Lifelong Learning in Malaysia:Have We Achieved Our Goals?

ByAsil Esaam Ghebllawi

University of NottinghamMalaysia Campus

Email: asilg989@gmail.com

Norlia GoolamallyFaculty of Science and Technology

Open University MalaysiaEmail: nolee@oum.edu.my

Jamil AhmadFaculty of Education

National University of MalaysiaEmail: jamil3191@yahoo.co.uk

ByAsil Esaam Ghebllawi

University of NottinghamMalaysia Campus

Email: asilg989@gmail.com

Norlia GoolamallyFaculty of Science and Technology

Open University MalaysiaEmail: nolee@oum.edu.my

Jamil AhmadFaculty of Education

National University of MalaysiaEmail: jamil3191@yahoo.co.uk

Introduction

Learning is a continuous process, it starts from day one and continues throughout one’s journey in life (OECD, 1996).

Lifelong learning is closely linked to continuous education and continuing professional development, with the aim of improving knowledge, skills and competence (Europa, 2003).

Today, the pressures from the rapid technological advances and globalization have increased the importance of lifelong learning in every society on every single space on this earth.

Concept of Lifelong Learning

The concept of lifelong learning which leads to a ‘learning society’ has been visualised and written about for several decades.

UNESCO-appointed Faure Committee Report of 1972 entitled “Learning to Be” which made an ardent appeal to all nations of the world to reorganise their educational structures on two basic premises.

First: A learning society is one in which all agencies become providers of education.

Second: All citizens should be engaged in learning, taking full advantage of the opportunities provided by the learning society.

Concept of Lifelong Learning

The Commission for European Countries:

Defines lifelong learning as all learning activities related to improving knowledge, skills and competencies within a personal, civic, social, and/or employment related perspectives.

Member States are asked to implement lifelong learning strategies in order to equip individuals with the skills required in today’s workforce, to permit career development and to reduce skills mismatches and labour market bottlenecks.

In the European Union countries; lifelong learning is an overarching approach of European co-operation

in education and training policies as well as for the individual (European Commission Directorate-General for Education and Culture, 2002).

In principal lifelong learning aims; to build an inclusive society which offers equal opportunities

for access to quality learning throughout life to all people, and in which education and training provision is based first and foremost on the needs and demands of individuals.

to adjust the ways in which education and training is provided and at the same time to ensure that people’s knowledge and skills match the changing demands of jobs and occupations, workplace organisation and working methods.

encourages and provides people to participate in all spheres of modern public life especially in social and political life at all levels of the community, including at European level.

Concept of Lifelong Learning

In 1996, a report written by Delors et al, “Learning: The Treasure Within”, indicated the four pillars of education in the 21st century which are to be;

Learning to know Learning to do Learning to be Learning to live together

(UNESCO Institute for Education, 2002)

This report laid strong emphasis on the restoration of knowledge, skills and learning abilities of individuals to adapt to the new environment.

It also encouraged the attainment of a sound general education, learning throughout life, acting creatively in and on one’s own environment, obtaining occupational skills and also being able to face rapid social change and work in teams.

Concept of Lifelong Learning

In practice, the concept of lifelong learning is generally associated with adult education, partly due to the need of distinguishing adult learning activities from formal institutional learning (UNESCO, 2002).

Learning can be categorised into four general categories which are:-

Formal learning Non-formal learning Individuals taking part in activities to gain new skills or

knowledge in particular areas related to their work or personal growth

Informal learning

Concept of Lifelong Learning

Lifelong Learning in Korea

In Korea, the term, ‘lifelong learning’ has two different meanings.

‘education from birth to old age, including every aspect of education such as child education, home education, school education, work education...’ which is widely accepted by scholars (UNESCO Institute for Education, 2002).

focuses on out-of-school education which is adopted by The Lifelong Learning Act of Korea.

specialisation and diversity are two conditions within the broad definition of lifelong learning that are given priority.

Lifelong Learning in Korea

Lifelong learning in Korea is commonly understood by constructing a society that allows learning to whoever, whenever, wherever the professional training of the lifelong educator if lifelong learning is to develop in different settings (UNESCO Institute for Education, 2002).

In their effort to promote lifelong learning and to strengthen the foundation of lifelong learning, the government of Korea has developed close partnerships with large corporations and has established corporate universities as lifelong learning institutes.

Lifelong Learning in Korea

To make lifelong learning achievable for every citizen, Korea introduced a new education which is known as the Credit Bank System (CBS).

The Credit Bank System (CBS) was proposed by the PCER as a concrete way to give the citizens in Korea a better opportunity to enhance their individual capabilities.

The CBS gained government endorsement through a law, passed on January 13, 1997.

The CBS is an open education system which aims to provide everyone in Korea the access to various educational opportunities either obtained from the school environment or out of school.

Lifelong Learning in Korea: Credit Bank System

The CBS recognizes diverse learning experiences in order to foster a society of lifelong learning.

It is not only for students who are studying at post-secondary institutions but also for adults who continue additional education and training.

The main aim of CBS is to raise the overall standards and status of the non-formal education sector as a vital means for promoting educational self-achievement and guaranteeing the global competitiveness of the Korean population.

Lifelong Learning in Malaysia

In Malaysia, it is apparent that the concept of lifelong learning is linked to productivity and employability (Bax & Hassan, 2003) but most adults would not claim themselves to participate in learning activities if they are not engaged in a formal educational process.

The concept of lifelong learning by including all learning activities which include formal, non-formal and informal learning activities, it is largely formal learning and to a much lesser extent, non-formal learning that can be described as the core of lifelong learning programs and activities in the Malaysian context (Bax & Hassan, 2003).

Apart from that, the policy also encourages intensifying efforts to develop and promote Malaysia as a regional centre of educational excellence and reinforces positive values of citizenship, personal development and democratic participation.

Lifelong Learning in Malaysia

Malaysia recognizes and acknowledges the fact that the driving force of the human resource policy is to further enhance and develop the nation’s human capital.

This is clearly stated in the Tenth Malaysia Plan, where the goal of this country is to become a highly income nation through the expansion of the supply of highly skilled manpower to support the development of the knowledge based economy (10th Malaysia Plan 2011-2015).

To ensure manpower supply is in line with technological change and market demands, the quality of education and training systems need to be improved. It has to develop a strong foundation of first-world talent base. We need to compare the country’s manpower supply with the high economies nation.

There are several issues and challenges in tertiary education particularly in the lifelong learning access in Malaysia (Shukor 2010).

access to tertiary education is insufficient to meet the increasing demands of the society and nation. diversified geographical feature of the country which is also another issue leading to inaccessibility to higher education. It is quite clear that the distribution of private higher education institutions are located mostly in major cities; Kuala Lumpur, Penang, Kota Kinabalu, Kuching or Johor Bahru. limited provision of ICT infrastructure at the tertiary education institutions which hinders the opportunities to fully utilise and exploit the advantages of ICT in order to promote e-management, e-learning and e-community at the institutions. institutions themselves are facing shortages of professional teaching staff where they are behind on current practical knowledge (hands-on), skills and technological developments (Shukor 2010). Malaysia is still very much dependent on expertise from abroad. Technical Education and Vocational Training (TVET) should be prioritized and emphasized. Perceptions on TVET graduates should be improved to attract more trainees in these areas. Over reliance on unskilled foreign workers caused Malaysia a lot of damage in ensuring growth towards becoming a high economy nation.

Issues and Challenges

Figure 1. Gap of Malaysia’s human capital compares with other high income economies.

The gap for Malaysia’s workforce who has acquired tertiary education is lower by 4 points when compared to the OECD average as at 2007.

The gaps between other countries in the Eastern part of the globe such as Singapore, Hong Kong and the Republic of Korea are lower by 12.5 points; 11.6 points and 2.2 points respectively.

The Malaysian average for skilled labour force as at year 2008 was lower than the OECD average by 8.4 points and when compared to Singapore, Hong Kong and the Republic of Korea, this figure is lower by 23 points, 8 points and 1.3 points respectively to each country’s average.

On labour productivity also demonstrates that Malaysia is falling far behind the OECD average (51.8 points) as well as when compared to other nearby countries in the region.

Looking at the gaps, Malaysia has still a long way to go to accomplish its dreams.

Figure 2. Number of Foreign Workers in Malaysia from 1999-2000 by sectors

For the past ten years, the number of low skilled foreign workers has almost doubled since 2000 to 1.9 million.

There is a large quantity of low-skilled labour in the agriculture and manufacturing sectors as compared to construction, services and domestic help sectors.

These causes delayed investments and hinders Malaysia’s hope to progress economically.

Figure 3. Sectors with high reliance on unskilled foreign work

Figure 3 illustrates productivity level and growth by economic sectors as at 2008. Agriculture, manufacturing and construction sectors rely highly on foreign unskilled

workers and these three sectors have low productivity when compared with the other sectors.

The country suffers low productivity due to over dependent on unskilled foreign labour especially in the agricultural, manufacturing and construction sectors.

This over reliance on foreign unskilled workers hinders the country’s transformation into a knowledge based economy.

The development plans Malaysia has put forth will facilitate the country to be back on track through the Tenth Malaysia Plan and the Third Outline Perspective Plan (OPP3)

Recognition of on the job experience and expertise and the endorsement of trainings and lifelong learning are various strategies that could once again put the country into its right path.

Lifelong learning among the workforce should be encouraged and promoted and attractive rewards should be offered to employees who are continuing their study.

Recommendations

Educating people through lifelong learning activities is the essence for the advancement of human capital. How else can a country project and raise itself to be a developed nation?

This can only be done through the respective machinery in the government. Development plans on upgrading human capital capabilities has to be initiated by the government.

To ensure the successful implementation of lifelong learning plans, the policy makers and the relevant parties involved should;Firstly define the term “Lifelong learning” in the Malaysian context. The public should be made aware on the importance of lifelong learning. Every citizen should be given the right to education either formal or informal. Like the Koreans, their initiative is to open up learning to whoever, whenever, wherever it might be and in whatever different settings.

Lifelong learning has to be aggressively promoted. The government has to recognise and endorse education in whatever setting. This will naturally raise awareness among citizens on why lifelong learning is essential.

The mindset of people has to be aligned according to the initiatives laid by the government. Clear objectives on implementation plans will not only change the nation’s view toward learning but will also increase human capital which will elevate the country’s development in terms of economy, political and social aspects.

Recommendations

Conclusion

Access to lifelong learning will provide opportunity to every citizen in the country to contribute to the nation as we progresses to compete in the global market. But this dream can only be realised if the government is committed in investing on lifelong learning activities.

Malaysia should aspire to be like Korea by having a blueprint to ensure that every citizen is given the priority to get a good education which would lead Malaysia in achieving its goal in having a strong knowledge based economy that is beneficial for the individual as well as the country.

Malaysia has to invest on its human capital capabilities to be a high income economy and to be at the status of a developed nation. We have been shaping the development plans, sizing it to fit the country into the global market but more work needs to be done to make it a reality instead of being rhetorical.

Thank You