ADEA 2008 Biennale on Education in Africa Beyond Primary Education:

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Beyond Primary Education: Challenges of and Approaches to Beyond Primary Education: Challenges of and Approaches to Expanding Learning Opportunities in Africa Association for the Expanding Learning Opportunities in Africa Association for the

Development of Education in Africa (ADEA)Development of Education in Africa (ADEA)Biennale 2008 on Post-Primary EducationBiennale 2008 on Post-Primary Education

Session 6: Quality and Relevance of Post-Primary Education: Demand and Supply of teachers for Post-Primary Education, Curriculum and Skills Development

LIFELONG LEARNING CONNECTIONS: THE NODAL ROLE OF DIVERSIFIED POST-PRIMARY AND POST-BASIC APPROACHES

Adama OuaneDirector, UIL

ADEA 2008 Biennale on Education in Africa

Beyond Primary Education:Challenges and Approaches to Expanding Learning Opportunities in Africa

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Problem statement

The holistic and integrated nature of LLL offers the necessary framework to cater for PPE of various kinds.

This presentation concentrates on the learning connections given by the LLL approach and the implications of this approach for PPE.

The recognition of NFE and informal education is underlined.



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Four Assumptions

1. LLL as organizing principles for post-primary and post-basic education

2. Curriculum integration across a broad array of subjects and competencies

3. A Comprehensive System of Recognition and Validation of Learning

4. Alternative Approaches to PPET



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1. LLL as organizing principles for post-primary and post-basic education

LLL perspective entails a concern for all post-basic education

based on the concept of a learning continuum, embracing and integrating all kinds of learning and the demanding creation of conditions for learning to be lifelong and life-wide.



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The idea of LLL rests upon integrating learning and living both veritcally and horizontally:

Vertically: from birth to death, connecting various developmental stages of the learner (infant, child, adolescent and adult) and different levels of education (pre-school, primary, secondary, higher etc.).

Horizontally: ´linking learning to all spheres of life: family, community, study, work and leisure.



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LLL also involves the taks of linking different types of education:

formal, non-formal and informal education.[I will look for a nice diagram on this.

rika]



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Three misconceptions should be dispelled with regard to LLL: LLL is neither a new concept nor a system only for rich and developed countries. LLL is not limited o adult learning neither is it limited to students in secondary and higher education. It concerns youth and adults in all forms of education. LLL is not linked to academic education and vocational training, employability and the worls of work. It entails also active citizenship, social participation, leisure and self-fulfillmetn and learning for enlightment. It covers the whole spectrum of life.



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While looking into the nodal role of LLL connections geared to PPE three major questions often asked are raised:

° How can we get away from viewing LLL as a slogan and move into action?

° How should we promote LLL to really ensure learning throughout life?

° How should LLL be grounded in educational policy and practice?



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2.Curriculum integration across a broad array of subjects and competencies:

° LLL is life itself. The continuing acquisition of knowledge, skills, wisdom and behavior patterns is probably the most distinctive feature of human species.

° All forms of learning can develop the competencies needed for an individual to lead an overall successful and responsible life, as well as to face present and future challenges in contemporary society.



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This is the main purpose of LLL and the key to it can be summed up in the phrase “learning to learn”.



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The holistic and integrated nature of LLL is reflected in a form of curriculum development that provides diversified contents, caters for the needs and demands of different groups and covers general as well as technical and vocational education and training.



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Connecting learning worlds, bridging between levels of education and learning, integrating content and valuing all kinds of learng and traing achievements are also essential aims for LLL.

LLL provides the conditions and capacities for genuine empowerement and inclusion.



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The LLL approach to the organization of curriculum can be the integrative aspect linking the different forms and types of learning and creating conditions for continuing learning and for accumulation and validation of competencies and capabilities acquired over time.


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Equal access to post/primary and post/basic education, including training for life skills and basic vocational skills can only be extended to all if there is a system of LLL integrating all these other forms of education, training and social as well as cultural learning needs.


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3. A Comprehensive System of Recognition and Validation of Learning:

LLL requires two major efforts or shifts:


Every student or learner who leaves the system of initial education must do so only if he/she has attained a level of learning ability that equips him/her to benefit from future exposure to learning.

Opportunities to continue learning have to be stimulated, be it formal, non-formal or informal settings using all channels and learning aids and spaces.

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The post/primary models proposed will lead to a better distribution of the benefits of learning and improve access to higher education and higher order training.



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The challenge faced by most African countries is to focus on building a foundation for LLL which goes beyond UPE and creates not only a structure but an organic system of secondary, technical and vocational education that will enable young people to complete school or graduate from NFE courses and to continue learning and acquiring the necessary competence for a job or self-employment.



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4. ALTERNATIVE APPROACHES TO PPET

One possible overall remedy for the problematic of low achievers is the broad implementation of LLL offering suitably diversified alternatives, different and complementary routes and opportunities to catch up improve skills and competencies and to acquire new knowledge and capabilities.



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The African region is witnessing more and more policies and strategies linking the different forms and stages of learning.

Two country examples:NamibiaSouth Africa



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Namibia:NFE equivalent education is part of the “formal system.”LLL perspective through regular school system and the National Literacy Programme in Namibia (NPLN)NPLN, followed by Adult Upper Primary Education Programme (AUPE), leading to further academic education by distance (Namibia College of Open Learning: NAMCOL).



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South Africa:



All individuals should have access to lifelong education and training irrespective of race, class, gender, creed or age.

• I’ll look for a flag or MOE logo to put here. RIKA

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South Africa’s 7 Legislations:



1. South African Qualification Authority (SAQA) Act of 19952. National Education Policy Act & South African Schools Act of

19963. Higher Education Act of 19974. Further Education and Training Act of 19985. Skills Development Act of 19986. Skills Development Levy Act of 19987. Adult Education and Training (ABET) Act of 2000

National Quality Assurance System est. in 2001/2002

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Conclusions: Opportunities should be

organized to learn throughout the whole life.

More attention should be give to LLL which of course includes PPE.



ADEA 2008 Biennale on Education in Africa Beyond Primary Education:

Documents

africabeyond primary

development of education

learning opportunities

informal education

postprimary educationsession

postprimary educationfour

africa adea biennale

africa association