Transforming Nations Through Enculturation of Lifelong Learning : Framework To Guide Lifelong...
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Through Enculturation of Through Enculturation of Lifelong Learning : Lifelong Learning : Framework To Guide Framework To Guide Lifelong Learning in Lifelong Learning in Technical and Vocational Technical and Vocational Education and Training Education and Training (TVET) (TVET) By Dr. Abdul Rahim bin Ahmad Department of Polytechnic Education Malaysia 15 th November 2011
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Transcript of Transforming Nations Through Enculturation of Lifelong Learning : Framework To Guide Lifelong...
Transforming Nations Through Transforming Nations Through Enculturation of Lifelong Enculturation of Lifelong Learning : Framework To Learning : Framework To Guide Lifelong Learning in Guide Lifelong Learning in Technical and Vocational Technical and Vocational Education and Training (TVET)Education and Training (TVET)ByDr. Abdul Rahim bin AhmadDepartment of Polytechnic EducationMalaysia15th November 2011
Outline of the presentationOutline of the presentation
Introduction
Background
Framework
Life Long Learning(LLL) : Life Long Learning(LLL) : DefinitionDefinition“All learning activities
undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social or employment-related perspective”
European Commission
TVET FeaturesTVET Features
LLL DRIVER
S
LLL DRIVER
S
Outline of the presentationOutline of the presentation
Background
ScenarioScenario“Learning needs to be undertaken across lifespan because previous notions of a divided lifetime
where education will be followed by work, are no longer applicable. People continue learning within the context of their work on real-world problem. Learning does not take place in a separate phase
and in a separate place. Learning arises from, and is embedded within, everyday workplace
activity and the technical and social relations of work processes. The learning takes many forms
including traditional structured training away from the site of production; supervised training in the
workplace itself; and the everyday collegial sharing of knowledge and skills as tasks are
performed. The learning involves the use of a wide range of pedagogical learning approaches and methods and most of this learning will not
involve someone specially designated as having a training role.”
The Driver of LLLThe Driver of LLL
LLL ObjectiveLLL Objective
LLL in MalaysiaLLL in Malaysia
PEMANDU, 2010
LLL RequirementLLL Requirement
Outline of the presentationOutline of the presentation
Framework
Basic Building BlocksBasic Building Blocks
Conceptual AnalysisConceptual Analysis
Differentiation Between Institution & Workplace Differentiation Between Institution & Workplace LearningLearning
Institution Learning Elements Workplace Learning
“Basic” skills, exposure access Emphasis Education embedded in ongoing work activities; informed participation
Decontextualised; not situated Potential drawbacks Important concepts are not encountered
Given Problems Constructed
Defined by curricula New Topics Arise incidentally from work situations
Pedagogic or “logical’ structure Structure Work activity
Expert-novice model Roles Reciprocal learning
Expound subject matter Teachers/Coaches Engage in work practice
Instructionism (knowledge absorption)
Mode Constructionism (Knowledge construction)
Overview of Forms of Learning Overview of Forms of Learning Contributing to Lifelong LearningContributing to Lifelong Learning
NO. FORMS OF LEARNING
COMPLE-MENTARY
FORM
CONTRIBUTION TOWARD MINDSET
CREATION
MAJOR CHALLENGES
APPROACH
1. Self-directed Prescribed learning
Authentic problems Problem framing Understanding evolving tasks.
**2. Collaborative and organisa-tional learning
Individual learning
The individual human mind is limited
Shared understanding; exploiting the ‘reciprocal learning’ as a source of power
Internalisation, understand-able by all stakeholders
** To ensure sustained organisational learning three goals must be served simultaneously:•Extended and updated to support work practices.•Continually reorganised to integrate new information and new concerns.•Serve work by making stored information relevant to new task.
Cont.Cont.
NO. FORMS OF LEARNING
COMPLE-MENTARY
FORM
CONTRIBUTION TOWARD MINDSET
CREATION
MAJOR CHALLENGES
APPROACH
3. Learning on demand
Learning in advance
Coverage is impossible; obsolescence is guaranteed
Identifying the breakdown leading to the demand; integration of working and learning
Critics, supporting, reflection-in-action
4. Informal learning
Formal learning
Learning by being in the world
Larger, purposive activities provide learning opportunities
End-user modifiability.
Cont.Cont.
NO. FORMS OF LEARNING
COMPLE-MENTARY
FORM
CONTRIBUTION TOWARD MINDSET
CREATION
MAJOR CHALLENGES
APPROACH
5. Workplace learning
On-site training;On-the-job training under real work operational conditions
Authentic real work activities;Through social interaction and collaboration;Includes modeling, coaching and support from others, as well as comparing performance with others.
Integration of formal learning into workplace practice
Under-taken on the job; Progressive process involving multiple practices, reflection and feedback
Learning Approaches Learning Approaches ModelModel
TRAINING MODEL PROFESSIONAL DEVELOPMENT MODEL
CAPABILITY DEVELOMENT MODEL
Expert-Centred Learning concept:
-Learner learns from expert
Work-Based Learning Concept:
-Structured on-job and off-job components of learning
Life-Based Learning Concept: (NCVER, May 2006)
-Learning encompassing “established”, “emerging” and “future” values and truths.
Learning Approaches Learning Approaches ModelModel
TRAINING MODEL PROFESSIONAL DEVELOPMENT MODEL
CAPABILITY DEVELOMENT MODEL
Directed learning:
-Taught
-Discipline based
-Educational institution focus
-Learning is provided
-Compliance and adoption
-Segmented
-Individual learning
Facilitated learning:
-Facilitated
-Project-based
-Workplace focus
-Learning is planned
-Flexible and developmental
-Integrated
-Organisational learning
Personalised learning:
-Self-directed
-Context-based
-Work and life integration
-Learner as designer of learning
-Adaptable and sustainable
-Holistic
-Business wisdom
Learning Approaches Learning Approaches ModelModelTRAINING MODEL PROFESSIONAL
DEVELOPMENT MODELCAPABILITY
DEVELOMENT MODELMode:
Hierarchy
Mode:
Network
Mode:
Learning EcologyStrategies:
-Lectures
-Workshops
-Train the trainer
-Small group work
-Invited speakers
Strategies:
-Action learning
-Teamwork
-Coaching / mentoring
-Communities of practice
-Expert-centred strategies
Orientation instead of strategies:
-Strength-based
-Multiple sources of learning
-Adaptive to context
-Action from experiences and wisdom
-Blurring of boundaries
Learning Approaches Learning Approaches ModelModel
TRAINING MODEL PROFESSIONAL DEVELOPMENT MODEL
CAPABILITY DEVELOMENT MODEL
Learner as passive receiver:
- structured content
- assignments
- classroom
- topics
- exams
Learner as worker:
-Formal learning
-Workplace
-Projects
-Networks
-Mentor and coach
Learner as whole person:
-Personal
-Family
-Leisure
-Work
-Future potential
THANK YOUTHANK YOU
“An investment in knowledge pays the best interest.”
Benjamin Franklin
