Abstract
In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the Asia–Europe Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west.
Highlights
There are many longstanding debates concerning the role and purpose of adult and lifelong learning with the common discourse being that concerned with the challenges posed by socio-economic and demographic changes
We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west
Common challenges exist in both Europe in Asia and in all parts of the world with the importance of adult education in addressing these encapsulated in the revised UNESCO Recommendation on Adult Education, which was adopted at the UNESCO General Conference in November 2015: Adult learning and education constitutes a major building block of a learning society, and for the creation of learning communities, cities and regions, as they foster a culture of learning throughout life and revitalize learning in families, communities and other learning spaces, and in the workplace. (UNESCO 2015b)
Summary
There are many longstanding debates concerning the role and purpose of adult and lifelong learning with the common discourse being that concerned with the challenges posed by socio-economic and demographic changes. In 2012 the Declaration of Taipei as a Learning City was issued, and in adopting the rhetoric of lifelong education, Taipei aimed to generate socio-economic benefits This is in line with Power and Maclean’s (2011) theoretical understanding where lifelong learning is seen as (1) a basic human right for individual development and empowerment; (2) a means to improve employment opportunities and higher income; (3) a strategy for poverty alleviation; (4) an approach to generate higher productivity and social capital; (5) a tool to achieve the national vision.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
