Transforming Nations Through
Enculturation of Lifelong Learning :
Framework To Guide Lifelong
Learning in Technical and Vocational
Education and Training (TVET)
By
Dr. Abdul Rahim bin Ahmad
Department of Polytechnic Education
Malaysia
15th November 2011
Outline of the presentation
Introduction
Background
Framework
Life Long Learning(LLL) : Definition

“All learning activities undertaken
throughout life with the aim of improving
knowledge, skills and competencies within
a personal, civic, social or employmentrelated perspective”
European Commission
TVET Features
Learning
experienced
related to
world of
work
Study of
technologies
& related
sciences
Variety
context
TVET
Capacity
building &
individuals’
empowerment
Learning in
designated
areas of
economic
activities
LLL
DRIVERS
Knowledge
Based
Knowledge
Society
Innovation
Driven
Economy
Outline of the presentation
Background
Scenario
“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work, are no longer applicable.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 LLL
Knowledge
Society
Knowledgebased &
Innovationdriven
• Valued & manifested learning
• Myriad forms and contexts
• Knowledge & technology drive the
economy
• Learning , creativity & innovation
LLL Objective
rethink
• Learning
• Teaching
• Education
& Training
Change
Mindset
LLL in Malaysia
NEM
GTP
ETP
LLL – investment in human
capital
PEMANDU, 2010
LLL Requirement
Understand human activities vs.
contexts
New theories, innovative
systems, practices & assessment
Outline of the presentation
Framework
Basic Building Blocks
Physical
Facilities
Accessible young & adult
learners
Lifelong
learners
attributes
Plan learning
LLL
curriculum &
assessment
Able to
contextualizes
Relevant
geographical
Assess learning
Able to apply
Cooperation
Active learner
Able to
connect
Support
facilities
Formal &
informal
setting
Able to take
responsibility
Learn from
peer, teachers,
mentor etc
Able to focus
Knowledge
integration
Different
learning
strategies
Conceptual Analysis
Traditional
Learning
Workplace
Learning
Scientific best way
Real problems – ill defined
Separation of thinking, doing &
learning
Integrate – thinking/doing/learning
Task domain
Understanding vs. coverage
Objective ways
Subjective ways
Relevant knowledge explicitly
articulated
Tacit knowledge & tacit skills
Teacher/manager as oracle
Teacher/manager as
facilitator/coach
Operational environment/ context
Customer orientation
Differentiation Between Institution & Workplace Learning
Institution Learning
Elements
“Basic” skills, exposure access
Emphasis
Decontextualised; not situated
Potential drawbacks
Given
Defined by curricula
Pedagogic or “logical’ structure
Expert-novice model
Expound subject matter
Instructionism (knowledge
absorption)
Problems
New Topics
Structure
Roles
Teachers/Coaches
Mode
Workplace Learning
Education embedded in
ongoing work activities;
informed participation
Important concepts are not
encountered
Constructed
Arise incidentally from work
situations
Work activity
Reciprocal learning
Engage in work practice
Constructionism (Knowledge
construction)
Overview of Forms of Learning Contributing to
Lifelong Learning
NO.
1.
FORMS OF COMPLELEARNING MENTARY
FORM
CONTRIBUTION
TOWARD
MINDSET
CREATION
MAJOR
CHALLENGES
Self-directed Prescribed Authentic problems Problem framing
learning
**2. Collaborative Individual
and organisa- learning
tional
learning
The individual
human mind is
limited
Shared
understanding;
exploiting the
‘reciprocal
learning’ as a
source of power
** 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.
APPROACH
Understanding
evolving tasks.
Internalisation,
understandable by all
stakeholders
Cont.
NO.
FORMS OF COMPLELEARNING MENTARY
FORM
3.
Learning on
demand
4.
Informal
learning
CONTRIBUTION
TOWARD
MINDSET
CREATION
Learning in Coverage is
advance
impossible;
obsolescence is
guaranteed
Formal
learning
MAJOR
CHALLENGES
Identifying the
breakdown
leading to the
demand;
integration of
working and
learning
Learning by being in Larger, purposive
the world
activities provide
learning
opportunities
APPROACH
Critics,
supporting,
reflection-inaction
End-user
modifiability.
Cont.
NO.
5.
FORMS OF COMPLELEARNING MENTARY
FORM
Workplace
learning
On-site
training;
On-the-job
training
under real
work
operational
conditions
CONTRIBUTION
TOWARD
MINDSET
CREATION
Authentic real work
activities;
Through social
interaction and
collaboration;
Includes modeling,
coaching and
support from others,
as well as
comparing
performance with
others.
MAJOR
CHALLENGES
Integration of
formal learning
into workplace
practice
APPROACH
Under-taken
on the job;
Progressive
process
involving
multiple
practices,
reflection and
feedback
Learning Approaches Model
TRAINING MODEL
PROFESSIONAL
CAPABILITY
DEVELOPMENT MODEL DEVELOMENT MODEL
Expert-Centred Learning Work-Based Learning
Life-Based Learning
concept:
Concept:
Concept: (NCVER,
- Learner learns from
- Structured on-job and May 2006)
expert
off-job components of
learning
-
Learning
encompassing
“established”,
“emerging” and
“future” values and
truths.
Learning Approaches Model
TRAINING MODEL
Directed learning:
PROFESSIONAL
CAPABILITY
DEVELOPMENT MODEL DEVELOMENT MODEL
Facilitated learning:
Personalised learning:
-
Taught
-
Facilitated
-
Self-directed
-
Discipline based
-
Project-based
-
Context-based
-
Educational institution
focus
-
Workplace focus
-
-
Learning is planned
Work and life
integration
-
Learning is provided
-
-
-
Compliance and
adoption
Flexible and
developmental
Learner as designer
of learning
-
Integrated
-
Adaptable and
sustainable
-
Organisational learning
-
Holistic
-
Business wisdom
-
Segmented
-
Individual learning
Learning Approaches Model
TRAINING MODEL
Mode:
PROFESSIONAL
CAPABILITY
DEVELOPMENT MODEL DEVELOMENT MODEL
Mode:
Mode:
Hierarchy
Strategies:
Network
Strategies:
-
Lectures
-
Action learning
Learning Ecology
Orientation instead of
strategies:
-
Workshops
-
Teamwork
-
Strength-based
-
Train the trainer
-
Coaching / mentoring
-
Multiple sources of
learning
-
Small group work
-
-
Adaptive to context
-
Invited speakers
Communities of
practice
-
Expert-centred
strategies
-
Action from
experiences and
wisdom
-
Blurring of
boundaries
Learning Approaches Model
TRAINING MODEL
Learner as passive
receiver:
PROFESSIONAL
CAPABILITY
DEVELOPMENT MODEL DEVELOMENT MODEL
Learner as worker:
Learner as whole
person:
- Formal learning
- structured content
-
Workplace
-
Personal
- assignments
-
Projects
-
Family
- classroom
-
Networks
-
Leisure
- topics
-
Mentor and coach
-
Work
-
Future potential
- exams
“An investment in knowledge pays
the best interest.”
Benjamin Franklin
THANK YOU