higher education and lifelong learning in india dr j d singh

J D Singh, Ph.D. Asst. Professor

G V (PG) College of Education (CTE)

Sangaria-335063, Rajasthan. India

Cell: +919414577875 Email: [email protected] International Conference, Bangkok, 10-11 Sept, 2015

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mailto:[email protected]

The education is a continuous and lifelong process. Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

―Henry Ford

“Lifelong Learning is critical for our survival in the 21st century”

3rd International Conference, Bangkok, 10-11 Sept, 20152

OutlineIntroductionObjectives of Lifelong Learning EducationPresent Status of Adult and Lifelong

learning Education in India Major Programmes relating to Promote

Lifelong Learning in India Issues and Challenges in Promoting

Lifelong Learning EducationRole of Higher Education in promoting

lifelong learning in India Conclusion

3rd International Conference, Bangkok, 10-11 Sept, 2015 3

“Learning starts from birth to death. It is defined as acquiring a new skill or

knowledge.”

“Lifelong learning encompasses the full range of formal, non-formal and informal

learning activity throughout life.”

“The implementation of lifelong learning must be guided by the centrality of the

learner, equality of opportunity, quality and relevance of provision.”

Introduction


Education is a Lifelong Process

Lifelong learning crosses sectors, promoting learning beyond traditional schooling and throughout adult life.

Learning is a natural and continuous process of brain, actively or passively. So for the life time, brain keeps on learning, till it is functioning. When brain stops functioning (brain death), the process of learning or education stops.


Lifelong Learning Education

Wikipedia explains that Lifelong Learning, also known as LLL, it is the "lifelong, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons.

Easy access to education through standard methods as well as new methods such as e-learning makes it convenient to continue learning throughout the different stages of our lives.



Lifelong learning encompasses learning at all ages and subsumes formal, non-formal and informal learning.

The Education for All (EFA) movement, launched in 1990 at the World Conference on Education for All in Jomtien, Thailand and followed up by the EFA Dakar Framework for Action in 2000 with the adoption of six global education goals.

The concept of ‘Lifelong Learning’ was introduced in Denmark as early as in 1971 and later it was emphasized in two ground-breaking UNESCO reports of 1972 (Faure Report, 1972) and 1996 (Delors Report, 1996).

These reports formulated fundamental principles of lifelong learning.


Published in 1972 under the

title Learning to Be, the report of the Edgar Faure (Former Prime Minister and Minister of Education of France) Commission had the great merit of firmly establishing the concept of lifelong learning, at a time when traditional education systems were being challenged.Edgar Faure


• The Physical• Intellectual

• Emotional And• Ethical Integration

OF THE INDIVIDUAL INTO A COMPLETE MAN

ROLES OF EDUCATION IN DEVELOPING ALL THE DIMENSION OF THE COMPLETE PERSON

which is a broad definition of the Fundamental aims of education

(Delors, 1996, p. 156)

Jacques Delors


There are many approaches that are implemented by people to make their life and organizations better. One of those successful approaches is Lifelong learning.

Lifelong learning (LLL) is defined as the continuous building of skills and knowledge throughout the life of an individual, and it occurs through experiences that are encountered in the course of a lifetime.

These experiences could be –(1.) Formal learning, (2.) Non-formal learning and (3.) Informal learning.



Formal learningIt is a systematic, organized education model,

structured and administered according to a given set of laws and norms, presenting a rather rigid curriculum as regards objectives, content and methodology.

It takes place in school, college, classes etc.It is mainly guided, supervised, supportive

learning. These are included: training, counseling, tutoring, mentorship, apprenticeship.

Teaching and Evaluation plays important role.It is profession oriented. Hence subject,

course, tenure are defined.3rd International Conference, Bangkok, 10-11 Sept, 2015 11

Non-formal LearningNon-formal Education (NFE) is any organized

educational activity that takes place outside the formal educational system. Usually it is flexible, learner-centered, contextualized and uses a participatory approach.

Learning situations such as swimming sessions for toddlers, community-based sports programs, seminars, lectures, workshop, conferences.

These are included:“correspondence learning”, “distance learning” and “open systems”.


Informal Learning

Informal learning that is related to what we learn from outside class or society.

Learning may be informal – takes place in family, surrounding, friends, media etc.

It is self learning, cooperative learning, supervised learning, collaborative learning etc. , and these are included: experiences or situations etc.

Subjects are not defined.It is life oriented.


The UNESCO Medium-Term Strategy 2008-2013 has, as one of its overarching objectives for the Education Sector, “attaining quality education for all and lifelong learning”.

The United Nations Decade of Education for Sustainable Development, which UNESCO coordinates, has similarly stressed the importance of lifelong learning as a key to the 21st century.

In recent decades the UNESCO Institute for Lifelong Learning (UNESCO Institute for Education, UIE, until 2006) has organized a wide range of activities along strategic areas of action on advocacy, research, capacity-building and partnership.



Lifelong learning in Indian Context

Education Commission (1964-966)- “ Education doesn’t end

with schooling but is a lifelong process . ”

The National Policy (1986)- “Lifelong education is a cherish goal of the education process .”

XI Five year Plan (2007-

2012)

Idea of expanding the scope of the continuing education program by developing it through Lifelong Education and Awareness Program (LEAP). 3rd International Conference, Bangkok, 10-11 Sept, 2015 15

Objectives of Lifelong Learning EducationEducating human resources for the future;To provide quality adult education and continuing

training for everyone; to develop India as an advanced knowledge-based

society, with sustainable economic development;to foster cooperation and mobility between

education and training systems for future generations;

As Vehicle for accelerating the pace of development;

To ensure participation of special needs and disadvantaged groups, regardless of their socio-economic background.


District Primary Education Programme (DPEP) was launched in 1993-1994.

The population of India has increased by more than 181 million (17.64%) during the decade 2001-2011.

India has achieved a literacy rate of 74% but still the gross number of illiterates is the largest in the world.

overall illiteracy rate has dropped to 26% around 18% among males and 34% among females.

Illiteracy, still remains a concern for India. According to government illiteracy will be totally eradicated by 2020.

Present Status of Lifelong learning Education in India


Sarva Shiksha Abhiyan (SSA) programme launched in 2000-01.

As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in school.

The Government has launched Rashtriya Uchchattar Shiksha Abhiyan (RUSA) in 2014 to provide strategic funding to State higher and technical institutions.



The United Nations’ ‘Education for All - Global Monitoring Report (2010)’ declared India as the country with the highest number of illiterate adults. India is slightly better in terms of adult illiteracy rates.

UNESCO’s Education For All (EFA) targets aim to bring down the number of adult illiterates in India to about 135 million by 2015.

37% of world’s total illiterates, live in India.



Present Status of Adult and Lifelong learning Education in India Saakshar Bharat and Scheme for Support to

Voluntary Agencies for Adult Education and Skill Development, introduced during the 11th Plan (2007-12).

India’s Saakshar Bharat Mission (India’s Flagship Literacy Programme) had made several significant achievements in the last four years and is the world’s largest adult education programme, which envisages making 70 million adults literate by 2017.

To ensure continued participation of girls in education, Beti Bachao Beti Padhao (Save the Girl, Educate the Girl) initiative has recently (2014) been launched in India.


Present Status of Adult and Lifelong learning Education in India Introduced National Institute of Open Schooling

and Pratham Open School of Education (available in seven states) to provide vocational and technical courses, certification for secondary and higher secondary education, as well more specialised courses such as personality development and enhancement of soft skills.

The demographic data show that 65% of the Indian population is below the age of 35 (Census Report 2011).

Now, the gross enrolment ratio (GER) in higher education has gone up to 20%.


Present Status of Adult and Lifelong learning Education in India

India has made striking progress towards reaching the measurable ‘Education for All’ goals, according to a new UNESCO’s 2015 EFA global education Report (Education for All 2000-2015: Achievements and Challenges), by the Ministry of Human Resource Development, New Delhi. Since 2000, when countries committed themselves to the global education goals, India has reduced its out of school children by over 90%.

The elementary education budget increased more than twofold between 2007-08 and 2012-13.


Present Status of Adult and Lifelong learning Education in India Under XI Five year Plan (2007-2012), many

University departments saw the change in their nomenclature and most of them were renamed as ‘Departments of Lifelong Learning’.

The 12th Five Year Plan (2012-2017) has emphasized the need for developing a comprehensive policy to guide the systematic promotion of adult and lifelong learning and the creation of structures and mechanisms for recognition, validation, accreditation and certification of prior learning (Government of India, 2011).


Established Programmes for Lifelong LearningThe National Literacy Mission (NLM),

launched in 1988Total Literacy Campaign , Post Literacy

ProgrammesNational Adult Education Programme pre-service and in-service training

programmes Promotion of human resources,Continuing Education Programme RTE-2009 by the 86th Constitutional

Amendment Act (2002)Short term training programmes by

Universities , Govt and Non Govt Organistions3rd International Conference, Bangkok, 10-11 Sept, 2015 24

UNESCO Institute for Lifelong Learning (UNESCO Institute for Education, UIE

DPEP, SSA, RMSA, RUSAOpen Systems- NIOSIndira Gandhi National Open University

(IGNOU) State Open UniversitiesDepartments/Centres of of Adult, Continuing

Education and ExtensionNGOs- Azim Premji foundation, ASER,

Pratham etc.

Major Agencies relating to Promote Lifelong Learning in India


Impractical polices and guidelines about LL-National Literacy Mission and National Skill Development Mission and overlapping of their functions, IASE/CTEs and RMSA

Improving Access to Schooling and Learning for Poor Children- India is estimated to have one-third of the world’s poor.

Lack of multiple channels of learningAdequate resource supportInadequate and poor quality of professional

training of programmes Lack of work culture

Issues and Challenges in Promoting Lifelong Learning Education


Lack of financial resources in Lifelong learning Mission

Lack of competence and new knowledgeImproper planning and organizationLack of innovativenessLack of monitoring and evaluation o f

programsLack of follow up studieslack of coordination among university teacher

cadre departments and different agencies that are involved in life long education



At present, the role of higher education institutions in promoting lifelong learning is limited to what they offer students;

UGC provides funds to Indian universities to organize conferences, seminars and workshops

Currently lifelong learning is often used as an umbrella term to cover basic literacy, post literacy, continuing education and extension programs of different organizations, refresher/continuing courses of professional bodies, private institutions and business houses; but not conceived as an overarching framework of learning.



In this process of lifelong learning, the higher education system in India will have to play an important role.

Scholarship should be provided to Bright students.

Adult education as literacy activity should continue till we achieve 100% literacy.

HEIs should make a vital contribution through initial and continuous training of teachers, research into lifelong learning, and the provision of community learning opportunities.

Role of Higher Education in promoting Lifelong Learning in India



Short-term training courses, workshops, seminars, summer schools etc. should be conducted to promote literacy programs for various target groups to upgrade knowledge in respective fields.

Opportunities for guidance and counselling must be improved for adolescents and adults to choose education programmes and to participate in lifelong learning.

Engendering a culture of learning throughout life.All forms of education and learning should be

based on and build on the knowledge, skills and competences of individuals.


Better higher education environments should be created in order to contribute to higher quality in education and knowledge development.

Provide facility of micro finance to self help groupsThe departments of lifelong learning should move

from periphery to center stage and play a major role in the development of the human resources specially providing professional manpower in the area of lifelong learning.

There should be no political pressure on policy makers and education institutions



Gender disparities at all levels must be reduced.

Role of Guidance and counseling is very important in finding problems and providing remedies in this field.

ICT enabled techniques should be adopted for getting life long education.

Monitoring and evaluation of Programs should be conducted to meet the objectives of life long learning.

More emphasis should be given on follow up studies.



Policy makers should prioritize skills to be acquired by the end of each stage of schooling.

Literacy policies should link up with community needs.

Programmes and funding should be targeted to meet the needs of the most disadvantaged.

There should be more emphasis on gender equality, including through teacher education and safe school environments.

India should take into account the four pillars of learning for the future highlighted in the Delors report ‘Learning: The treasure within’.



Education is the best known instrument for ensuring universal human rights, promoting democracy, enhancing productivity and protecting the environment.

The UNESCO characterizes 21st century education as being education geared to developing lifelong learners so that they can contribute to the workforce.

Therefore, colleges and universities should play an important role in equipping the student and non student youth to adapt to changes and learn new skills in accordance with new demands of the society and nation.

Conclusion


Questioning /Answering session

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For raising Questions relating to the field


Thank You Very muchBangkok

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