Analysis and Review of the Concept of Lifelong Learning - Essay Example

? Lifelong Learning and Vocational Education By of 2600 Words Introduction For some people, learning is always an endless process undertaken voluntarily and prompted by self-motivation to pursue further and more in-depth knowledge on specific or various disciplines for personal as well as professional learning. To these lifelong learners, the obtained knowledge not only enhances their propensity towards social inclusion but also ensures that they remain professionally and economically active citizens. Further, lifelong learning empowers individuals to take charge of their personal development by promoting their advantages and competitive edge in getting employment and promotions (Wang, 2008). According to the concept of lifelong learning, being knowledgeable and acquiring new and latest knowledge continually is not a preserve of children or classroom surroundings. Instead, lifelong learning emphasises that people should learn throughout their lifetime, their circumstances notwithstanding (Wang, 2008). There are numerous reasons for which lifelong learning has been rather interesting subject in the last five decade. For instance, the role of the currently observed technological and scientific innovations in necessitating lifelong learning among professionals has been extensively debated in recent times. In fact, as a result of the technological and scientific advances realised in different spheres of life, the professional and learning needs of people have continued to change every other day (Wang, 2008). That is, there is no longer a restricted or preferred age, time or place for learning and related activities. In fact, school is no longer the only place people can obtain knowledge in as more people resort to acquiring knowledge and skills at the workplace. Today, people learn even by the mere interaction with others around them who are not necessarily their teachers or instructors. This paper explores the purposes and conceptions of lifelong learning, vocational education and the relationship between lifelong learning and vocational education. Purposes and Conceptions of Lifelong Learning The many contexts within which the term “lifelong learning” is used imply that there are quite a number of conceptions by which the term is regarded. That is, the exact meaning of the term is prone to a lot of debates depending on the circumstances in which it is used. These meanings, however, expand beyond the traditional concept of schooling. The first type of lifelong learning is home schooling in which learning takes place in informal settings and patterns. The second type of lifelong learning is adult learning (Wang, 2008). In this category, lifelong learning entails the acquisition of knowledge and work skills in later life. The third category of lifelong learning is referred to as continuing education in which extension courses are offered in higher learning institutions. Fourth, lifelong learning could refer to on-the-job training or work knowledge in which learners seek to develop their skills and professions. The other meaning of lifelong learning is self-directed/personal learning in which an individual applies a variety of techniques and tools such as the Internet/E-learning. The success and applicability of the above meanings of lifelong learning depend on the professionals such as a coach, a trainer, a consultant, a mentor, a curriculum designer, a competency assessor or a training project manager that oversees their implementation (Wang, 2008). There are several reasons for which people increasingly resort to lifelong learning. Generally, this is a knowledge generation and peoples’ capacity to use the right knowledge in executing tasks is a skill that can no longer be ignored. Peoples’ professional success depends on the effective application of the right knowledge in task implementation. By acquiring more and divergent knowledge, people are able to approach issues with different perspectives and fascinating arguments, making the workplace more interesting compared to a situation in which only one perspective is used to tackle a problem. Because of these divergent views and perspectives on addressing issues, professionals become better placed to make good and informed decisions, hence being more likely to become successful in their careers (Wang, 2008). Embracing and learning continually have also made lives move faster – a situation caused by the rampant technological and scientific developments realised in recent times. Thus, if one stops learning, he/she is most likely to be passed by the events of this fast-moving life. Since some organisations provide on-the-job training for their employees, such people are better positioned to remain at par with the changes taking place in their relevant disciplines and industries (Wang, 2008). However, on-the-job training is not enough to give people a substantial competitive edge in the professional circles. People should, therefore, make personal efforts and create the time and other resources to seek learning opportunities elsewhere. Care should, however, be taken while making a choice on the course to undertake, more so with regard to personal and professional needs to be fulfilled. For instance, one should ask whether the knowledge to be acquired will be practically applied to the work situation or real life scenarios (Wang, 2008). Second, it should be determined whether the course to be undertaken will enhance one’s chances of getting promoted or one’s marketability and employability. The other core factor in undertaking outside course for professionals is the mode and the period of learning and barriers to vocational education. There are several barriers to lifelong learning that people should be on the lookout for including time, finances, information and location. That is, it is important that the course opted for is affordable and the learning processes therein fit into the job schedule. Further, sufficient information about the course to be undertaken should be gathered beforehand. The other barrier – location – should be addressed so that the institution in which the course is to be taken is not far off or an unlikable academic environment for the learner (Wang, 2008). Nonetheless, the barriers are easily overcome with the right organisation and management. For example, time could be created for learning just as financial assistance could be sought from employers or financial institutions. Conceptions of Lifelong Learning Several theories, concepts and values have been attached to the idea of lifelong learning. One such conceptions towards lifelong learning emphasises that its core purpose is to promote skills and competencies essential for developing peoples’ capacities and capabilities to perform and solve problems at the workplace. Lifelong learning thus ensures a highly educated and skillful workforce that is critical to an advanced, stable and competitive economy. Besides the academic skills, lifelong learning empowers people with the independence of mind, autonomy of spirit and the personality needed for good performance and productivity at the workplace (Wang, 2008). The second conception of lifelong learning is that it is instrumental in furthering peoples’ economic-related goals. However, this conception narrows the span and meaning of lifelong learning to financial benefits. The third conception of lifelong learning emphasises that lifelong learning is good in and for itself, propelling the learners to look at things with a different view rather than merely encourage people to arrive at some objective. Lifelong learning thus enables people to travel and approach issues and challenges with richer, wider and more elevated perceptions. In fact, this latter conception of lifelong learning insists that every individual seeks to approach life with divergent, rational, transformed and expanded perspectives for social and economic gains. The cognitive achievements and academic experiences necessary for this expanded and elevated perception towards life can be achieved through lifelong learning. The effect of lifelong learning of expanded and elevated perception towards life and learning has, in fact, been adopted by many in society, more so community groups, which have since formed and promoted their own local versions and patterns of lifelong learning. Consequently, there has been a rise in the number of community-based lifelong learning initiatives, which exploit the opportunities available in traditional institutions and agencies (Wang, 2008). Regardless of the aim – learning – there are certain central elements of lifelong learning that cannot be separated from one another. In fact, these aims and elements often interact so that they support one another. The triadic nature of lifelong learning, thus, comprises the elements of its aims, namely economic growth/development, personal progress and fulfillment and social inclusiveness and democratic understanding. Conversance with these elements of lifelong learning is quite vital for acquiring knowledge on the principles and ideals of social inclusiveness, which will foster justice, equity and an adaptable, competitive and strong economy (Wang, 2008). Nonetheless, to realize these principles and ideals of social inclusiveness, a learning society is essential and people must re-orientate their direction towards the idea of a learning society. There is, thus, a challenge for all the stakeholders; governments, policy-makers and educators to conceptualise lifelong learning and design policies to help achieve the objective of ‘lifelong learning for everyone.’ The Pragmatic Approach to Conceptualising Lifelong Learning Several new versions of conceptualising lifelong learning have emerged in recent times. These latter conceptions of lifelong learning assert that the earlier versions may have erroneously and fallaciously articulated lifelong learning as an entirely educational tool. These practical conceptions are, thus, considered alternatives to the earlier conceptions that emphasised education in lifelong learning. These pragmatic approaches to lifelong learning put into consideration the many problems, challenges, questions and issues that individuals, groups, institutions and governments have to grapple with in their efforts to improve the welfare of society (Wang, 2008). Peoples’ actions, choices, directions and how they face these economic, social and personal problems and issues should, therefore, be shaped by learning processes, which would assist them in improving not only personal situations but also societal welfare. It is evident that education alone cannot wholesomely address all these challenges in society. To determine the required improvements and advances on lifelong learning policies and undertakings, philosophers, researchers, educators and policy-makers will become rather useful since lifelong learning must be designed to solve societal problems not merely for academic purposes (Wang, 2008). In this context, the philosophers, researchers, educators and policy-makers must ensure that their interests overlap while designing and implementing lifelong learning policies. It is this collaborative approach to understanding and implementing lifelong learning that is referred to as the pragmatic approach to policy construction, and management of lifelong education. Vocational education is among the techniques by which lifelong learning is perpetuated in many communities. Vocations and Vocational Education In recent times, there have been numerous efforts targeted at promoting perceptions towards lifelong learning among professionals in different disciplines. In particular, these attempts have targeted pre- and vocational educational initiatives. Many learning institutions have implemented vocational training and education to prepare their trainees for jobs. In fact, vocational training and education are necessary for all career levels and types, be it trade, craft, engineering, accountancy, architecture, pharmacy, law nursing or medicine among others. One’s vocation is, thus, the basis of the vocational education to be undertaken since undertaking an irrelevant education or training would be an exercise in futility. While declarative knowledge, which is characteristic of tertiary education, is often taught in an abstract form and emphasises theories, vocational education could be described as the teaching procedural knowledge. However, vocational education recognises tertiary education and other prior learning (Wang, 2008). However, vocational education is closer to the age-old apprenticeship approach to learning, which is applicable to both manual trades and high-knowledge professions. Unlike in the earlier times, the current competitive and technologically advanced job market requires a more skilled and technology-savvy workforce. Consequently, individuals, businesses and governments are investing in vocational education by way of public funding of training organisations, traineeship initiatives and subsidised apprenticeship in a range of industries including retail, tourism, information technology and the traditional crafts and cottage industries. Educational Worth and Purposes of Vocational Education In general terms, vocational education or vocational education and training (VET) serves to prepare and empower learners to take on jobs on the basis of the practical activities involved in these jobs. The term ‘vocational,’ thus, implies that the area of training is traditionally non-academic but related to given occupation/vocation or trade. A unique feature of vocational training and education is that the learner takes part in the practical activities involved in the trade/occupation. Since vocational education demands that learners acquire expertise in given techniques, this type of learning is sometimes referred to as technical education (Wang, 2008). Vocational education and/or training are beneficial to professionals in quite a number of ways. First, vocational education assists in improving peoples’ job performance since it gives professionals a chance to sharpen their skills. Second, vocational education and training introduce potential employees to the job market and the workplace as they have prior acquaintance with the tasks to be performed at the real workplace. Vocational education is also less futile compared to academic education since it imparts real job skills in students rather than mere theories (Wang, 2008). In this regard, vocational education and training create more skilled and specialized learners compared to academic learning. Therefore, the employability of vocationally trained learners is higher than academically trained learners. Specifically, vocational training offers new opportunities for those undecided on whether to attend college or not. What is more, vocational training creates more independent, reliable and responsible learners and workers compared to those who attend regular academic courses. The other important benefit of vocational education is that it eliminates the problem of wrong career choice, which currently affects the majority of students taking regular academic courses. Because of the social status of a job, money, lack of alternative, professional compromise and misinformation, most learners enroll for wrong courses that lead them to wrong professions. On the other hand, those undertaking vocational training and education in most cases pursue their dream jobs. Therefore, instead of importing and employing technicians on higher wages, emphasis and more investment should be directed at vocational training, which has proved to be a great asset to a country’s economy (Wang, 2008). Vocational education also has several benefits derived from manual work such as stronger, healthier and more active and creative workers. Vocational education is also beneficial since the majority of skills and professions covered are found all over the world, thus creating more employment opportunities, even in foreign lands. As a consequence of vocational technical skills and programmes, the economy develops as the highly skilled workforce bridges the demand and supply gap (Wang, 2008). Besides empowering learners to take their skills directly to the workforce, vocational training attracts foreign investment and foreign exchange. Conclusion The idea of lifelong learning shot to prominence as scientific and technological advances forced adults and professionals to seek further education and training to ensure they remained competitive and relevant in the fast-changing job market and workforce. Otherwise, to lag behind as other workers seek the latest knowledge and skills in their disciplines could render one less productive and redundant. For the reasons of not losing jobs and promotions due to inadequate skills and competencies, professionals resort to lifelong learning such as vocational education and training that are considered to have several advantages over the traditional academic learning. Besides the initial education, it is important that a country’s workforce is constantly prepared and trained throughout life not only for professional and academic benefits but also for social inclusion and the wider understanding of life as a whole and the challenges therein. Different conceptions of lifelong learning have emerged to explain the many uses of lifelong learning and vocational education and training. For example, while some conceptions view lifelong learning in terms of professions and economic empowerment, others such as the pragmatic conception regard lifelong learning as a tool for personal empowerment and for acquiring justice, democracy and equality ideals and principles for political, economic and social welfare. This approach, thus, decries the emphasis on education by the other conceptions of lifelong learning – a view that narrows the meaning and implications of lifelong learning and peoples’ vocation. However, peoples’ vocations and the need to stay relevant and competitive in the job market are perhaps the major reasons for vocational education and training, which has the educational benefit of arming workers with the latest skills, techniques and tool for social and economic empowerment. References Wang, V. C. X., 2008. Vocational education and training and global issues: perspectives from North America, Europe, Africa, Asia, Australia and Jamaica (Adult Education ... Research and Practice in Lifelong Learning). Information Age Pub Inc. Read More