Purpose of Life Long Learning - Literature review Example

PURPOSE OF LIFE LONG LEARNING (A Method of Education with Universal Purpose) 1. Introduction Lifelong learning is generally identified with adult and vocational education. It is commonly seen as having the purpose of preparing people for work through education and acquisition of skills. However, due to some circumstances particularly in the advent of new technology and rapid economic development, the traditional view of lifelong learning changed into a more economic oriented perspective. Some argued that the current view narrowed the original purpose of lifelong learning and reduced its value to the point that economic gain is given more priority. The following section discusses the issue about the real purpose of lifelong learning and the argument that it is indeed intended for universal use. 2. The Purpose of Life Long Learning The concept behind lifelong learning generally have a noble intention of allowing learning to occur throughout an individual’s life time (Knapper & Cropley 2000, p.1). It is to ensure that people from all walks of life can return and learn whenever they need to (Field 2006, p.3). Moreover, according to Gorard & Rees (2002, p. 3), lifelong learning is universal and not exclusive to a few elite. Lifelong learning based on these assertions, appears as some kind of special method for educating people regardless of their motivation, age, and status in life. However, this conception no longer prevail and many believe that it has been changed with a much simpler thought and business oriented idea of learning to enable a more efficient and useful workforce (Field 2006, p.3). The changes in the concept according to Wieringen & Attwell (1999, p.303) was in response to the increasing economic and social development where the need to re-skill and advancing the knowledge of the professional workforce is critical. Apparently, the purpose of lifelong expanded and now being applied not only for individuals who simply wants to learn late in life or to get a job but for a larger and economically beneficial purpose. The argument that the purpose of lifelong learning is being reduced to a simpler thought is not quite true as lifelong learning (as will be discuss in the following sections), even from the time of its conception is not intended for a single purpose. 2.1 The Nature of Learning There are a number of reasons why people want to learn such as to improve their skill, to get a certification, self-improvement, and others (Forest & Kinser 2002, p.408) thus one cannot say that learning is limited to one particular purpose. Using its initial intent as an argument to support the idea that lifelong learning purpose is limited to personal development or simple change of career, then using the term lifelong learning for other purpose is wrong. However, as mentioned above, learning is not limited to particular purpose and because learning has no boundaries, the purpose of lifelong learning may be extended as required. It is important to note that lifelong learning is not just a matter of deciding to learn but a way of thinking about the larger society’s attitude towards education (Field.2006, p.2). In other words, if the larger society sees the need to use education as a tool to cope with the rapid economic development then they could use the concept of lifelong learning to achieve it. Learning as discussed above is not necessary restricted to a certain method of education. For instance, it is also common knowledge that our society requires people at their young age to go to school and learn. Similarly, the common purpose of everyone is to prepare the children for work in the future. However, what will happen when someone failed to attend school because of poverty, sickness, early marriage, and others. Is there a way for them to catch-up, learn, and get a job? Lifelong learning offers such opportunity. On the other side, what will happen if new technology is introduced and those working in that department is unfamiliar and unskilled for the job. Can they still get the job done and retain their position in the company? The answer is definitely yes because lifelong learning also offers that opportunity. The fact the learning has no limitations; people can use any method that is available and suitable for the purpose. 2.2 The Changing Circumstances The period in which lifelong learning was conceived and recognized is a very important factor in determining its real purpose. Moreover, to argue and support the notion that the purpose of lifelong learning is not necessarily restricted to one purpose, one must understand the circumstances during that time. Literature concerning the subject suggests that the idea of lifelong learning was conceived long before the coming of information technology and globalisation. According to Knapper & Cropley (2000, p.1), the idea of lifelong learning has been in existence for a considerably long time as evidenced by the works of early European educational theorist. However, although many were influenced by the concept during the years, it was only given much attention in the 1970s when the economy started to demand further education. In 1996 for instance, lifelong learning in Europe is viewed as a form of education where people can acquire knowledge, values, and skills that they can use not only for one situation but for all circumstances (Forest & Kinser 2002, p.408). The obvious alteration of the concept particularly in the region where it was conceived suggests that the lifelong learning is flexible and influenced by the changing circumstances (Field & Liecester 2000, p.179). Logically, the economic situation in the 1970s and the 1990s is different and in fact much more complicated than before. As stated by Wieringen & Attwell (1999, p.303), the economic circumstances during that time is changing due to rapid development. Therefore, if lifelong learning is to retain its purpose (as argued by some) no matter what the circumstances is, then lifelong learning is useless. For instance, although indirectly, the initial purpose of lifelong learning is to give all people an opportunity to learn skills. In other words, the purpose is to give people a job and a chance to be a productive member of our society. Given that this is a virtuous idea, restricting it to such purpose is actually much simpler thought than the idea of using it to sustain economic development where each and everyone in our society would greatly benefit. The issue is actually a matter of deciding which purpose is nobler than the other. As mentioned earlier, lifelong learning is never intended for a single purpose and therefore wrong to assume that it is reduced to a simpler thought. Actually, it is much simpler thought to assume that lifelong learning should be limited and should not be use to attain bigger benefits. The changing circumstances in our society are the biggest factor why expansion lifelong learning purpose should be expected as it involves “learning on demand” (Cumming 1999, p.21). According to Cumming (1999, p.21), lifelong learning needs recognition of the co-evolutionary processes or the changing relationship between human activities and progress. The traditional notion where education is followed by work is no longer rational as professions is becoming increasingly knowledge-intensive that continuous learning is an integral part of work. In other words, work demands workers to learn more and failure to do so would mean ineffectiveness and unproductiveness. For instance, if one person graduated from school and landed a job as a secretary using a manual typewriter in the late 1980s, she would have problems working with desktop computers a few years later. This is because this innovative system is not part of his previous education or training. Consequently, she would have to study again and learn at least the fundamentals of desktop publishing. Later, new ways of working may be introduced such as ISO, Sigma, and so on, and she will have to upgrade her skills to comply. The reality that circumstances at work changes requires people to cope with the demand and for this reason they have to learn again and use whatever education method is suitable. Lifelong learning is here for the taking – why not use it? 2.3 Economic Benefits One of the important issues about the purpose of lifelong learning is the fact that is being use to gain economic benefits or maintain individual currency. An analysis of why people want to be educated and trained suggests that individuals participate in lifelong learning because of the economic benefits that can be derived from education and training (Gorard & Rees 2002, p.15). Moreover, some of them do so because of necessity in the advent of knowledge economy and increasing competition (Morgain-Klein & Osborne 2008, p.56). It is therefore not strange to find people using lifelong learning for economic benefits. If some people argue that the purpose of lifelong learning should not include gaining economic benefits or uplifting individual standard of living as it is reducing its purpose to a simpler form and perhaps its dignity, then what is the benefit of learning? To think simply in terms of giving a person a chance to be educated in later years will make lifelong learning appear as an avenue for hopeless, uneducated, and poorly skilled individuals who only needs education rather than helping them progress economically. As mentioned earlier, people have varying reasons for going to school and be educated and more often than not, the reason is to gain economic benefits. Take for example the purpose of every student around the world regardless of age, nationality, and state’s economic standing. One would probably find very few students that would say they want to learn because they simply want to have the skill. Rather, one would like hear phrases like to get a decent job, help their family, buy a bigger house, own a car, travel around the world, and get rich. The reason for such attitude towards learning is simple as according to Coles & Werquin (2007, p.38), the benefits of an educated workforce include improved economic performance as affected by the levels of skills supplied in the labour market. Clearly, an organisation with an intention to grow and progress would not hire people with lesser level of skills. Similarly, a person who aspires to land a job should act and acquire the level of skills required by these organisations otherwise they would be rejected and all the hopes for a bigger house or a nice shiny car will come to an end. Personally, there is actually no reason to question whether the person taking up lifelong learning would use it to elect himself as the president of one state or to be prime minister in the future. Certainly, it is also not an issue if an assistant supervisor of a manufacturing firm is taking up lifelong learning with an intention to out rank his boss in terms of education. As discussed earlier, lifelong learning is designed universally for people who wants to learn and therefore open for whatever purpose people have. In the 1995 study of OECD about the potential relationship between high levels of education and economic success, lifelong learning appears as an educational, social, and cultural concept For instance, unemployment reduced self-esteem thus affecting people’s health, interpersonal relationship, and sometimes crimes and abuse of illegal substance. In contrast, highly educated people employed in decent jobs are less likely to get involved in crime, vandalism, and require welfare benefits (Longworth 1999, p.37). Clearly, we cannot avoid people who want to upgrade themselves in order to be a more productive member of our society away from crimes and destructive behaviours. The reality that business often requires educated people makes things more difficult for those who did not have the opportunity to get a formal education in their early years for some reason or another. The concept of lifelong learning suggests that anyone who needs education must be accepted. More importantly, the concept is not exclusive for first timers or individual who needs the skill to land a job. In fact, the concept is offering an opportunity for anyone who wants to upgrade their skill. This is because a worker with an obsolete skill is comparable to unemployed individual with no skill. For instance, as mentioned in the example earlier, if the secretary chooses not to upgrade her skill and remain less productive than others, then the company will have no choice but to remove and replace her with a person with fitting skill. Similarly, an assistant supervisor who is not interested in upgrading his supervisory skill will not be promoted and will be left behind economically. The reality that learning, education, and economic gains are inseparable makes lifelong learning a very important element in our society. By experience and observation, it is difficult to get a job and survive economically without proper education and suitable skills. Even if you are already employed, the work often times required new skills and gradually after some period, introduction of latest technology outdates the skill completely. This is probably the reason why business organisations encourage their employees to take seminars and advance courses. In my personal opinion, there is nothing wrong with business organisations and other entities to use lifelong learning as a skills upgrading method for their employees. Regardless of their motives which are likely in line with business objectives and profit generation, organisations and individuals must be allowed to learn through lifelong learning programmes. Similarly, if using lifelong learning this way disconnects it from its original purpose then let those who believe judge the outcome. 3. Conclusion As far as learning is concern, the concept of lifelong learning is not exclusive to a single purpose contrary to what some people think. It is actually a method of education that welcomes everybody regardless of purpose. It is universal and therefore not limited to those who just want to get a job or simply want to learn new skills. The argument that using lifelong learning for maintaining personal currency or further economic gain is beyond the real purposes of the method is simply wrong. This is because it was never intended for a single purpose as some mistakenly perceived. The reality that learning is not limited makes lifelong learning accessible for all regardless of motive or intention. The nature of learning, the changing circumstances, and the economic gains from having a highly educated workforce affects how people access their education. Using lifelong learning for economic gains or maintaining viability in the face of rapid development is not simplification of its original purpose but application of the real intention of the method. The purpose of lifelong learning is universal and therefore applicable for any undertaking that needs additional education. 4. References Coles M. & Werquin P., 2007, Qualifications systems: bridges to lifelong learning, OECD Publishing, UK Cumming G., 1999, Advanced research in computers and communications in education: new human abilities for the networked society : proceedings of ICCE '99, 7th International Conference on Computers in Education, Chiba, Japan, Volume 1, IOS Press, Netherlands Field J. & Leicester M., 2000, Lifelong learning: education across the lifespan, Routledge, UK Field J., 2006, Lifelong learning and the new educational order, Trentham Books, UK Forest J. & Kinser K., 2002, Higher education in the United States: an encyclopedia, Volume 1, ABC-CLIO, US Gorard S. & Rees G., 2002, Creating a learning society?: learning careers and policies for lifelong learning, The Policy Press, UK Knapper C. & Cropley A., 2000, Lifelong learning in higher education, Routledge, UK Longworth N., 1999, Making lifelong learning work: learning cities for a learning century, Routledge, UK Morgain-Klein B. & Osborne M., 2008, The concepts and practices of lifelong learning, Routledge, UK Wieringen F. & Attwell G., 1999, Vocational and adult education in Europe, Springer, Netherlands Read More