LIFE TRANSFORMING JOURNEY

LIFE TRANSFORMING LIFE TRANSFORMING JOURNEYJOURNEY

By Jin Kuan Kok, Sew Kim Low

Paper Presentation International Conference on Lifelong

learning14 Nov 2011

Universiti Tunku Abdul Rahman

• INTRODUCTION • OVERVIEW OF LITERATURE REVIEW • OBJECTIVES OF THE STUDY• RESEARCH METHODLOGY: Narrative

approach • RESEARCH FINDINGS• STAGE ONE: REFLECTION & EVALUATION• STAGE TWO: OPPORTUNITY & DECISION

MAKING• STAGE THREE: SUPPORT & OVERCOMING

OBSTACLES• POSTPONEMENT & TEMPORARY EXIT• STAGE FOUR: ON-GOING GROWTH• DISCUSSION • CONCLUSION

INTRODUCTION• 1965, UNESCO began to advocate the

extension of the education process throughout life.

• 1972, UNESCO published “Learning TO BE”• Lifelong learning is process oriented.• Lifelong learning includes the informal and

non-formal education.• Lifelong learning as a means of coping

with challenges of a rapidly changing world.

Human Capital Theory

• The current dominant theory of lifelong learning.

• For the development of human capital, thus promote a healthy economy.

• An investment for useful knowledge and developing skills.

• It involves constant learning and upgrading.

Other Theories or Models

• Maslow’s theory of needs: Human beings are motivated to satisfy their achievement and self-actualization needs.

• Cross proposed a chain-or-response (COR) model: A self-directed, not a single act but result of a chain of responses.

• It involves seven-stage process: self-evaluation, attitude, motivation, life transitions, opportunities & barriers, information & decision making.

OBJECTIVES OF THE STUDY

• Cross’s model: psychological oriented.• Ng (2006) incorporates other sociological

factors.• Objectives of this study: to find out from

the participants their lifelong learning journey that describe their motivation and social/cultural factors that contributed to their lifelong learning experience.

METHODLOGY

• 12 research participants (aged 40 – 65)

• 5 Primary school teachers; 4 Secondary school teachers; 1retiree; 2 University lecturer.

• Narrative approach• In-depth interviews.

Broad based questions

• Describe your experience of learning and after leaving school, have you attended any courses?

• What difficulties did you face and how did you overcome them?

• What is your view of lifelong learning?

RESEARCH FINDINGS Stage One: Reflection

and Evaluation

• Lifelong learning experience from a life reflection or life evaluation.

- Dissatisfaction- Yearning for a change- Bored of day in and day out“I compared my salary with a fresh

graduate who just started teaching. I had this intention to upgrade myself”.

RESEARCH FINDINGS Stage One: Reflection

and Evaluation- “If I didn’t get the Biasiswa, I will pay for

myself because this was my dream. I would regret it very much if I never did it.”

- “I retired when I was 56, I have taught Physics for more than 30 years. So, when I finally retired, I asked myself, what is next?”

RESEARCH FINDINGS Stage Two: Opportunity

and Decision Making• It shows how the participants were

motivated from a critical life review.

- “The MOE wants to upgrade all the primary and secondary teachers to a degree holder. This year almost everyone who applied would get it as long as we are under the age of 46”.

RESEARCH FINDINGS Stage Three: Support

and Overcoming Obstacles

• Challenges included having to juggle their many responsibilities.

• Long hours intensive courses.• Stressful to do assignments and

examinations again.• Supports: spouse, family

members, course mates.

Family Supports

• If my own husband were not helping with the caring of children, I would definitely not able to do it” (50, F, primary school Home Science teacher)

Struggles

• Why am I doing this?“I felt guilty as I was not there for my

children”. (A mother of two young children)

“My wife gave me lots of negativism. Stop doing all those study and examination. It is our children turn now and our time is over” (65 Male, a lecturer in a private university)

Postponement and temporary exit

• Female participants waited for children to enter secondary schools.

• Male participants postponed their studies due to heavy work load and responsibility for family.

“I waited till my children have gone to the university…now I decided to uproot my family from Alor Star to Kampar to pursue my dreams for a university education.

STAGE FOUR: ON-GOING GROWTH

• Participants become more confident, daring to take risks.

• Life has become more meaning and enriching.

Role Model

• Being inspired by others.

• Now they wanted to become a role model of others.

DISCUSSION• Merriam & Caffarella (1999) stated

that important life events serve as motivators.

• This findings show that the participants were motivated by dissatisfactions which prompted them to do reflection. There was unfulfilled dreams.

Supporting means

• Pan (1997) held that effective and sustained lifelong learners need supporting means.

• External: government’s initiatives, supporting system, framework, information availability.

• Socio-cultural and contextual factors: family, friends, colleagues, course-mates, role models.

Limitation of studies

• Only reveals a handful of high status professional people engaged in formal education learning.

• Many people outside the government sectors.

• Non-formal and informal education underrepresented or underdeveloped.

• More External framework supports from a macro and micro-social are needed.

Model of lifelong learning

Support & Overcome obstacle

Reflection & Evaluation

Dreams &Life Events

Decision Making & Engaging in Lifelong learning Postponement &

Temporary Exit

On-going Growth

System support & Information

Family/Other support

Thank you