
RELATIONS
situation
between
Georgia and Russia,
materials and inIn
some
cases formal
materials and
in some
casesfor
formal
materi
a Russian
projectwere
representative
The
a ties betweenstatute
statutes. Circles of Friends were also
statutes. Circles
of Friends
also
The ties between museums and society
museu
change.
way or
another, transitionsactiviare becoming
thetonormal
trainer
arrived
Georgia and were
con- expanded through
established in ten
ArmenianOne
museums
in ten Armenian
museums
establi
were expanded through cultural established
trainings
to Georgian
afterinvolved in the project. These Circles
involved inducted
the project.
These
Circles andties
ties in the frame of the project. Festiin the frame involve
of the
condition.
Thisasintroductory
paper tries literato make
sense
of the
wards
Armenian
and Azerbaijanian
were equipped by
publicity materials
equipped
bytopublicity
materials
as vals, master classes,
weremu
e
vals, master classes, musical and were
well. Some of them have already devel- ture events, public lectures and exhibiwell. Somecolleagues.
of them have already devel- ture events, public
well.
S
lectu
inter-related
themes
of transition and lifelong
a covered
The project
has
of implemented
oped their charters.
In Georgia a new
opedoftheirlearning
charters.
In in
Georgia
a newgroups
oped
t
tions implemented in the framework
tions
in th
people
who had never
concept for the cooperation with the
concept
the cooperation
withbeen
the to musethe project won a lot of new friends
to for
the project won aconcep
lot of
number
of ways.
First,
it looks at the ways
inofwhich
social
science
ums
before.
That
means
that museums
friends of the Georgian
National
Mufriends
the Georgian
National
Mumuseums. At the same time, particimuseums. At thefriends
same
gonepackage
and contacted
different
seg- in these events
seum and a benefit package has been
seum and have
a benefit
has been
seumhaa
pants in these events had the opportupants
has sought
to understand
transitions, and
in particular
how
ments
of society
including
elaborated. In Azerbaijan
and Russia
In Azerbaijan
and
Russia different
elabor
nity to become familiar with the elaborated.
culnity to become familiar
school
children,
structures had to be built more or less
structures ethnic
had togroups
be builtlike
more
or less
structu
ture, habits and art of different ethnic
ture, habits and art
of d
to understand transitions
in
a fluid
teachers,
parents
of
from scratch in researchers
this regard. In thehave
part- tried
from scratch
in this
regard.and
In the
the school
part- children,
groups and make parallels to everygroups and makefrom
parals
university
studentsconsiderand professors,
eld-that brings ner
ner countries of the project, considercountries
of the project,
cou
thing that brings people closer toner
each
thing
people
draws out some implications
forveterans
our
erly people,
very
ing the present mobile
situation, itsociety.
was very It then
ing the present
situation,
it wasand
verydisabled
ing the
other.
other.
effectively.
has consolidatimportant not only to get acquainted
not only toThe
get project
acquainted
import
Dvv international assisted the important
museDvv international
as
appreciation
of theums
part
that learning formal
and
can
ed
very informal
effectively
theway
information
with the European
best practices but
with the European
best practices
but
with et
th
in working with ethnic minorities
ums in working with
about
museums
reaches
also to share local experience with each in all target countries.
also to share
local
experience
withthese
each target
also to
in all target countries.
play and might playIninGeorgia
supporting
individuals
facing
groups. transitions,
other.
other.
other.
different training proIn Georgia different
The project provided a platform
for and public lectur
grams and public lectures have been
grams
as well as in producing
forward-lookingA and
anticipatory
EXHIBITION
A VIRTUAL EXHIBITION
VIRTUAL
VIRT
interaction
for Azeris and Armenians,
conducted on the topics of intercultural
conducted on theAtopics
years
of severed contacts.
The
redialogue, ethnic diversity of the Geordialogue,
ethnic diversi
In addition to the comprehensive web
In additionafter
to the
comprehensive
web
In add
strategies towardsgian
change.
It concludes with
a few
remarks
onnet-the frames
cooperation
within
of
population, the role of museums
gian population,
the ro
portal, the project used the social netportal, thegional
project
used the social
portal,
the project information
encouraged aand
start ofand
the diand cultural institutions in socialwork
inclu-to disseminate
cultural institution
work to disseminate information and
work t
possibilities and prospects
for research, materials
practice
andbetween
policy.
alogue
the
conflict
In and dialogue.
sion and dialogue. A very good examsion
A ve
materials to the interested public. A
to
the interested
public.
A states.
materi
the words
ofinformed
a participant:
ple was the public lecture on Georgianple was the public
lectu
project facebook page informed interproject facebook
page
inter-We are
project
we are
to discussOssetian
some Relations,
Ossetian Relations, accompaniedested
by anusershappy
accu
ested users about project and museum
aboutthat
project
andable
museum
ested
issuesmuseums
and sharecreated
some experiences.
electronic publication with a number
of Partner
electronic publication
w
events. Partner museums created their
events.
their
events.
we used
to meet
archive photographs and valuable
in- pagesHowever,
archive photographs
own pages on facebook sharing their
own
on facebook
sharing
their on neutral
ownan
p
formation from the museum. These
formation from the
muw
news with friends: indeed they still
news withterritories.
friends: indeed they still
news
The overall results were more programs
than
programs were offered to different
agedoing so.
were offered
keep doing so.
keep
keep d
positive.
A hugeone
number
and ethnic groups in the whole of The web
and ethnic groups inThe
th
The web portal hosted one of the
portal hosted
of theof unplanned
events and
trainings,
the
Georgia,
helping most
themrt
most remarkable outputs of the project Georgia, helping them to get acquaintmost remarkable
outputs
of theorganized
project by
dvvExhibition,
international
offices the
in cooperation
ed with each others culture and tradied with each others
the Virtual Exhibition, in which the
the Virtual
in which
thecuV
with local
partnerdifferent
institutions, took
tions and to initiate dialogue between
tions and to initiate
dia
project countries presented different
project countries
presented
project
John Field
place
bigof
interest
and demand
of ethnic groups
different
photographs on the topic of Everyday different ethnic groups living in Georphotographs
ondue
the to
topic
Everyday
photog
theThe
beneficiaries.
Onecollecgood example
is
gia. Such events were very usefulLife
within Art.
gia. Such
events were
v
Life in Art. The photographic collecphotographic
Life in
mobile
exhibition
of the
respect to the tensions
tions have been printed and toured Eu- respect to the tensions between the
tions havethe
been
printed
and toured
Eu-drawings
tions hb
thewas
German
ethnologist
Georgian and Ossetian populations.
Georgian and Ossetian
rope. The tour was complemented by
rope. The of
tour
complemented
byMax Tilke,
rope. T
62
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RESEARCH
MUSEUMS AND LIBRARIES AS LEARNING ENVIRONMENTS
2 | 2011
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LIFELONG LEARNING IN EU RO P E
LIFELONG LEARNING IN EUROPE 1 | 20 1 2
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L I F E L O N G L E A R NING IN EUROPE
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2 | 2011
MARIKA KERESELIDZE
Mariam Kereselidze was born in Tbilisi,
Georgia in 1979. She studied German
language and Literature at the Ivane
Javakhishvili Tbilisi State University and
German and Slavonic Studies at the
Otto Friedrich University of Bamberg in
Germany. Since 2009 she is working at the
dvv international (Institute for International
Cooperation of the German Adult
Education Association) Representation
in Georgia and studying at the faculty
of Adult Education at the University of
Kaiserslautern.
CONTACT
Marika Kereselidze
Program Assistant
dvv international
Institute for International Cooperation of
the German Adult Education Association
App. 5, #4 Napareuli street, GE - 0179
Tbilisi
Tel./Fax: +995 32 91 34 75/ 25 17 52
Email: kereselidze@dvv-international.ge
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A significant share of our European population can be considered at risk of poverty and social exclusion. For example
according to Eurostat (2010) 17% of
European citizens are considered at risk
of poverty. According to Bijl et al. (2011)
social inequality is still a difficult problem
in society. Especially the quality of life
between low- and high-skilled people
differs a lot (Bijl et al., 2011). Consequently the European Commission (2010)
included lifting 20 million people out of
social exclusion and poverty in the Europe
2020 Strategy. More concretely, social
inclusion is a multidimensional process
of, among other things, behavioural
change depending on a persons interaction with different situations and with
different environmental conditions (Endler & Magnusson, 1976; Krueger et al.,
2008; Nye & Hargreaves, 2009).
Concerning people at risk of social exclusion we can discern different target groups
(De la Fuente Anuncibay, 2007). As a
result of different socio-demographic
factors or life-circumstances, such as
unemployment, lone parenthood, low
educational qualifications, bad health in
combination with ageing and non EUcitizenship, different sub-groups of people at risk of poverty can be discerned
(Tsakloglou & Papadopoulos, 2002).
First of all still 22 % of the population
of the industrialised countries is illiterate
(UNICEF, 2008), and based on recent
research-findings of PIAAC (Programme
for the International Assessment of Adult
Competencies) we can conclude that 25%
of todays fifteen-year-olds will be inadequately skilled when they are 25 years
old (EARLALL, 2011). Additionally
EARLALL (2011) concludes that the
number of low-skilled workers and people excluded from lifelong learning is still
increasing and that around 50 million
workers do not have a certificate of upper
secondary education. Secondly Dahlstedt
and Bevelander (2010) note that migrants
experience differences in life based on
their cultural backgrounds, linguistic
aspects and the distance between their
country of origin and the new country.
This sub-group can be considered as
people, who risk social exclusion. Furthermore, for a part of the elderly population, who risk health problems, a rate
32
1 | 2012
BACKGROUND
RESEARCH
RESEARCH
5
LL.indd 22
social inclusion and the significant contribution of the key-elements of the learning environment. It aims to present a
comprehensive overview of the results on
increase of social inclusion besides the
influence of the learning environment and
the trainee-characteristics. The results of
each study in the series have been already
discussed in former articles1.
TRANSITION-EFFECTS IN TERMS OF
SOCIAL INCLUSION
Social inclusion should be defined as a
multidimensional process. More concretely it can be described as a process,
in which citizens try to cope with and
control resources and services, have and
connect to social relationships, feel included in the (local) area and take part
in its activities (Van Houten, 2008; Ogg,
2005; Levitas, 2007; The World Bank,
2007). More concretely social inclusion
can be described in terms of two dimensions. On one hand activation and internalisation, participation and connection
on the other hand (Fortuin & Keune,
1997; Guildford, 2000; Mastergeorge,
2001; Vert et al., 2007). Firstly activation
implies the ability of functioning in daily
society as an independent individual to
attain the basic needs of daily life (Movisie, 2010). In practice it means that one
for example can organise his or her own
finances and can use media like TV, radio
and internet (Fortuin & Keune, 1997).
Besides managing basic needs in daily life
one likes to be accepted in society in
order to obtain an appropriate place in
daily life (Guildford, 2000). According
to Mastergeorge (2001) this is a process
of internalisation, in which one can direct
his or her own life in a happy and responsible way and be satisfied with oneself.
Except for being assertive or feeling safe
in and around the house, internalisation
can refer to having courage in making
own choices. As a result these two processes imply a large variety of variables.
These include, to mention a few: national language skills, digital language
skills, international language skills, assertiveness, labour- and upbringing skills,
voluntary-work- and neighbourhood
skills, contact skills and financial skills.
Besides these two processes, which
refer to the increase of social inclusion as
an individual process, social inclusion
10/10/2012 11:26:37 PM
RESEARCH
RESEARCH
can also be explained as a relational (for recent review studies, see e.g. Cheng 2. The transfer design: Transferprocess in terms of the relation between & Hampson, 2008; Holton, Chen & climate, learning contents and
the individual and his or her surroundings. Naquin, 2003). In our study, in terms of activities and supervisory support
To illustrate, we firstly can describe social increase in social inclusion contributing Programs of lifelong learning, in which
inclusion as taking part in activities of to transfer of training effects, three groups adults participate, influence their learning
the society or, better said, participation of variables are discerned: (1) trainee processes and their effects in different
(Guildford, 2000), referring to doing characteristics, (2) transfer design features ways. According to Nijman (2004) the
things which one did not undertake before. and (3) the participants environment.
basic elements of the transfer design,
Specifically it refers to visiting activities
comparable with the learning-environment
in the community, going out in the evening 1.Trainee characteristics
of programs of lifelong learning, are the
or taking part in official organisations Social inclusion can be influenced by many transfer climate (including transfer pos(Vert et al., 2007). Secondly increasing variables related to the background of sibilities and direct surroundings) next
interaction with ones surroundings de- people at risk. The pivotal study on social to supervisory support. Recall that by
velops new social interactions or meeting inclusion of Vert et al. (2007), which transfer we mean the application of learned
other people (Vert et al. 2007). In other focusses on elderly, indicates that several skills in daily life.
words social inclusion can be a process background characteristics can enhance
Firstly transfer climate can be explained
of connection (Huisman et al., 2003; or block the increase of social inclusion. as the different factors in the environment
Colley, 1975). More concretely participa- According to Vert et al. (2007) these of the learner, which facilitate or inhibit
In contemporary societies, people face growing demands for
tion and connection also imply a large background-characteristics are level of the use of trained skills (Burke & Baldwin
variety of variables, namely: being active schooling, age, number of children, gen- 1999). This transfer climate has been
change. One way or another, transitions are becoming the normal
in associations and neighbourhood, being der, racial background, marital status, evidenced as influencing the transfer of
active in nature and sports, involving in motivation, (un)employment and prior training effects. In our study the transfer
condition. This introductory paper tries to make sense of the
arts and culture, developing intimate diplomas and courses. His research gives climate consists of two variables, namecontacts and preventing loneliness.
the insight that needs of the elderly are ly direct surroundings and transfer
LL.indd 23
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RESEARCH
RESEARCH
with possible resistance in daily life. During learning on the job a supervisor plays
an important role. In programs of adult
education different key-figures play a role,
including the teacher. The role of the
teacher is diverse and can include being
a trainer (Simons & Bolhuis, 2004), a
consultant (Van Lakerveld, et al., 2000),
a supervisor (Holton, Chen & Naquin,
2003), or a guide (Van der Vlerk, 2005)
in order to increase social inclusion.
LL.indd 24
There is little
research on
the impact of
adult education on
inclusion.
1 | 2012
10/10/2012 11:26:38 PM
Scales
N of
items
Cronbachs
Alpha
1. Self-directed
learning
Self-directed learning
14
0.899
2.Transfer-design
Teacher support
Appreciation of learner
0.911
Practical demonstrations
of problem solving
0.809
Direct surroundings
Support of surroundings
0.636
Transfer possibilities
Increase of confidence
0.772
12
Happiness
0.928
3. Life
circumstances
Barriers
4 growing
Feeling too
old to learn
In contemporary
societies, people face
demands
for
RESEARCH
RESEARCH
0.754
0.553
Care
0.592
0.921
0.936
0.889
Assertiveness
Being able
researchers
have tried to understand5 transitions
intoasolve
fluid and0.894
problems
mobile
society. It then draws out some
implications
for our
Labour- and upbringing skills
4
Being able to solve
problems
0.815
Working as a volunteer
0.673
play and
might play in supporting individuals
facing transitions,
Contact skills
7
Respecting others
0.881
as &well
as inandproducing
forward-looking
and
anticipatory
5. Participation
Meeting
attempting
4
Meeting
people
Connection
Meetingtowards
intimate contacts
4
Visiting
family
strategies
change. It concludes
with
a few
remarks
0.819
on0.873
Organising activities in
0.847
0.613
0.696
Getting a membership
0.572*
Preventing loneliness
11
0.800*
Note: * Means that the items have different scale, namely nominal and ordinal.
So this number reflects a Spearman Correlation.
John Field
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RESEARCH
RESEARCH
C2/df
ST.
RMR
CFI
RMSEA
A
(PCA)
Self-directed
learning
408.40
0.039
0.937
0.074
0.899
Transfer Design
700.34
0.069
0.900
0.079
0.906
Life circumstances
578.82
0.056
0.900
0.065
0.783
Activation &
Internalisation
1820.70
0.052
0.912
0.079
0.954
Participation &
Connection
1956.50
0.063
0.884
0.069
0.901
Dependent factors
Independent factors
36
LL.indd 26
Research question 1
Our findings of the phenomenographic
study indicate that learners experience an
increase on four conceptions of social inclusion mentioned in the beginning of the
article: activation, internalisation, participation and connection (see table 3).
Concretely, the results indicate that
the increase of mastery (referring to activation) is a reachable goal for most
interviewees in our study next to the
increase of the feeling of having a stronger identity (referring to internalisation).
For example like this learner, who explained that she bought something by
herself:
I did this by myself. I surfed to www.
marktplaats.nl and sought for a dishwasher. I saw an advertisement, made a
phone call (by myself) and bought a
dishwasher for 75 Euro.
Or another learner, who felt more
secure after learning:
1 | 2012
10/10/2012 11:26:38 PM
RESEARCH
RESEARCH
Mastery
(Activation)
Identity
(Internalisation)
Social Mobility
(Participation)
Relationships
(Connection)
Life
circumstances
Awareness
24 Adult Learners
Teacher support
Encourage to learn
30 Adult Learners
Encourage to learn
29 Adult Learners
Increase transfer
12 Adult Learners
Increase transfer
18 Adult Learners
Learning
contents and
activities
Constructivist
perspective
23 Adult Learners
Constructivist
perspective
23 Adult Learners
Constructivist
perspective
8 Adult Learners
Constructivist
perspective
13 Adult Learners
In contemporary
societies, people face growing demands for
Intrinsic motivation Intrinsic motivation Extrinsic motivation Extrinsic motivation
Self-directedness
11 Adult
Adult Learners
4 Adult are
Learners
4 Adult
Learners
change.
OneLearners
way or 11
another,
transitions
becoming
the
normal
This introductory
paper
to make
sense
of the
Furthermore it became
cleartries
that groups
it and you go forcondition.
it one hundred percent
Research
question
3
then it will succeed. (...) you have to give with different ethnic backgrounds exhib- Finally the results of the logistical regresinter-related themes
of transition
and lifelong
learning
in a
yourself completely.
ited different
patterns towards
increase sion
give insights into the influence of the
According to table 3 this self-directed- of social inclusion. Foreign learners show elements of the learning environment on
First,
it looks
at thenational
ways inthe
which
social science
increase
on the variables
ness of learning isnumber
based on theof
oneways.
hand more
increase of the different variables of
on an intrinsic motivation and willingness language skills (U (417) = 9422.5; p = social inclusion. According to table 5A
has
sought
toandunderstand
transitions,
and (U
in particular
how
0.028), meeting
and attempting
to direct ones own
learning
process
it becomes clear that on the scale of
on the other hand on an extrinsic motiva- (407) = 8695; p = 0.021) and meeting activation and internalisation transfer
researchers
tried to
understand
in a fluid
and
contacts
(U (415) = transitions
9222.5; p possibilities
tion and willingness
to direct oneshave
own intimate
seems to be a significant
= 0.018) than autochthone learners. predictor for most variables, namely:
learning process.
mobile society. ItBesides
thenthis
draws
out
some
for assertiveness,
our
the Dutch
learners
showimplications
more digital skills,
labourResearch question 2
increase on involving into arts and and upbringing skills, voluntary-work
of the
part(U that
formal
and
informal can
culture
(370) =learning
8065; p = 0.039)
than and
Next step of thisappreciation
study is to determine
neighbourhood-skills. In other
foreign
learners.
the rate of increase of social inclusion
words, if one has enough possibilities to
play
and
might
in supporting
facing
transitions,
Finally
our study showsindividuals
that learners apply
among learners, who
joined
adult
educa- play
the learned knowledge, skills or
with
a
different
marital
status
also
show
tion programs or programs of lifelong
attitudes, ones digital skills, assertiveness,
astowell
in next
producing
forward-looking
different patterns
towards increaseand
of anticipatory
learning. According
table 4as
on the
labour- and upbringing skills, voluntary
page a significant share of the learners social inclusion. People who are living work and neighbourhood skills will be
strategies
towardstogether
change.
Itnot
concludes
with apositively
few remarks
on
(and are
married) experience
experience an increase
of social inclusion
influenced. These 4 elements
more
increase
on
national
language
on the defined variables, varying from
seem to be a significant predictor for just
and prospects
for= research,
practice
and policy.
skills (H (3,416)
19.568, p = 0.000),
21.8 % (getting apossibilities
membership) till 54.7
one or two variables of the scale of acdigital
language
skills
(H
(3,405)
=
% (digital language skills). More contivation and internalisation, namely:
cretely the 5 variables digital language 10.754, p = 0.013), assertiveness (H barriers on international language
skills, international language skills, (3,404) = 18.266, p = 0.000), labour- skills, care on attempting in assopreventing loneliness, being active in and upbringing skills (H (3,321) = 7.925, ciations and neighbourhood, upbringassociations and neighbourhood and p = 0.048), contact skills (H (3,393) = ing and work on labour- and upbringassertiveness signal an increase of social 18.328, p = 0.000), meeting and at- ing skills and voluntary-work and
inclusion among 40 % or more of the tempting (H (3,406) = 9.451, p = 0.024), neighbourhood-skills and learning
learners. Besides this, the increase of meeting intimate contacts (H (3,414) contents and activities on contact
social inclusion on activation and inter- = 9.978, p = 0.019) and on the scale skills (see table 5A). That is, if one exnalisation seems to be true for 46.3 % activation and internalisation (H (3,430) periences barriers, the increase of ones
J o hhigher
n Fthan
i e l the
d 41 = 12.665, p = 0.005) than people who international language skills can be blocked.
of the learners, being
% of the learners, who experience an are married, unmarried or widowed.
Furthermore, if one has to take care for
increase on participation and connection (see table 4).
LL.indd 27
1 | 2012
1 | 20 1 2
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RESEARCH
RESEARCH
Learners
experience
individual
social inclusion rather
than collective.
better social inclusion after joining programs of lifelong learning. This is true
especially for four dimensions of social
inclusion, namely activation, internalisation, participation and connection. On
some variables of social inclusion (belonging to these four processes of social inclusion) our results show an increase for 40
% of the learners or more. Besides an
increase of social inclusion among 46.3
% of the learners on the scale activation
and internalisation we can report an
increase for 41 % of the learners on the
scale participation and connection.
But maybe even more important are
the insights regarding ensuring the quality of adult education, which seems one
of the most important conclusions at the
CONFINTEA VI Conference according
Mean
T0
SD T0
Mean
T1
SD T1
Mean of
change
SD of
change
% of
population
experiencing
increase
6.83
1.37
7.60
1.24
0.77
0.88
46.3
7.15
1.42
8.22
1.23
1.08
1.02
34.5
Digital skills
5.03
2.23
7.55
1.98
2.52
2.01
54.7
4.70
2.58
6.73
2.35
2.03
1.53
45.2
Assertiveness
6.70
1.67
7.99
1.38
1.29
1.29
40.9
5.99
2.14
7.78
1.86
1.78
1.35
29.7
Voluntary-work- and
neighbourhood skills
3.81
2.22
6.32
2.05
2.50
1.65
35.4
Contact skills
7.12
1.73
8.30
1.34
1.18
1.18
35.3
Financial skills
6.00
2.36
7.98
2.01
1.98
1.35
23.9
4.03
1.00
4.30
1.14
0.64
0.61
41.0
3.06
2.06
4.77
2.34
1.71
1.25
41.4
5.41
1.79
6.94
1.58
1.53
1.32
30.9
3.98
2.06
6.60
1.82
2.63
1.68
29.3
Getting a membership
1.23
0.26
1.60
0.30
0.36
0.22
21.8
5.91
1.90
7.66
1.60
1.75
1.58
32.4
7.24
1.36
8.27
1.16
1.02
1.06
36.4
Preventing loneliness
2.25
0.52
2.62
0.39
0.37
0.36
44.3
38
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John Field
BS.E.
p
coefficient
-2.44 0.936 0.009
58.4
0.027
66.1
0.064
0.003 7.842
(1)
0.075
60.8
0.005 21.159
(4)
0.000
0.098
61.8
0.000
0.137
69.7
30.197
(5)
0.000
0.143
66.3
33.231
(5)
0.000
0.063 0.004**
0.063 0.097
0.050 0.012**
0.124
0.104
0.122 0.022
0.279
BS.E. p
coefficient
-4.250 0.962 0.000
BS.E. p
coefficient
-2.573 0.589 0.000
0.068
66.6
19.527
(3)
0.033
74.9
8.313
(2)
0.016
BS.E. p
coefficient
-3.299 0.835 0.000
29.081
(3)
18.261
(5)
BS.E. p
coefficient
-3.798 1.047 0.000
Labour- and
upbringing
skills
BS.E. p
coefficient
-2.801 0.587 0.000
BS.E. p
coefficient
-0.224 0.863 0.795
International Assertiveness
language skills
BS.E. p
coefficient
-0.498 0.272 0.067
Learning
contents- and
activities
Direct
surroundings
Transfer
possibilities
Self-directed
learning
Chi-square
(df)
% correct
predicted
Nagelkerke
pseudo R2
Upbringing and
work
Care
Constant
Personal lifecircumstances
Barriers
Independent
variables of
training-design n
National
Digital skills
language skills
RESEARCH
RESEARCH
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Dependent
scales of social
Inclusion m
Table 5A: Logistic regression results with social inclusion variables of Activation & Internalisation as dependent variables
39
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40
0.114
0.102
0.60
0.027
0.048
-0.031
0.155
Teacher support
0.082
-2.359
Bcoefficient
0.000
0.027
6.726
(1)
0.127
-1.626
Bcoefficient
0.041
0.011
0.051
0.710
0.451
0.000
69.9
0.054
0.110
0.109
0.610
S.E.
0.050
0.338
S.E.
0.010
0.011*
0.000
Involvement in
arts and culture
68.7
11.074
(3)
0.010** 0.105
0.764
0.670
0.816
0.024
0.192
7.404
Being active
in nature and
sports
63.1
% correct
predicted
Nagelkerke pseudo 0.134
R2
32.246 (6)
0.059
0.134
0.118
0.047
1.033
S.E.
0.061
-2.812
Bcoef-ficient
Attempting in
associations and
neighbourhood
Upbringing and
work
Care
Personal lifecircumstances
Barriers
Constant
Independent
variables of
training-design n
Dependent
scales of social
Inclusionm
0.031
78.4
4.666
(1)
0.118
-2.011
Bcoefficient
0.056
0.377
S.E.
Getting a
membership
0.035
0.000
0.042
67.8
11.665
(4)
0.253
0.033
0.120
0.055
-3.256
Bcoefficient
0.170
0.100
0.099
0.052
0.842
S.E.
Meeting and
attempting
0.020
0.136
0.742
0.225
0.285
0.000
0.033
62.7
9.735
(3)
0.067
0.099
0.050
-2.022
Bcoefficient
0.048
0.101
0.100
0.556
S.E.
0.021
0.163
0.329
0.618
0.000
Meeting
intimate contacts
0.031
60.1
9.559
(2)
0.150
0.050
-1.745
Bcoefficient
0.090
0.087
0.518
S.E.
Preventing
loneliness
Table 5B: Logistic regression results with social inclusion variables of Participation & Connection as dependent variables
0.008
0.095
0.564
0.001
RESEARCH
RESEARCH
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Thirdly the teacher has to support the stimulate professionals and researchers
learners in encouraging them to learn and of lifelong learning into improving the
apply their learned knowledge, skills and learning environment of lifelong learning
attitude. More concretely the teacher in adult education centres in order to
becomes a facilitator in order to develop ensure a transition to social inclusion for
a safe learning-environment for vulner- those who are at risk of social excluable adults, in which they would like to sion.
to the UNESCO Institute for Lifelong reflect on their current knowledge and
Learning (2009). The variable transfer skills in order to improve their situation A C K N O W L E D G E M E N T S
possibilities seems to influence most in daily life. Besides this the teacher gives The content of this article is based on the
variables of social inclusion. In other examples and explains possibilities for inspiration of Prof. Dr. Max van der
words the possibilities for transfer of transfer. More concretely he or she stim- Kamp. The authors wish to dedicate this
learned knowledge, skills and attitudes ulates the learner (for example with ex- article to him, because of his efforts on
(facilitated by the learning-environment) ercises) in using the new competencies in this specific educational content and
scientific field.
seems to influence the rate of increase of daily life.
Besides this the authors wish to thank
Finally this implies a new structure of
social inclusion. Thus if managers and
Dr.
Liesbeth de Donder for her support
teachers in adult education desire to lifelong learning programs of adult eduduring
the statistical analysis.
centres. Concerning these programs
optimise their learning
programs in order cation
In contemporary
societies,
people
face
growing
demands
for
to increase the learning success, a focus more focus on orientation of the needs
the learner and coaching in daily life R E F E R E N C E S
on transfer possibilities
during
learning
change.
One
wayof
or
another, transitions are becoming
normal
Andrews, F. M.the
& Withey,
S. B. (1974).
is needed. This means that lifelong learn- afterwards is needed. Teaching in the class
Developing measures of perceived life
room will not be sufficient for reaching
ing programs of adult
education centres
quality:
Results
condition.
This introductory
paper tries to make
sense
of from
the several national
should include time and support in order learning success.
surveys. Social Indicators Research,
to our results an increase
to gain possibilities
to apply used knowl1974 (1), 26.
inter-related
themesAccording
of transition
and lifelong learning
in a
edge, skills and a new attitude in daily of social inclusion after joining lifelong Baldwin, T. T. & Ford, K. J. (1988).
Transfer of training: A review and
per group of
life. For some lifelong
learningof
programs
number
ways. learning
First, programs
it looksdiffers
at the
ways in which
social
science
directions
for future
research.
this means a restructuring of goals, in- learners. For example foreign learners
Personnel
Psychology,
1988 (41), 43.
and learners who are not married, but
structional approaches
and design
has sought
to of
understand
transitions,
and
in
particular
how
Bijl,
R.,
Boelhouwer,
J.,
Clon,
M. &
learning contents and activities. Regard- live together will be successful in other
Pommer, E. (2011). De sociale staat
elements of social inclusion than autoching the results of our
study, professionals
researchers
have tried
to understand transitionsvan
inNederland
a fluid2011.
andDen Haag:
in adult education can rearrange their thone learners or learners who are married.
Sociaal Cultureel Planbureau.
lifelong learning programs need Burke, L.A., & Baldwin, T.T. (1999).
lifelong learningmobile
programs society.
in order to It Therefore
then draws
out some implications
for our
to be tailor-made and need to discern
Workforce training transfer: A study
optimise the learning-success.
of the effect of relapse prevention
several designs for several groups. ConFirstly one has
to develop learning
appreciation
of the
part
that
learning
formal
and
informal
canHuman
training
and transfer climate.
programs which combine non-formal and sequently the learning success and rate
Resource Management, 38 (3), 227
of social inclusion will increase.
formal learning. Besides
formalmight
learning play
play and
in
supporting
individuals
facing
transitions,
242.
Besides this study more research is
in for example a class-room the adult
Bynner, J. & Londra, M. (2004). The
needed in order to cross-validate our
learner needs toas
undergo
impact of government policy on social
well non-formal
as in producing
forward-looking and anticipatory
learning in daily life. For example he or predictive model and to optimise its
exclusion among young people.
predictive value in order to explore the
London: The Office of the Deputy
she needs to havestrategies
the opportunity
to
join
towards change. It concludes with a few
remarks on
Prime Minister.
a conversation at work or in a private rate of and possible influences on learning
success after lifelong learning for vulner- Cascallar, E. C. & Musso, M. (2008).
life to practice hispossibilities
or her language skills
and prospects
for research, practiceClassificatory
and policy.
Stream Analysis in the
or needs to join activities in the neigh- able adults. According to Cascallar and
Prediction of Expected Reading
bourhood to apply a new attitude for Musso (2008), for example neural netReadiness: Understanding Student
works can be considered to be a good
co-operating with others.
Performance. International Journal of
Secondly programs of lifelong learning statistical model in prediction of complex
Psychology, XXIX International
Congress of Psychology ICP 2008, 43,
should use examples from daily life in phenomena. This research method can
(3/4): 231.
order to optimise the learning-process. be used to define elements of the learning
Especially for our target group of vulner- environment, which can ensure a positive Cheng, E. W. L. & Hampson, I. (2008).
Transfer of training: A review and new
able adults, who possibly can experience outcome in terms of social inclusion. Our
insights. International Journal of
barriers during learning, it seems to be current study is still a first step in describManagement Reviews 10 (4), 15.
necessary to provide insights into the ing the outcome and effects of adult edu- Christian, D. E. (1974). International
cation programs (or better said lifelong
possibilities of using
Social Indicators: The OECD
J otheir
h nlearned
F i e lknowld
Experience. Social
edge and skills in daily life. With provid- learning programs) aiming at an increase
ing daily life examples during the learn- of social inclusion among vulnerable Indicators Research 1 (2), 169.
ing-process, vulnerable adults can under- adults. Future research and the use of Colley, D. G. (1975). A social change
index an objective means to discern
stand the possible surplus value of learn- insights of the results of our study can
RESEARCH
RESEARCH
Transfer
possibilities
influence most
variables of social
inclusion.
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D a v i d Wa t s o n
54
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Some
learning
requires
formal
recmary
education
(twice, by Robin Alexreport in book form, as Learning
(as in accreditation) before
ander and Jim Rose), on Education of
Through Life, bychange.
Tom Schuller
(our way
diOne
orognition
another,
transitions are becoming
the normal
it
is
of
value;
other
learning
will
reages 1419 (by Richard Pring and Gerector) and myself (Schuller and
main not only personal but also prioff Hayward supported by the Nuffield
Watson, 2009: all
page numbers This
below introductory
condition.
paper tries to make
sense of the
vate.
Foundation), on informal adult educarefer to this).
Often learning is joyful; sometimes tion (leading to the government paper
Between September
2007 and Sepinter-related
themes of
transition and lifelong learning in a
it
requires pain, and especially enon The Learning Revolution), on higher
tember 2009 the ten commissioners of
durance.
You
sometimes
have
to
the Department for Innothe Inquiry werenumber
engaged in listening,
of ways. First, it looks at the ways in education
which (by
social
science
frighten
yourself
into
learning
what
vation
Science
and Universities, and Detalking, researching, thinking and writit is you have to learn.
partment for Business, Innovation and
ing in collaboration
a wide range
haswith
sought
to understand
transitions, and in particular
how
Above
all
learning
is
about
an
atSkills leading to a new framework paof interested parties and in a variety of
titude of mind, a propensity, or a cu- per, Higher Ambitions) and on access
formal and informal
settings. Thehave tried
researchers
to understand transitions in a fluid and
riosity. Learning isnt just about sub- to the professions (by a panel led by
charge to the Commission was to offer
ject knowledge, nor is it just about
Alan Milburn MP). Legislation was
an authoritative mobile
and coherent
strategic It then
society.
draws out some implications
for our
practical
skills.
It
is
also
about
deplaced before Parliament confirming the
framework for lifelong learning in the
the judgement needed to
for the dismantling of the
UK, in particular
by: articulating a of the veloping
appreciation
part that
learning formalarrangements
and informal
can
put
these
two
together.
Many
peoLearning
and
Skills
Council (LSC) and
broad rationale for public and private
ple refer to this as learning how to
split into two of the Qualifications
investment; reappraising
the social
and play
play and
might
in supporting individualsthe
facing
transitions,
learn.
and
Curriculum Authority (QCA). The
cultural value attached to it by policy A final paradox: some learning is
Qualification and Skills (QSF) framemakers; and developing
newas
perspecas well
in producing
forward-looking and anticipatory
instrumental
or
routine;
other
learnwork was being published, and the detives on policy and practice.
ing is liberating or transformative.
about Level 2 and Level 3 diplostrategies towards change. It concludes with abate
few
remarks on
We learn to earn, but we also learn
mas continued to rage.
THE COMPLEXITY OF LEARNING
to live. To quote the sociologist
what could the IFLL say that
possibilities
and prospects
for research, practiceSoand
policy.
In response, we went
back to first prinA.H. Halsey: the primary purpose
could be helpful and distinctive, as it
ciples. We were very conscious that
of education should not be the living jostled for space amongst all these?
learning is a complex and often parathat students will earn, but the life
doxical proposition.
CENTRAL IDEAS AND QUESTIONS
they will lead.
v Some of learning takes place in inWe set ourselves quite a difficult task.
stitutional settings: in schools of all
CHANGING CONTEXT
In my life as a historian of ideas I spent
levels and types; in colleges and uninearly a decade working on the papers
Of
course,
a
lot
changed
during
the
versities; in places of worship; as
of Hannah Arendt. One of her most facourse
of
our
work
programme,
both
well as in clubs and societies. A lot
mous (and least satisfactory) books is
inside
and
outside
the
world
of
educaof it does not; for example, the
The Origins of Totalitarianism (1951)
tion
and
training.
The
national
and
inworkplace is both a significant site
for which the working title was the
ternational
economies
have
gone
into
a
J o ahplatform
n F i efor
ld
for learning, and
Burden of Our Times. In the introducfree-fall,
which
may
or
may
not
have
learning elsewhere.
tion she writes about peoples views osbeen
arrested.
In
the
UK,
at
the
time
of
Sometimes learning has to be colcillating widely between desperate
writing,
the
party-political
temperature
lective; sometimes it is profoundly
INTRODUCTION
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OENAGRLCEHA R N I N G A N D W E L L B E I N G
hope (the utopian search for a universal fix) and desperate fear (a sense of
powerlessness). I dont think it is an
exaggeration to say that that is where
much contemporary discourse about
educational policy and practice in the
UK resides.
We wanted to raise our eyes a little
more towards the horizon. The central
idea was that the right to learn
throughout life is a human right and
the vision of a
a society in which learning plays its full role in personal
growth, prosperity, solidarity and local
and global responsibility (pp. 89).
What are the problems that we have
to work together to solve in order to
have a genuinely learning society; in
which learning is natural as well as
functional; is a source of personal and
collective satisfaction as well as of productivity and prosperity; and is selfmotivated and voluntary rather than
simply prescribed or even punitive?
WEAKNESSES OF THE UK SYSTEM
In the UK, we do not have a broken
system, but it does have serious weaknesses.
Initial education does not serve as
a secure foundation for lifelong
learning.
There is a signicant demographic
challenge: the balance of opportunity and support for learning across
the life course is wrong.
The system does not recognise the
increasingly diverse transitions into
and from employment.
Educational inequalities accumulate over the life course to an unacceptable extent.
For all the rhetoric, a high-skilled
economy is not what we have in
prospect at present.
Finding a way through the system
is complex, opaque and de-motivating for many.
56
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inter-related themes of
transition
and lifelong
learning
Figure
2. Participation
in voluntary
andin a
community activities.
%
number of ways. First,
it looks at the ways in which social science
45
thirdly, the assumption that the phase
40
described above has
continues
until
we
sought to understand
transitions, and in particular how
simply fall into official retirement at
35
Formal volunteeering
60 or 65 seems to
be receding. Wehave tried
30 to understand transitions in a fluid and
researchers
Informal volunteering
found evidence of an increased negotia25
tion of types of work
and responsibility
mobile
society. It then
draws out some implications for our
20
from the mid-50s onwards (figure 2);
15
appreciation of the10part that learning formal and informal can
5
play and might play0 in supporting individuals facing transitions,
5064
6574
75+
prospects
for research, practice and policy.
80
60
Male
Female
40
20
0
John Field
5054
5559
6064
6574
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Figure 4
Figure 5. Balance of
expenditure by 4 life
stages
100
90
80
70
60
50
40
30
20
10
0
58
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1824
2549
5074
75+
% of current population
% of current population
% of current expenditure
% of current expenditure
2 | 2010
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100
80
60
40
20
0
-20
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John Field
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Percentage of respondents
35
30
25
20
15
10
5
0
Higher
Lower
managerial and managerial and
professional
professional
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occupations
Lower
supervisory
and technical
60
2 | 2010
Semi-routine
occupations
Routine
occupations
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DAVID WATSON
David Watson is an historian and Professor
of Higher Education Management at
the Institute of Education, University of
London. He was Vice-Chancellor of the
University of Brighton between 1990 and
2005. His most recent books are Managing
Civic and Community Engagement (2007),
The Dearing Report: ten years on (2007),
and The Question of Morale: managing
happiness and unhappiness in university life
(2009). In October 2010 he will take up his
new post as Principal of Green Templeton
College, Oxford.
He has contributed widely to developments
in UK higher education, including as a
member of the Council for National
Academic Awards (19771993), the
Polytechnics and Colleges Funding Council
(1988-92), and the Higher Education
Funding Council for England (1992-96).
He was a member of the Paul Hamlyn
Foundations National Commission on
Education (whose report Learning to
Succeed was published in 1993), and
the National Committee of Inquiry into
Higher Education chaired by Sir Ron
Dearing (whose report Higher Education
in the Learning Society was published in
1997). He was the elected chair of the
Universities Association for Continuing
Education between 1994 and 1998, and
chaired the Longer Term Strategy Group
of Universities UK between 1999 and
62
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CONTACT
Professor Sir David Watson
Institute of Education, University of
London
20 Bedford Way
London
WC1H 0AL
The United Kingdom
2 | 2010
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L I TR
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RSAECAYR C H
Adult
female
illiteracy
persistingfor
problem
In contemporary
societies,
people
face remains
growingademands
particularly
poor countries
and among
change. One way
or another,intransitions
are becoming
thesocially
normal
groups.
While
literacy
levelofhas
condition. This excluded
introductory
paper
triesthe
to make
sense
theimproved
globally,
gender disparity
remains
a continuing
inter-related themes
of transition
and lifelong
learning
in a
challenge,
with women
accounting
two-thirds
number of ways.
First, it looks
at the ways
in whichfor
social
scienceof all
adult illiterates.
There and
is growing
evidence
has sought to understand
transitions,
in particular
howshowing the
of literacy
on theinlives
of women,
researchers havepositive
tried toimpact
understand
transitions
a fluid
and
children
and communities.
Literacy enhances
mobile society. It
then draws
out some implications
for our womens
strengthens
participation
in decisionappreciation of mobility,
the part that
learningtheir
formal
and informal
can
ensures a better
command
over
their own lives
play and might making,
play in supporting
individuals
facing
transitions,
and reduces
their vulnerability
to abuse and violence.
as well as in producing
forward-looking
and anticipatory
Stories
of women
show the
faced on
by illiterate
strategies towards
change.
It concludes
withdifficulties
a few remarks
andfor
theresearch,
empowering
impact
alternative
possibilities andwomen
prospects
practice
andof
policy.
education and literacy programmes.
John Field
R e n e R a y a , C e cilia Soriano and Ma. Luz Anigan
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1 | 20 1 2
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146
LL.indd 44
ASPBAE members
meet in Manila, in
August, 2010.
The Asian South
Pacific Association
for Basic and Adult
Education
(ASPBAE) is a
regional NGO
working towards
poverty alleviation
through adult
education.
Heribert Hinzen
L I TR
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RSAECAYR C H
grams among women in Nepal and Bolivia yielded similar findings. Women
who participated in literacy programmes exhibited improvements in
terms of income-earning activities, reproductive and overall health, political
participation, community involvement
and greater role in decision-making at
home. Nepalese women gained confidence as skills and knowledge increased. They became more aware of
family planning and sexually transmitted infections, including awareness of
ways of preventing HIV/AIDS. Similarly, Bolivian women learners were found
to be more active in accessing medical
services such as seeking immunization
for children and family planning assistance. They exercised greater influence
in important household decisions concerning health and education spending,
allocation of self-earned income, family-planning methods and domestic violence.
In Uganda, a World Bank study
(Carr-Hill, 2001) showed that literacy
improves family health care as indicated by proper nutrition for children and
disease prevention through immunization of children. Those who attended
more literacy classes tend to be more
likely to send their children to school
Social returns
of literacy
education are
higher than those of
primary education.
3 | 2011
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ability to read and write, with understanding, a simple short statement related to his/her everyday life. The
Global Campaign for Education (GCE)
broadened the definition, stating that:
Literacy is about the acquisition and
use of reading, writing
J o h nandFnumeracy
ield
skills, and thereby the development of
active citizenship, improved health and
livelihoods and gender equality. For
purposes of this study and to be con-
A. On Vulnerabilities of women to
being controlled
Gender disparities in literacy to the disadvantage of women remain widespread in the Asia Pacific region, particularly in countries where illiteracy is
highest. The GMR 2010 noted that for
the period 20002007, literacy rate
among women in South and West Asia
remains low at 53%, accounting for
LL.indd 45
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sistent with the survey instruments and 63% of all adult illiterates. Literacy figand assist the latter in their schoolmethodology used, the basic and simwork. Empowerment of women learnures for East Asia and the Pacific is
ers is likewise expressed in better inmuch higher but disparity by gender is
ple definition by UNESCO is adopted.
come from economic activities, shared
greater, with women accounting for
This study classifies literacy into three
decision making at the household level
70% of all adult illiterates.
levels based on the respondents rating
and increased mobility because they
As can be seen in table 1, India hosts
on the simple literacy test taken during
can already read instructions, labels,
the biggest concentration of adult illitthe surveys:
street signs and signages.
Literate refers to those individuals
erates, 65% of whom are women. In
In Bangladesh, tracer studies done on
contrast, Bangladesh has virtually elimwho can easily read and write a
a World Bank assisted project on literastatement in any language.
inated gender disparity, although adult
cy designed for neo-literates indicated
Semi-literate refers to those who
illiteracy remains a major development
that gains were achieved in empowering
challenge. Cambodias adult literacy
can read and write only a part of a
women by improving livelihood and farate at 76% is among the lowest in the
statement in any language or those
cilitating employment which resulted to
region with women accounting for
who can read and write a statement
significant increases in household insome 72% of total adult illiterates. The
with difficulty.
Philippines has long achieved gender
Illiterate refers to those who cancomes. With higher incomes, female
parity in adult literacy and educational
learners gained confidence in getting innot read and write at all.
achievement, but the social status of
volved in family decision-making parLiteracy is acquired largely through
In contemporary societies,
people face growing
demands for
and economic opportunities open to
ticularly for household budgeting, famformal and non-formal education. It
ily hygiene, childrens education and
also be acquired or upgraded from Filipino women remain low and limited
change. One way may
or another,
transitions are becoming the normal
participation in community activities.
informal learning through the mass me- compared to men.
are found everydia and through social interaction such
condition. This introductory
paper tries to makeIlliterate
sensewomen
of the
SHORT NOTE ON METHODOLOGY
as involvement in community affairs or where - in both rural and urban setand across geographic regions
economic activities. Though limited in
ASPBAE complemented
these studies
inter-related
themes
of transition and lifelong tings,
learning
in a
within the four countries covered in
coverage, adult literacy programmes
by using nationally representative surstudy. However, a larger proporhave been implemented in several
veys to establishnumber
a clear linkage
of beways. First,
it looks at the ways in this
which
social science
countries to address illiteracy. For purtion of illiterate women reside in rural
tween literacy and womens developareas. Illiterate women are distributed
poses of this paper, no distinction or
ment. This article
draws
from theto
findhas
sought
understand
transitions, and in particular
how
disaggregation is made on how literacy across all age groups, although, on avings of this study. In particular, the De3
erage, they tend to be older by 4 to 6
is acquired.
mographic and Health
Surveys (DHS)
researchers
have tried
to understand transitions
in a fluid and
years compared to literate women. A
This study also drew from the reconducted in a number of Asian counlarge majority of illiterate women have
search on women literacy done by the
tries in the last seven
years generated
mobile
society. It then
draws out some implications
for our
had none or very little formal educaCivil Society Network for Education
internationally comparable data on litReforms or E-Net Philippines. The sto- tion and belong to the poorest houseeracy and its association
with other of
so- the
appreciation
part that learning formalholds.
andIninformal
can
comparison, most literate
cial indicators. ASPBAE referred partic- ries of women are presented in this
study to concretize the difficulties faced women have gone beyond primary eduularly to data generated
from might
the na- play
play and
in supporting individuals cation.
facing
transitions,
A much smaller percentage of
by illiterate women and their struggles
tional surveys conducted in India
literate women belong to the poorest
to access alternative education. These
(2006) with 124,385
femaleas
respondas well
in producing
forward-looking and anticipatory
section of the population. Illiterate
stories were culled from a series of foents aged 1549 years old; Bangladesh
tend to get married at a youngcused group discussions with women
(2004) with 11,440
female
respondents
strategies towardsfrom
change.
It concludes with awomen
few remarks
on
urban poor communities in Metro er age and have, on average, 1 to 2
aged 1349 years old; Cambodia
Manila, from indigenous peoples com- more children compared to literate
(2005) with16,823
female respondents
possibilities
and prospects
for research, practice
and policy.
women.
munities in the provinces of Zambales
aged 1549 years old; and the Philip(Central Luzon) and North Cotabato
pines (2003) with 13,633 female re(Central Mindanao), and from Muslim LITERACY AND WOMENS
spondents aged 1549 years old.4
EMPOWERMENT
communities in Central Mindanao.
UNESCO defines literacy as the
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Male
Female
Total
Illiterates
(000)
%
Female
Bangladesh
53
59
48
48,541
55
India
66
77
54
269,816
65
Cambodia
76
86
68
2,195
72
Philippines
93
93
94
3,746
48
93
96
91
107 875
70
South &
West Asia
64
75
53
391,379
63
*Data are for the most recent year available during the period specified.
Source: EFA Global Monitoring Report 2010
by their husbands, affecting their family and social relations, mobility and
self-esteem. In India, nearly half
(48.0%) of the female respondents admitted to having at least one control issue imposed by the husband. Among
literate females, the percentage is significantly lower at 36.6%.5
In the case of Cambodia, women
who lack literacy skills tend to hold on
Rural
Age
No
education
Primary
Poorest
20%
Poorer
2nd 20%
Age at
first
marriage*
No. of
Children*
Literate
29.2%
70.8%
26.2
0.1%
17.9%
5.2%
11.6%
15.8
4.3
Illiterate
18.1%
81.9%
32.7
75.9%
23.7%
30.6%
25.5%
14.0
5.4
Literate
46.2%
53.8%
26.7
0.6%
10.3%
5.1%
10.8%
19.2
2.9
Illiterate
18.4%
81.6%
31.6
88.9%
11.1%
31.7%
27.7%
16.2
4.6
Literate
21.6%
78.4%
27.8
0.9%
53.9%
9.8%
13.7%
20.3
4.5
Illiterate
11.0%
89.0%
32.3
59.3%
40.7%
32.4%
27.2%
20.2
5.4
Literate
59.9%
40.1%
29.6
0.0%
18.1%
13.0%
17.2%
22.1
4.2
Illiterate
28.1%
71.9%
33.6
40.7%
59.3%
64.5%
19.6%
19.7
5.8
Bangladesh
India
Cambodia
Philippines
LL.indd 46
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Literacy
reduces
womens
vulnerability to
violence.
LL.indd 47
L I TR
EE
RSAECAYR C H
149
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L I TR
EE
RSAECAYR C H
India
(Female)
18.34%
15.79%
Illiterate/Semi-literate
19.05%
19.11%
Literate
17.55%
11.30%
11.90%
34.55%
67.8%
Illiterate/Semi-literate
14.70%
42.86%
75.0%
Literate
9.00%
23.32%
55.7%
6.10%
20.35%
20.6%
Illiterate/Semi-literate
6.70%
26.64%
25.0%
Literate
5.40%
11.84%
13.4%
2.90%
9.98%
27.0%
Illiterate/Semi-literate
3.70%
12.12%
27.4%
Literate
2.10%
7.09%
26.3%
22.30%
39.72%
73.6%
Illiterate/Semi-literate
24.00%
48.08%
79.5%
Literate
20.00%
28.43%
63.6%
150
LL.indd 48
Bangladesh
Male
Source:
Generated by
the authors from
DHS databases
3 | 2011
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151
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Ville Miettinen
L I TR
EE
RSAECAYR C H
CONCLUDING NOTE
152
LL.indd 50
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Literacy
Transitions
and lifelong
programmes
should be
customized
for
learning:
signposts, pathways,
females.
road closed?
LL.indd 51
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formal
and
informal
canResearch
needs.
and Training (NIPORT), Mitra and
knowing
where
she
is;
and
6)
whether
Develop appropriate strategies and
Associates, and ORC Macro. (2005).
does not trust
her with
play andtomight
playthe
inhusband
supporting
individuals
facing
transitions,
institutional mechanisms
reach
Bangladesh Demographic and Health
money. Statistics cited in this section
out to adult female illiterates, particSurvey 2004. Dhaka, Bangladesh and
are generated by the authors from
as well
as in
forward-looking and anticipatory
ularly disadvantaged
women
in producing
Calverton, Maryland [USA]: National
DHS databases.
6
poor, remote, ethnic, disaster-prone
Institute of Population Research and
Data presented in this section are based
strategies
It concludes
with a few
remarks
Training,
Mitra andon
Associates, and
on statistics generated
by the authors
and conflict-affected
areas. towards change.
ORC
Macro.
from
DHS
databases.
Consider additional premium alloNational
of Public Health,
possibilities
and prospects for research, practice
andInstitute
policy.
cation for literacy
programmes that
National Institute of Statistics
REFERENCES
focus on reaching out to women
[Cambodia] and ORC Macro. (2006).
ActionAid International and Global
learners in view of the multiple barCambodia Demographic and Health
Campaign for Education (ActionAid
riers faced by women.
Survey 2005. Phnom Penh, Cambodia
and GCE). (2005). Writing the Wrongs:
Incorporate modules on womens
and Calverton, Maryland, USA:
International Benchmarks on Adult
National Institute of Public Health,
rights, gender sensitivity, reproducLiteracy.
National Institute of Statistics and
Burchfield,
S.A.,
Hua,
H.,
Suxo
Iturry,
tive health, family life and womens
ORC Macro.
T.&
Rocha,
V.
(2002).
A
longitudinal
participation in community affairs
National Statistics Office (NSO)
study
of
the
effect
of
integrated
literacy
in adult literacy and learning pro[Philippines], and ORC Macro. (2004).
and basic education programs on the
grammes.
National Demographic and Health
participation of women in social and
Survey 2003. Calverton, Maryland:
economic development in Bolivia.
John Field
NSO and ORC Macro.
Boston, MA: World Education/
Nordtveit, B. H. (2004) Managing Public
Washington, DC: United States Agency
Private Partnership, Lessons from
for International Development Office in
Literacy Education in Senegal.
Women in Development.
153
5
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L I TR
ER
AE
CA
YR C H
ES
RENE RAYA
CONTACT
Email: rraya@gmail.com
CECILIA SORIANO
Cecilia Soriano is the national coordinator
of the Civil Society Network for Education
Reforms (E-Net Philippines) and leads the
advocacy component of the EU-supported
project on women literacy. She coordinated
the study on women and literacy in the
Philippines.
CONTACT
Email: cecilia.enetphil@gmail.com
154
3 | 2011
LL.indd 52
10/10/2012 11:26:43 PM
ES
L I TR
ER
AE
CA
YR C H
John Field
M o n i k a Tr s t e r
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F HL I F E L O N G L E A R N I N G : A S I A
Heribert Hinzen
198
LL.indd 54
4 | 2 010
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since then through the Global Monitor- of its members and of the 1000 or so
ing Reports that are published yearly.
VHS at federal, European and internaAdult education and learning is a very
The
2006
one
was
on
Literacy
for
Life,
tional level.
personal affair and an obligation of soand
for
2012
there
will
be
one
on
skills
The historical roots of the VHS go
ciety as well. It is part of the education
(EFA
GMR,
2005).
Or
one
would
try
back
to the beginnings of the workers
sector, and it requires all the support
to
understand
better
all
the
different
and
popular
education movement in
and regulations as other subsectors. Inth
forms
of
bilateral
cooperation
which
the
late
19
century.
Today, the VHS
ternational cooperation helps in undercan
be
cross-border,
South
to
South,
are
the
central
public
continuing adult
standing the world, and contributes to
North
to
South,
or
as
development
aid
education
centres
maintained
by the lolearning from each other. dvv internapackages
in
the
form
of
bi-lateral
govcal
authorities;
they
operate
nationally
tional is the Institute for International
throughout Germany within easy acCooperation of the German Adult Edu- ernment to government, or via nongovernmental
organisations
(NGO)
cess of everyone, are open to all citizens
cation Association (DVV), operates nawith
a
diversity
of
backgrounds
and provide a wide range of general,
tionally and internationally, and is sup(GRALE, 2009).
vocational and cultural continuing eduported since 1969 by the German GoThis article people
looks at a special
case of cation
and training.
In contemporary
societies,
face growing
demands
forEach year, they atvernment in the non-formal
education
a specialised institution which in the
tract some 10 million participants.
sector for development cooperation. It
celebrated
40 years of work
The Institute
for normal
International Cochange.
One wayyear
or 2009
another,
transitions
are becoming
the
pursues the aim of
global sustainable
development, in which priority is given (Hinzen, 2009). It is called dvv interna- operation is not the only subsidiary of
tional, and it is thepaper
Institutetries
for Interthe DVV.
There
the TELC which decondition.
This introductory
to make
sense
ofis the
to combating poverty,
securing peace
national Cooperation of the German
velops and markets The European Lanand achieving fairer globalization in
Adultof
Education
Association
It guage
Certificates;
inter-related
themes
transition
and(DVV).
lifelong
learning
in ait is a subsidiary
one world. The programs,
projects and
company of the DVV. AGI is a media
initiatives dvv international conducts in serves national, European and international
functionsat
and
practice.
A in institute
presents
the Adolf
First,goals,
it looks
the
ways
whichwhich
social
science
cooperation withnumber
its partnersof
are ways.
fopart of its activities are run in Asia, and Grimme Prize and the Grimme Online
cused on and involved in literacy and
there are quite
a number of new
develAward; the DVV
is its founder and
sought
to understand
transitions,
and
in particular
how
basic education, has
non-formal
vocational
principal shareholder. DVV is funded
training, environmental education, ma- opments and changes ahead on which
this article
concentrate. transitions
by different
ministries
have tried
to will
understand
in a fluid
andin Germany, esterials and mediaresearchers
development, training
The international work of DVV has
pecially the Federal Ministry for Eduof adult educators and capacity devethe German
cation andfor
Research.
mobile
society.
thensupported
drawsbyout
someFederal
implications
our
lopment. A larger
part of the
work is It been
Ministry for Economic Cooperation
done in South- and Southeast Asia for
BEGINNINGS
OF THE can
andpart
Development
(BMZ) sincetheformal
late
of the
that learning
and informal
quite some time.appreciation
Many partners in seINTERNATIONAL ORIENTATION
1960s. Even today, the funding for its
veral countries are involved in this coWORK
project
comes largelyindividuals
from grants AND
play
and might
play
inwork
supporting
facing
transitions,
operation, and the
experiences
are
In the 1950s, shortly after the war, rechighly recognized. Recent changes have from the BMZ and the Foreign Office
as well as from the Euroasofwell
in producing
forward-looking
and anticipatory
onciliation and understanding between
led to the opening
a new as
regional
of- in Germany,
pean Union (EU), member countries of
peoples were major goals of internafice, which is creating challenges and
EU, and other
donors of public
towardsthechange.
It concludes
with ational
fewcontacts
remarks
on
and partnerships.
In the
opportunities forstrategies
further developments.
funds. dvv international sees itself as a
1960s development-oriented adult eduThere are many forms of internaprofessional partner
working in youth
possibilities
and prospects
for research,
practice
and
cation
was policy.
a component of the educational cooperation
in the field of adult
and adult education for development
tional aid provided to support decoloeducation in Asia. You could look at
nization. Contacts were quickly made,
UNESCO and their CONFINTEA con- through cooperation, and contributing
its experience and resources to joint
and experience exchanged with partferences. The last pre-conference that
projects and constantly learning from
ners in Africa and Latin America, leadtook place in Korea provided an excelits partners.
ing the DVV to establish a Department
lent forum for information and exINTRODUCTION
LL.indd 55
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200
LL.indd 56
need for lifelong learning. This is increasingly the case in both developing
countries, countries in transition and
industrialized countries.
Successful education systems, even
more so if they aspire lifelong learning
opportunities, are built on four equal
pillars: school education, vocational
education and training, universities and
adult education; flexible transition between these pillars is essential. Nonformal and out-of-school education
programmes for young people and
adults fulfil complementary functions.
Projects which deliver participation in
social development by broad sections
of the population, especially the poor,
and strengthen partners capacity for
self-help, have a positive impact on the
development of social institutions.
The guidelines of dvv international
emphasise adult education and
v LWVHPDQFLSDWRU\LPSRUWDQFHIRUVR
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dvv international pursues the goal of
global sustainable development, in
which priority is given to combating
poverty, securing peace and achieving
fairer globalization in one world. The
organization clearly identifies its work
with the interests of the poorer sections
of the population in its partner countries. In fulfilling its national and international role, the DVV follows the
principles of the promotion of women
and gender equality.
MAIN FOCUS OF OBJECTIVES AND
ACTIVITIES
Before looking into the specific issues
related to the Asia region it may be important to provide some deeper understanding of the global perspective. For
dvv international there can be no doubt
4 | 2010
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OC
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202
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The World Bank funded large scale
non-formal education projects in Thailand and Indonesia in the late 1970s
where ASPBAE played a very important role to bring inputs as oil to heavy
machinery, and bridging the gap between Governments and their efforts to
develop and strengthen the non-formal
sector. Thailand today is known for
their strong non-formal education
framework, based on non-formal Education Legislation, the provision of finances, their institutionalized system of
non-formal education centres and reading rooms with literacy and skills training opportunities across the country.
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dvv international receives most of its
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4 | 2010
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children while playing in the forest or
Official Development Assistance
VWDUWHGZLWKDEDVHOLQHVXUYH\RQWKH
collecting scrap metal, and farmers
(ODA) of countries in the OECD (OrVLWXDWLRQLQWKHYLOODJHVDQGWKHLQWHU
while working on the field or searching
ganisation of Economic Cooperation
HVWVRIWKHSHRSOHLQFOXGLQJWKHLUOHDUQ
and Development), including Germany, for new land to be cleared for farming.
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Both countries deserve the best internaFinland and the United States, have to
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programs and solid institutions. On
grams in India, Indonesia and the
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and not to include
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following outcomes:
these countries in the Asia proposal to
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Adult
education is and
improved
and
the BMZ for theinter-related
years 2012 to 2014
themes1.of
transition
lifelong
learning
in a
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adult educators are trained.
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ognition of adult education in poliwas implemented in 2007, and as one
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Laos and Cambodia as new partners,
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legacy of the Vietnamese
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ly or indirectly. The struggle over land
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ownership is tense, especially in the abLQJZLWKDFDSDFLW\DVVHVVPHQWRIWKH
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sence of land titles. Laos is the most
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heavily bombed country on earth per
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capita, receiving more than Japan and
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Participants of the Philippines dvv international partners meeting in Bohol in
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awareness raising and climate
change training.
For results let us briefly look at the
last example managed by the Centre
for Environmental Concern (CEC)
from the Philippines playing the convenors role. A new network has created
its Statement of Purpose, including the
logo and a name as CLIMATE Asia Pacific (Climate Change Learning Initiative Mobilizing Action for Transforming Environments in Asia Pacific). The
network is just completing a scoping
study on environmental education materials that are available in the countries of the region, the construction of a
digital library with all relevant environmental education documents, which
will be up-loaded on the virtual platform, the preparation of case studies in
4 | 2010
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A second area is formed by the fredvv international is operating natioten countries, and a regional consultaquent chances for cross border, country nally and internationally, at least trying
tion.
Another major joint venture of part- to country, or regional meetings, work- to comply with the global challenges. It
shops or visits. Three could be menmay not be that each village and town
ners (ASPBAE, PRIA and dvv internain Germany that has a VHS as the local
tional) in the region is the development tioned here: A smaller initiative was
taken by the regional office to bring to- adult education centre to provide learof a virtual platform, a space for sharing best practice and the collection and gether partners from Laos and Cambo- ning opportunities and skills training
for youth and adults throughout life is
dissemination of materials (texts, docu- dia as well as ASPBAE in order to inform each other on what works, and
in dire need of access to the global
ments, videos) from all partners in the
world of learning. However, it does not
region, later to include more communi- how help could be provided horizonticaly such as sharing for learning. On
need more than to plug in the compucative forms of exchange as well, and
the occasion of the Shanghai Internater even in the remotest place and you
link all the many websites of partners
tional Forum on Lifelong Learning
are connected to a world of informatifor the development of cooperation,
which took place as an UNESCO event on and learning. And even this is a
and at the same time of policy and
in
the context of
the EXPO
in 2010,
challenge
for the adult
practice of adult In
education.
The platcontemporary
societies,
people
face
growing
demands
for education institravel fellowships were provided for
tutions - or a chance.
form is open to everyone, hosted and
ten colleagues
from different are becoming
One projectthe
of dvv
international
administered by PRIA
as www.adultchange.
One wayabout
or another,
transitions
normal
countries and organisations to contribwhich is being run now for more than
lifelonglearning.org .
ute to the first follow-up
30 years
also isof
what
Two other areas
of regional collabocondition.
This introductory
papermeeting
triestoto make
sense
theis called Global
CONFINTEA VI. And finally, a subLearning at Volkshochschulen. There
ration should be mentioned. One is
stantial
of colleagues
from
Laos, islearning
an attempt to
based on thematic
areas. Let us takethemes
inter-related
ofgroup
transition
and
lifelong
inassist
a younger and olCambodia and other countries of the
der participants of these local commuthe whole issue of skills, be it as life
participate
the Internaadult education
colleges to underskills, livelihood number
skills, or vocational
of ways. region
First,could
it looks
at inthe
ways in nity
which
social science
tional Conference on Languages, Edustand the changes in the world, and
skills, placed in the context of compecation and thetransitions,
MDGs thus getting
a in particular
provide opportunities
tencies and qualification
frameworks,
has sought
to understand
and
how of learning. This
first hand and up-to-date knowledge of includes the global orientation and
especially when defining the inclusion
the current
and practices
in
work
international.
and rightful placeresearchers
for informal or nonhave tried
to policies
understand
transitions
inofadvvfluid
and Several evaluations and materials show that often
formal capacities. In the Asia Pacific re- these extremely important areas.
there is a sense
of surprise that adult
gion there are several
organisations,
mobile
society. It then draws out some implications
for our
STILL A LONG WAY TO GO
education and learning is something
networks and groups that are working
find informal
everywhere inthecan
world. The
on related issues.appreciation
Major stakeholdersof the
learning
formalyouand
No part
doubt, that
the processes
of globalizaphenomenon exists globally, but varies
are ASEAN (Association of Southeast
tion are moving fast and deep. They
regions
and cultures. As we
Asian Nations) or
SEAMEO
play
and(Southeast
might play
supporting
individuals
facing
transitions,
reachin
almost
everywhere, and
touch all across
hear often in this part of Asia same,
Asian Ministers of Education Organisectors of life. Some of them come earsame, but different.
sation) who haveas
gotwell
involved
asininpre-producing
forward-looking
and anticipatory
lier and others
may follow a little later.
paring for regional and national frame- But there seems to be no way to escape,
works. The Asia-Europe
Meeting
is in
E F Eremarks
R E N C E S on
strategies
towards
change.
concludes
with aRfew
and
actually noItreason
to try either.
the background of the ASEM EducaDuke, C. (2003). DVV and ASPBAE
This could be true for globalization in
tion and Research
Hub for Lifelongand prospects
Earlypolicy.
Years. Adult Education
possibilities
for research,
practicetheand
the cultural domain,
including educaLearning which is currently undertakand Development. 60. Bonn: dvv
tion, learning and training.
ing several networks and researches.
international, 83-89.
International cooperation in the field
The regional office of UNESCO in
of adult education and lifelong learning Duke, S. & Hinzen, H. (Eds.). (2008).
Bangkok is supporting End-of-decadeKnowing More, Doing Better.
should also be growing faster and
notes for EFA, and those looking into
Challenges for CONFINTEA VI
deeper. Itt is therefore of utmost imporskills and literacy are of great relevance tance to reflect on where we are, and
from Monitoring EFA in Nonfor dvv international and its partners.
Formal Youth and Adult Education.
therefore exchange on the different and
And some of this work will feed into
International Perspectives in Adult
diverse range of opportunities and exthe EFA GMR 2012 which will be on
Education. 58. Bonn: dvv
periences in respect to adult and lifeskills, hopefully in the broader context
international.
long learning. This is true for develoof life and livelihood
dvv international.(2010). Youth and
J o hskills
n Ffori eyouth
ld
ping countries, so-called developed
and adults, contributing to income gen- countries, or countries in
Adult Education in Development
eration, poverty reduction, and a better transition(World Bank, 2003).
Cooperation as a Contribution to
life in general.
Social Structure Assistance.
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HERIBERT HINZEN
Heribert Hinzen studied at the Universities
of Bonn and Heidelberg, Germany, gaining
a doctorate in comparative studies with
a thesis centering on adult education in
Tanzania. He has been working with dvv
international since 1977 in headquarters
and offices in Sierra Leone and Hungary.
He was Director of the Institute in Bonn
from 1999 to 2009, before starting the new
Regional Office for South- and Southeast
Asia in Vientiane, Lao PDR, as Regional
Director. He is an Honorary Professor
at the Universities of Pecs and Iasi, and
holds an Honorary Doctorate from the
University of Pecs, Hungary. He faced
interesting tasks as Vice-President of the
International Council for Adult Education,
and as Member of the Reference Group
of Experts on Higher and EFA, and the
UN Literacy Expert Group. He serves on
the editorial board of Adult Education and
Development, and as an advisory editor to
the Asia Pacific Education Review.
CONTACT
Prof.(H) Dr. Heribert Hinzen,
dvv international,
Regional Office South and Southeast Asia,
P.O. Box 1215, Watnak Nyai Road,
Thaphalanxay Village, Sisatthanak District,
351/19 Unit,
Vientiane, Lao PDR
Tel. : Phone ++856 21 312511, Mobile
++856 20 4351109
Email: hinzen@international.la, skype:
heribert.hinzen
4 | 2010
10/10/2012 11:26:45 PM
//LQ(
RESEARCH
/,)(/21*/($51,1*,1(8523(
-2851$/
t>>
In contemporary societies,
people face growing demands for
6XEVFULEHWR//LQ(IRUD\HDULVVXHV
inter-related themes
of transition and lifelong learning in a
^D
number of ways. First, itdlooks
at the ways in which social science
has sought to understand transitions, and in particular how
t>>
mobile society. It then draws out some implications for our
>>>>
appreciation of the part that learning formal and informal can
play and might play in supporting individuals facing transitions,
>> as well as in producing forward-looking and anticipatory
x
strategies towards change. It concludes with a few remarks on
x
>>
possibilities and prospects for research, practice and policy.
x
x
x
x &
John Field
ZZZOOLQHIL
LL.indd 63
1 | 20 1 2
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Issue 2| 2012
RESEARCH
Newsletter
PUBLISHED BY DVV INTERNATIONAL IN COORPERATION WITH PARTNERS IN
LAO PDR AND CAMBODIA
Editorial
dkoIj;,,n]k;{gpp]t,ao
COOPERATION
LAO PDR
FEDERAL REPUBLIC
OF
GERMANY
| IN THIS ISSUE
nd
We enjoyed working on it. But
,
a
it has not always been easy.
R
. We have to get adjusted to Mobile Teacher Plan Implemented
PD nby Department of
o
NFE
a
L nd o 2 | Page 2
inviting colleagues to write, or
n
i
a ?? al.la
send
documents,
rs
to
on
i
n
s Learning
onCentre?
i
r
t
art is a-Community
e
information on events and pWhat
,
a
4 | Page 4
resources. But we have tha
e v tern
i
n
.
i
w
n
i
feeling that it will get better
if
v -
er ilable
v
h
t
d
we
go
alongtogether.
@ Visit to Community Learning Centers (CLCs) in
va foField
ainvited
ogefeel
please
t
,
n
s
Therefore, r
Siem Reap Province, Cambodia
i
i
te a. It via
again to
tcontribute.
6 | Page 6
e
.
l
i
e
s
s
b
This
time
we
look
at
two
i
A scr
3
ew ast areas
N
important
in
the
range
of
b
he fieldn suof
s a the
t
u
i
o
8 | Page 8
,y
l p, o
rk
especially
in very remote areas,
d
a
e
n
te.
rn
r
opportunities to go to school. Workshop on Innovations in Adult Literacy in Lao
n
e
o
i
t
f
e
in
, ia
r
Can non-formal education PDR
a
v
d
v
u
o
10 | Page 10
d mb
o ? help? And the other angle is:
y
f
a
I
.
C
p: er
have to continue learning
911
? throughout
life?
Can UNESCO Regional High-Level Expert Meeting:
Community Learning Centers Towards EFA 2015 and Beyond Bangkok, 9-11 May
?
11 | Page 11
help?
.
We are interested in an
exchange between colleagues
,
from Lao PDR and Cambodia.
13-19
: We therefore present two Reflection on Reflect. Assessing the Literacy and NFE
interesting reports looking at Activities in Nong District, 19-13 May
-
11 | Page 11
developments in the neighbor
country. There was one on
LL.indd 64
10/10/2012 11:26:48 PM
RESEARCH
Palmen,are
M. (2009).
The instructions.
October 27,
change. One way or another, transitions
becoming
theRetrieved
normal
LL.indd 65
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RESEARCH
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