The Development of Lifelong Learning - Essay Example

Lifelong Learning (Name) (University) Lifelong Learning Lifelong learning encompasses the acquiring of thoughts, ideas, knowledge, abilities and interests right from the time before beginning of school life to the time during work and past retirement (Knowles et al., 2014). This competencies acquired and adopted in lifelong learning allow an individual to live in sync with the new knowledge based society. Traditionally, learning was divided into two: going to school to acquire knowledge and getting employment to apply the knowledge acquired (Ausubel 2012). The current global setting however is one where the information available in school is too much for the students to handle while the information needed to be applied at work is too much for one individual to retain. Lifelong learning is essential for the future investment of the global community. It is more of a necessity thus a mindset that individuals have to acquire in order to promote the development of knowledge. This retro respect paper discusses lifelong learning and its concepts, a comparison between traditional and lifelong learning and the benefits and limitations of lifelong learning. Based on the European commission, the dynamic changes in the social and economic arenas, a speedy shift to a society that possesses a great deal of knowledge and an ever growing populace have propelled the global community to change to a new approach (Cohen 2014). This approach involves education and training that is founded on lifelong learning. With an overload of information in the current society, systems that require high functionality and technological change that is dynamic, advanced knowledge that is past the usual formal school training is required. Merriam (2012), states that the context of learning has to be examined with regards to the lifespan of different learning systems. He further says that the practice of applying knowledge learnt in formal schools to work acquired after school is no longer as perfunctory as it used to be. Professionalism today warrants for a more knowledge exhaustive environment, where learning in itself is a form of intensive labor that is evolving. An individual who appreciates lifelong learning recognizes that the process never stops. It starts right from birth, runs through childhood to adolescence and adulthood and long into old age where the individual still has an open mind to knowledge. Lifelong learning suggests that the acquisition of knowledge be treated as an integral part of living (Dave 2014). It is not a separate process as the learner gains more by connecting information accessed in everyday practices and addressing of arising issues. Concepts of lifelong learning There are four main concepts addressed in lifelong learning and are constituted as follows: Informal learning This is a feature of lifelong learning that includes both the informal and formal type of learning. It recognizes that formal learning in itself is not enough to guarantee reliable knowledge. Formal knowledge is encompassed of the systematic structured school systems that start from kindergartens, primary schools, secondary schools and tertiary schools. Technical institutions are also a part of formal learning. Informal learning on the other hand is descriptive of lifelong learning as a process through which people gain knowledge, values, attitudes and skills from experiences gone through daily and influences from immediate surroundings such as social influence and environmental influence (Bage 2014). Informal learning looks at the socio linguistic perspectives which involve cultural disciplines, political affiliations and occupational habits. Moral and ethical features involve the conscience and values of an individual and they are mostly learnt during childhood and in the younger adulthood growth. Additionally, learning is psychological in that personality types, emotional responses patterns and dispositions will determine the process of interest in knowledge and its acquisition. Self motivated learning Self motivated learning takes place when individuals take it upon themselves to ensure that they acquire knowledge. It is emphasized that lifelong learners are not rated by the knowledge or learning that they are involved in but by the self drive that motivates them to learn. Successful academic performance is characterized by the focus of control stemming from an individual (Lefcourt, 2014). The characteristics of persons who are most liable to engage in formal or informal learning are inclusive of the necessary skills and positive attitude for learning, real confidence to learn, and the self derived willingness to learn. The pecuniary benefits of learning should not be the motivators of individuals to acquire knowledge but a drive form the inner self of the individual. The policy of lifelong learning encourages learning for its own sake and does not view it as a way of getting financial gain in the long run. Self funded learning This concept on self funded learning emphasizes on the need for individuals to personally support their learning using their own means other than depending on other sources such as family and the government. Learning that has been funded personally by an individual has more impact than one that is sponsored by a different source. The learner who funds themselves becomes a better manager of money and is able to invest well on time. Furthermore, self funding encourages responsibility among learners. Universal participation The concept of universal participation involves both formal and informal learning for all possible causes. These causes include social, economic and personal causes. Jaques Delors proposed a four pillared sequence of the characteristics of lifelong learning individuals (Munta 2014). The first pillar necessitates the acquisition and application of life skills that are needed for the current society and which are additionally adaptable to the future society. The second pillar is focused on the self where a person’s complete development is dependent on the promotion of creativity within the individual and fulfilling of the self. The body, mind and spiritual wholeness are furthermore focused on in the complete development of an individual. The third pillar deals with learning to know where the individual has to possess an approach to learning that is very flexible and focuses on the mastery of tools rather than a programmed acquisition of knowledge which is structured. The last pillar is based on learning to live together. Emphasis is put on the need for mutual respect among one another. Tolerance needs to be exercised and conflicts have to be peacefully resolved. The pillar requires that there exists respect for one another’s culture and a capability to foster community potential. A comparison between traditional learning and lifelong learning In the teaching of traditional instruction, the teacher was the only source of information (Simonson 2014). Furthermore this system provided a form of learning where pupils were only to repeat what had been instructed to them by the teacher. One other misguiding fact was that only the information provided by the teacher was correct and it could not be rectified or improved on. This form of education was and still is ill equipped to suit contemporary learners. Lifelong learning proposes that learning be treated as a form of team related work (Kolb, 2014). Furthermore, both the teacher and learner can build collective information that will assist in the equipping of knowledge. Lifelong learning recognizes the fact that the teacher can be wrong and that the learner is able to contribute in giving commendable information. Additionally, it proposes the integration of new teaching methods that are diverse and convenient for all types of learners. Lifelong learning insists that acquisition of knowledge is not for one particular age group but that anyone who interested can gain knowledge. The traditional model of education restricts learning to formal educational settings. The current lifelong learning process however sheds light on the fact that learning is integral with the working process. Learners do not need to wait until they have work to implement what they have learnt in class. Information is very dynamic and what is learnt to day might vary significantly with what is practiced at the work environment when the period of learning is over. Therefore learning with real world solutions as examples to practice on is a perfect platform for gaining of valuable information to be used at work. While traditional learning focuses on basic skills, lifelong learning integrates knowledge with ongoing work. Traditional learning trains on the absorption of knowledge while lifelong learning is founded on the construction of knowledge. Traditional learning gives knowledge while lifelong learning empowers learners to construct knowledge (Botkin et al., 2014). Whereas traditional learning relates to work being done personally, lifelong learning places focus on group work. The trainers in traditional learning mostly provide knowledge by expounding on the subject matter while lifelong learning has the trainers facilitating knowledge by engaging in work practice. Emerging trends in lifelong learning Modern forms of media and innovative technology have in major ways made lifelong learning easier. The subject of the significance of technology in aiding lifelong learning is still debatable as some scholars argue that sources of information such as the internet have made the learning process an activity that is to a large extent lazy. From modern sources, an individual can access the most basic of information that in a normal situation would not require a lot of thought. One pillar of lifelong learning however, universal participation, encourages the use of all possible sources to achieve a set goal. An individual who is employed, for instance, and wants to pursue college education can enroll for the long distance learning program via the internet and be able to practice both work and learn. This is one major trend in lifelong learning. Currently, lifelong learning is being seen as a means of attaining and maintaining the intelligence needed to meet the socioeconomic and technological changes (Davies 2014). Computer mediated communication has in addition brought individual from different places and times together. It is on this platform that information from all geographical boundaries is exchanged and new and broader knowledge acquired. Advantages of lifelong learning Through lifelong learning, the natural abilities of an individual are developed. Lifelong learning promotes self driven acquisition of knowledge and this plays an important role in the development of an individual. Lifelong learning increases the wisdom to approach matters in all aspects of life and this promotes overall wellness of the individual (Boud, 2013). Lifelong learning gives a subjective meaning to the learner’s life where life projects can be done thus giving an identity to the learner. Lifelong learning is a form of transformative learning where the learner uses their capacity to reason in order to assess and validate a theory or belief and implement it if it has the potential to impact positively on the learner. Limitations of lifelong learning In lifelong learning, some skills may be acquired which are not necessary for use at the time of learning or they might be too dangerous to be executed by the learner. Learning on demand makes it a task driven process and all the required information may not be collected. This exposes users to pieces of information that are isolated and the principle objective to be learnt is not achieved. There exists the difficulty of explaining information into new contexts especially if they are not in existence at the time of learning (Davies, 2014). The term lifelong learning has had a misguided interpretation of being founded to suit economic gains. Individuals harness all the creative power of lifelong learning only to implement it in money making mechanisms. It should however be understood that the learning process focuses on the development of the entire individual which then rubs to the society and finally the whole globe. Conclusion The development of lifelong learning has been considerably distinct and is richly detailed due to its effectiveness in helping people understand their personal circumstances and how to relate them with the surrounding circumstances. Lifelong learning strives to put the learner at the center of education and build a holistic individual for the betterment of the society. References Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge. Ausubel, D. P. (2012). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media. Cohen, S. B. (2014). Geopolitics: the geography of international relations. Rowman & Littlefield. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide. John Wiley & Sons. Dave, R. H. (Ed.). (2014). Foundations of Lifelong Education: Studies in Lifelong Education. Elsevier. Bage, G. (2014). Thinking History 4-14: teaching, learning, curricula and communities. Routledge. Lefcourt, H. M. (2014). Locus of control: Current trends in theory & research. Psychology Press. Munta, M. (2014). EUROPEANIZATION OF ACTIVE LABOUR MARKET POLICIES: THE ROLE OF WELFARE STATE REGIMES. Simonson, M., & Zvacek, S. (2014). Teaching and learning at a distance. Information Age Pub. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Pearson Education. Botkin, J. W., Elmandjra, M., & Malitza, M. (2014). No Limits to Learning: Bridging the Human Gap: The Report to the Club of Rome. Elsevier. Davies, W. K., & Longworth, N. (2014). Lifelong Learning. Routledge. Boud, D. (2013). Enhancing learning through self-assessment. Routledge. Read More