At the 2nd International Conference on Lifelong Learning for All 2014 11th September, 2014 at 10.44-12.15 hours Chulalongkorn University, Bangkok, Thailand - PowerPoint PPT Presentation

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At the 2nd International Conference on Lifelong Learning for All 2014 11th September, 2014 at 10.44-12.15 hours Chulalongkorn University, Bangkok, Thailand

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Learning: the Treasure Within, the Delors Report (UNESCO, 1996). Lifelong learning implies the acquisition of knowledge, ... (the four pillars of education). – PowerPoint PPT presentation

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Title: At the 2nd International Conference on Lifelong Learning for All 2014 11th September, 2014 at 10.44-12.15 hours Chulalongkorn University, Bangkok, Thailand


1
Lifelong Learning Education Policy in
Thailand By Dr. Chaiyos Imsuwan,
Inspector-General, Ministry of Education,
Thailand
  • At the 2nd International Conference on Lifelong
    Learning for All 2014 11th September, 2014 at
    10.44-12.15 hours Chulalongkorn University,
    Bangkok, Thailand

2
  • First, lifelong leaning in its global and
    regional context.
  • Second, the significance and importance of
    lifelong learning in Thailand, and the strategies
    which have been adopted to give it practical
    effect.
  • comments about the future of lifelong learning
    and the way forward post-2015

3
What is lifelong learning?
  • The phenomenon of globalization
  • Sociological and technological change
  • The role and significance of lifelong learning
  • Human resources are invaluable assets for social
    and economic development, and to compete in the
    global community.

4
  • Concept of lifelong learning in late 1960s
  • Lifelong learning encompasses learning at all
    ages and subsumes formal, non-formal and informal
    learning.
  • The Fauré Report Learning to Be (UNESCO, 1972).
    Lifelong learning needs to be the keystone for
    education policies.

5
  • Learning the Treasure Within, the Delors Report
    (UNESCO, 1996). Lifelong learning implies the
    acquisition of knowledge, skills and values
    throughout life, a continuous process of learning
    to know, to do, to live together and to be (the
    four pillars of education).
  • The 1997 Hamburg Declaration on Adult Learning
    viewed literacy as a catalyst for participation
    in social, cultural, political and economic
    activities, and for learning throughout life.

6
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7
  • Lifelong learning has long been an important
    educational policy and part of Thailands
    National Education Act.
  • In 1999, the Act mandated lifelong education
    for all as the basic guiding principle and the
    goal of the education system.
  • The Act stipulated that formal, non-formal and
    informal education must be intertwined to create
    an ability to develop the quality of life on a
    lifelong basis.

8
How do life skills relate to lifelong
learning? Life skills are the essence
of the lifelong learning.
  • Skills development for youth and adults was
    recognized in the third EFA goal, focusing on the
    learning needs of all young people and adults.
  • The EFA Global Monitoring Report 2012 identified
    three main types of skills foundation,
    transferable, and technical and vocational
    skills.

9
  • In Thailand, skill development for lifelong
    learning has been emphasized in the 11th National
    Economic and Social Development Plan (B.E
    2555-2559).
  • The plan emphasizes skills needed for a lifelong
    learning society focus on knowledge, innovation,
    and creativity, and are based on the development
    of five types of mind the disciplined mind, the
    synthesized mind, the creative mind, the
    respectful mind and the ethical mind.

10
What are the regional education challenges ?
  • Education for All movement, initiated in Jomtien
    in 1990
  • Education for All agenda and the
    education-related MDGs are unlikely to be fully
    achieved by 2015
  • Worldwide, more than 57 million children and 69
    million adolescents still do not have access to
    effective basic education.
  • In 2011, an estimated 774 million adults were
    illiterate. Of these, almost two-thirds were
    women.
  • At least 250 million children are not able to
    read, write or count well, even after at least
    four years in school.

11
2014 Regional EFA Synthesis Report Asia-Pacific,
  • Asia Pacific region has the highest number of
    illiterate adults (64).
  • The number of illiterate adults fell by only 4
    (19.5 million) between 2000 and 2012.
  • lliterate adults in South and West Asia
    increased by 5 (19.7 million) during the same
    period
  • millions of young people and adults are faced
    with challenges such as inadequate education,
    unemployment and underemployment.

12
Lifelong learning is the heart of global
education targets
  • At the 37th General Conference of UNESCO, UNESCO
    will promote an overarching education goal
  • Ensuring equitable and inclusive quality
    education and lifelong learning for all by 2030
    has been proposed as the overarching goal of the
    post-2015 education agenda
  • The Asia-Pacific Regional Education Conference
    hosted by Thailand last month (August, 2014)
    ensuring inclusive, lifelong learning for all,
    and improving the quality of education were among
    the top priority action areas identified by
    Asia-Pacific education ministers to guide the
    regions learning sector over the next 15 years.

13
Bangkok Statement
  • Outlined six Regional Priority Action Areas for
    the Asia Pacific region.
  • Require every government to be committed to
    addressing all forms of marginalization.
  • Education should provide youth and adults with
    the skills they need to maximize employment
    opportunities and challenging by socio-economic
    and demographic transformations.
  • Learning methods encourage young people to be
    creative, innovative and think critically.
  • Utilization of ICT

14
How Thailand meets the challenge of
implementing lifelong learning?
  • In Thailand, the most significant underprivileged
    group are young people who have missed the
    boat for education.
  • These people need development, assistance and
    support to improve their skills and knowledge
  • Thailand has long promoted lifelong learning
  • These programmes are conducted by both government
    and private sector organizations, and are
    intended to address the problems and needs of the
    underprivileged who are disadvantages by lack of
    formal schooling.

15
  • Attention to the development and expansion of
    quality education to enable universal access,
    and to promote lifelong learning.
  • Eleventh National Economic and Social
    Development Plan (2012-2016) and the Eleventh
    National Education Development Plan of the
    Ministry of Education (2012-2016).
  • Other development agencies have long worked with
    communities and adult groups to upgrade their
    skills and competencies

16
So, what specific lifelong learning programmes
are being implemented.
  • New learning opportunities and life skills for
    youth and adults.
  • Thailand works towards creating a society of
    sustainable lifelong learning.
  • Quality development of its citizenry, and
    providing opportunities for learning and
    appropriate skill development at every age
  • Moral and ethical values and that imbue a sense
    of pride in being Thai while yet acknowledging
    the responsibilities of global citizenship.

17
Thailands policy of life skills
  • Social and psychological capabilities, that aid
    people to respond effectively to the various
    dilemma situations that arise in daily life.
  • Enable people to be prepared for lifes
    unexpected problems and to lead good, moral, and
    ethical lifestyles maintain good health and
    safety and avoid AIDS and drugs.
  • Measures have been taken to identify, develop and
    improve skills needed by the labour market, as
    well as skills required for living in the 21st
    century.

18
  • Development of life skills is an important
    component of the Basic Education Core Curriculum
    2008.
  • The core curriculum of 2008 specified two
    categories of life skills education
  • 1) a general category of basic life
    skills needed by learners to deal with everyday
    life and the problems that occur
  • 2) specific life skills required for
    contending with unexpected crises and overcoming
    obstacles that arise.

19
Development of literacy programmes.
  • In 2009, people of working age, 162,708 were
    illiterate
  • Literacy test were used in the survey
  • Ministry of Education has developed a literacy
    programme
  • The programme aims to develop skills in
    understanding, speaking, reading and writing,
    using a minimum of 800 common words used in daily
    life.

20
  • 9,625 Community Learning Centres are established
    in every community
  • 906 public libraries, including 87
    Chalermraj-Kumary Public Libraries and planned to
    be 100 by 2015
  • TK Park in response to the idea of preparing
    Thailand for Knowledge-based Society
  • 2009-2018 Thai Decade of Reading

21
Strategy for equitable and inclusive quality
education and lifelong learning for all by 2030
?
  • Thai Educational Plans call for balanced and
    sustained development
  • Seven measures were proposed in the Muscat
    Agreement to achieve this goal
  • - Increase the number of children
    receiving education and care
  • - Ensure all young people complete at
    least ten years of quality compulsory basic
    education
  • - Increase the level and quality of
    literacy and numeracy skills and capabilities
    among young people and adults
  • - Ensure that skills, abilities, and
    knowledge of young people are consistent
    with manpower needs
  • - Strengthen achievement, knowledge,
    and skills of all learners, along with values
    and attitudes consistent with being members of a
    global society
  • - Ensure that all learners are taught
    by qualified, professionally trained,
    motivated and well supported teachers and
  • - Increase the state budget for
    education.

22
Thailand is focusing its lifelong learning policy
as follows
  • 1. Create a quality learning society
  • 2. Continue to focus on improving education
    quality through curriculum reform and reform
    of the teaching/learning process.
  • 3. Improve vocational education and
    encourage research and development
  • 4. Continue reforming teacher education and
    training to improve teacher quality and to
    attract qualified individuals into the
    profession.
  • 5 Continue utilizing ICT more effectively

23
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