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where education will be followed by work, are no longer applicable.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