Transcript Document

Lifelong Learning in Malaysia:
Have We Achieved Our Goals?
By
Asil Esaam Ghebllawi
University of Nottingham
Malaysia Campus
Email: [email protected]
Norlia Goolamally
Faculty of Science and Technology
Open University Malaysia
Email: [email protected]
Jamil Ahmad
Faculty of Education
National University of Malaysia
Email: [email protected]
Introduction
 Learning is a continuous process, it starts from day one
and continues throughout one’s journey in life (OECD,
1996).
 Lifelong learning is closely linked to continuous
education and continuing professional development,
with the aim of improving knowledge, skills and
competence (Europa, 2003).
 Today, the pressures from the rapid technological
advances and globalization have increased the
importance of lifelong learning in every society on every
single space on this earth.
Concept of Lifelong Learning
 The concept of lifelong learning which leads to a ‘learning society’
has been visualised and written about for several decades.
 UNESCO-appointed Faure Committee Report of 1972 entitled
“Learning to Be” which made an ardent appeal to all nations of the
world to reorganise their educational structures on two basic
premises.
 First: A learning society is one in which all agencies become
providers of education.
 Second: All citizens should be engaged in learning, taking full
advantage of the opportunities provided by the learning society.
Concept of Lifelong Learning
 The Commission for European Countries:

Defines lifelong learning as all learning activities related to
improving knowledge, skills and competencies within a personal,
civic, social, and/or employment related perspectives.
 Member States are asked to implement lifelong learning strategies in
order to equip individuals with the skills required in today’s
workforce, to permit career development and to reduce skills
mismatches and labour market bottlenecks.
Concept of Lifelong Learning
In the European Union countries;
 lifelong learning is an overarching approach of European co-operation
in education and training policies as well as for the individual
(European Commission Directorate-General for Education and Culture,
2002).
 In principal lifelong learning aims;

to build an inclusive society which offers equal opportunities for
access to quality learning throughout life to all people, and in which
education and training provision is based first and foremost on the
needs and demands of individuals.
 to adjust the ways in which education and training is provided and at
the same time to ensure that people’s knowledge and skills match the
changing demands of jobs and occupations, workplace organisation
and working methods.
 encourages and provides people to participate in all spheres of
modern public life especially in social and political life at all levels of
the community, including at European level.
Concept of Lifelong Learning
 In 1996, a report written by Delors et al, “Learning: The Treasure Within”,
indicated the four pillars of education in the 21st century which are to be;
 Learning to know
 Learning to do
 Learning to be
 Learning to live together
(UNESCO Institute for Education, 2002)
 This report laid strong emphasis on the restoration of knowledge, skills
and learning abilities of individuals to adapt to the new environment.
 It also encouraged the attainment of a sound general education, learning
throughout life, acting creatively in and on one’s own environment,
obtaining occupational skills and also being able to face rapid social
change and work in teams.
Concept of Lifelong Learning
 In practice, the concept of lifelong learning is generally
associated with adult education, partly due to the need of
distinguishing adult learning activities from formal institutional
learning (UNESCO, 2002).
 Learning can be categorised into four general categories
which are: Formal learning
 Non-formal learning
 Individuals taking part in activities to gain new skills or
knowledge in particular areas related to their work or personal
growth
 Informal learning
Lifelong Learning in Korea
In Korea, the term, ‘lifelong learning’ has two different meanings.
‘education from birth to old age, including every aspect of education
such as child education, home education, school education, work
education...’ which is widely accepted by scholars (UNESCO Institute
for Education, 2002).
focuses on out-of-school education which is adopted by The
Lifelong Learning Act of Korea.
specialisation and diversity are two conditions within the broad
definition of lifelong learning that are given priority.
Lifelong Learning in Korea
 Lifelong learning in Korea is commonly understood by
constructing a society that allows learning to whoever,
whenever, wherever the professional training of the lifelong
educator if lifelong learning is to develop in different
settings (UNESCO Institute for Education, 2002).
 In their effort to promote lifelong learning and to strengthen
the foundation of lifelong learning, the government of Korea
has developed close partnerships with large corporations
and has established corporate universities as lifelong
learning institutes.
Lifelong Learning in Korea

To make lifelong learning achievable for every citizen, Korea
introduced a new education which is known as the Credit Bank
System (CBS).

The Credit Bank System (CBS) was proposed by the PCER as a
concrete way to give the citizens in Korea a better opportunity to
enhance their individual capabilities.

The CBS gained government endorsement through a law, passed on
January 13, 1997.

The CBS is an open education system which aims to provide everyone
in Korea the access to various educational opportunities either
obtained from the school environment or out of school.
Lifelong Learning in Korea:
Credit Bank System
 The CBS recognizes diverse learning experiences in
order to foster a society of lifelong learning.
 It is not only for students who are studying at postsecondary institutions but also for adults who continue
additional education and training.
 The main aim of CBS is to raise the overall standards and
status of the non-formal education sector as a vital
means for promoting educational self-achievement and
guaranteeing the global competitiveness of the Korean
population.
Lifelong Learning in Malaysia
 In Malaysia, it is apparent that the concept of lifelong learning is linked to
productivity and employability (Bax & Hassan, 2003) but most adults
would not claim themselves to participate in learning activities if they are
not engaged in a formal educational process.
 The concept of lifelong learning by including all learning activities which
include formal, non-formal and informal learning activities, it is largely
formal learning and to a much lesser extent, non-formal learning that can
be described as the core of lifelong learning programs and activities in
the Malaysian context (Bax & Hassan, 2003).
 Apart from that, the policy also encourages intensifying efforts to
develop and promote Malaysia as a regional centre of educational
excellence and reinforces positive values of citizenship, personal
development and democratic participation.
Lifelong Learning in Malaysia
 Malaysia recognizes and acknowledges the fact that the driving force
of the human resource policy is to further enhance and develop the
nation’s human capital.
 This is clearly stated in the Tenth Malaysia Plan, where the goal of this
country is to become a highly income nation through the expansion of
the supply of highly skilled manpower to support the development of
the knowledge based economy (10th Malaysia Plan 2011-2015).
 To ensure manpower supply is in line with technological change and
market demands, the quality of education and training systems need to
be improved. It has to develop a strong foundation of first-world talent
base. We need to compare the country’s manpower supply with the
high economies nation.
Issues and Challenges
There are several issues and challenges in tertiary education particularly in the lifelong
learning access in Malaysia (Shukor 2010).
access to tertiary education is insufficient to meet the increasing demands of the society
and nation.
diversified geographical feature of the country which is also another issue leading to
inaccessibility to higher education. It is quite clear that the distribution of private higher
education institutions are located mostly in major cities; Kuala Lumpur, Penang, Kota
Kinabalu, Kuching or Johor Bahru.
limited provision of ICT infrastructure at the tertiary education institutions which hinders the
opportunities to fully utilise and exploit the advantages of ICT in order to promote emanagement, e-learning and e-community at the institutions.
institutions themselves are facing shortages of professional teaching staff where they are
behind on current practical knowledge (hands-on), skills and technological developments
(Shukor 2010). Malaysia is still very much dependent on expertise from abroad.
Technical
Education and Vocational Training
(TVET) should be prioritized and
emphasized.
Perceptions on TVET graduates should be improved to attract more trainees in these
areas. Over reliance on unskilled foreign workers caused Malaysia a lot of damage in
ensuring growth towards becoming a high economy nation.
Figure 1. Gap of Malaysia’s human capital compares with other high income economies.
 The gap for Malaysia’s workforce who has acquired tertiary education is lower by 4 points when compared to
the OECD average as at 2007.
 The gaps between other countries in the Eastern part of the globe such as Singapore, Hong Kong and the
Republic of Korea are lower by 12.5 points; 11.6 points and 2.2 points respectively.
 The Malaysian average for skilled labour force as at year 2008 was lower than the OECD average by 8.4
points and when compared to Singapore, Hong Kong and the Republic of Korea, this figure is lower by 23
points, 8 points and 1.3 points respectively to each country’s average.
 On labour productivity also demonstrates that Malaysia is falling far behind the OECD average (51.8 points)
as well as when compared to other nearby countries in the region.
Looking at the gaps, Malaysia has still a long way to go to accomplish its dreams.
Figure 2. Number of Foreign Workers in Malaysia from 1999-2000 by sectors
 For the past ten years, the number of low skilled foreign workers has almost doubled
since 2000 to 1.9 million.
 There is a large quantity of low-skilled labour in the agriculture and manufacturing
sectors as compared to construction, services and domestic help sectors.
These causes delayed investments and hinders Malaysia’s hope to progress economically.
Figure 3. Sectors with high reliance on unskilled foreign work
Figure 3 illustrates productivity level and growth by economic sectors as at 2008.
 Agriculture, manufacturing and construction sectors rely highly on foreign unskilled
workers and these three sectors have low productivity when compared with the other
sectors.
 The country suffers low productivity due to over dependent on unskilled foreign
labour especially in the agricultural, manufacturing and construction sectors.
This over reliance on foreign unskilled workers hinders the country’s transformation
into a knowledge based economy.
The development plans Malaysia has put forth will facilitate the
country to be back on track through the Tenth Malaysia Plan and
the Third Outline Perspective Plan (OPP3)
Recognition of on the job experience and expertise and the
endorsement of trainings and lifelong learning are various
strategies that could once again put the country into its right
path.
 Lifelong learning among the workforce should be
encouraged and promoted and attractive rewards should be
offered to employees who are continuing their study.
Recommendations
Educating people through lifelong learning activities is the essence for the advancement
of human capital. How else can a country project and raise itself to be a developed
nation?
This can only be done through the respective machinery in the government.
Development plans on upgrading human capital capabilities has to be initiated by the
government.
To ensure the successful implementation of lifelong learning plans, the policy makers
and the relevant parties involved should;
Firstly define the term “Lifelong learning” in the Malaysian context.
The public should be made aware on the importance of lifelong learning.
Every citizen should be given the right to education either formal or informal. Like the
Koreans, their initiative is to open up learning to whoever, whenever, wherever it might
be and in whatever different settings.
Recommendations
 Lifelong learning has to be aggressively promoted. The government has
to recognise and endorse education in whatever setting. This will
naturally raise awareness among citizens on why lifelong learning is
essential.
 The mindset of people has to be aligned according to the initiatives laid
by the government. Clear objectives on implementation plans will not
only change the nation’s view toward learning but will also increase
human capital which will elevate the country’s development in terms of
economy, political and social aspects.
Conclusion
 Access to lifelong learning will provide opportunity to every citizen in the
country to contribute to the nation as we progresses to compete in the global
market. But this dream can only be realised if the government is committed
in investing on lifelong learning activities.
 Malaysia should aspire to be like Korea by having a blueprint to ensure that
every citizen is given the priority to get a good education which would lead
Malaysia in achieving its goal in having a strong knowledge based economy
that is beneficial for the individual as well as the country.
 Malaysia has to invest on its human capital capabilities to be a high income
economy and to be at the status of a developed nation. We have been
shaping the development plans, sizing it to fit the country into the global
market but more work needs to be done to make it a reality instead of being
rhetorical.
Thank You