Abstract
This chapter offers a brief glimpse into the origins of lifelong learning and analyzes its trajectories in key Asian countries, including China, Indonesia, Japan, the Republic of Korea, Malaysia, Singapore, and Thailand. It highlights the historic social roots of lifelong learning in Asia which led to the dominance of a collectivist approach in its development, morphing recently within economic imperatives.
We begin by considering the dichotomy often presented between social and economic purposes when justifying programs and policies, and their funding base. This dichotomy is further analyzed via five dimensions: the role of legislation, the focus on credentialism, the importance of place, centralization, and top-down policies (and by contrast collectivist approaches), the targeting of particular groups, the impacts of the sustainable development goals (SDGs) and of the COVID-19 pandemic.
We suggest that such a dichotomy is misleading. The multi-faceted purposes of learning have allowed economic and social purposes to be logical bedfellows, where longstanding commitments to learning with a social purpose are segued into economically-driven lifelong learning policies and practices. This narrative of the critical role that lifelong learning plays in sustaining economic growth and social inclusivity has been echoed at key Asian regional fora and by IGOs, including APEC (Asia-Pacific Economic Cooperation), ASEAN (Association of South-East Asian Nations), ASEM (Asia-Europe Meeting), ILO (International Labor Organisation), SEAMEO (Southeast Asian Ministers of Education Organization), and, UNESCO, particularly, the UNESCO Institute for Lifelong Learning (UIL). The chapter considers the role of these organizations in shaping the lifelong learning agenda in Asia.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Amaltas Institute of Human Development. (2019). Review of evidence on disability programmes in South Asia. Retrieved from https://assets.publishing.service.gov.uk/media/5de514a5e5274a65d401b7f5/Amaltas_IHD_Disability_in_South_Asia.pdf
APEC. (2000). 2000 APEC Education Ministerial Meeting. Retrieved from https://www.apec.org/Meeting-Papers/Sectoral-Ministerial-Meetings/Education/2000_education
APEC. (2001). 2001 APEC Human Resource Development Ministerial Meeting. Retrieved from https://www.apec.org/Meeting-Papers/Sectoral-Ministerial-Meetings/Human-Resources-Development/2001_hrd
ASEAN. (2016a). ASEAN guiding principles for quality assurance and recognition of competency certification systems. Retrieved from https://asean.org/wp-content/uploads/2012/05/Guiding-Principles-for-Quality-Assurance-and-Recognition-of-Competency-C….pdf
ASEAN. (2016b). ASEAN Quality Assurance Framework. Retrieved from https://www.share-asean.eu/sites/default/files/AQAF.pdf
ASEAN. (2020). ASEAN Qualifications Referencing Framework (AQRF) – Referencing guidelines. Retrieved from https://asean.org/wp-content/uploads/2017/03/AQRF-Referencing-Guidelines-2020-Final.pdf
ASEAN Declaration. (2016). Adoption of declaration on strengthening education for out-of-school children and youth (OOSCY). 28th ASEAN Summit in Vientiane, Lao PDR. Retrieved from https://asean.org/wp-content/uploads/2016/09/ASEAN-Declaration-on-OOSCY_ADOPTED.pdf
ASEAN Secretariat. (2008). The ASEAN Charter. Jakarta, Indonesia. Retrieved from https://asean.org/wp-content/uploads/images/archive/publications/ASEAN-Charter.pdf
Azman, N., & Ahmad, A. (2006). History, trends and significant development of adult education in Malaysia. Journal of Historical Studies, VII, 66–82.
Carlsen, A. (2013). A new deal for education: Lifelong learning for all orientation of lifelong learning development in South-East Asia. At the 47th SEAMEC, Policy Forum: Lifelong Learning: Policy and Vision. Retrieved from https://www.seameo.org/img/News_Events/SEAMEC/47seamec_2013/for-media/PolicyForum/Presentation%204-Prof.Arne%20Carlsen.pdf
Charungkaittikul, S. (2019). Building a learning society: Perspective from Thailand. New Directions for Adult and Continuing Education, 162, 25–36.
Choi, S.-D. (2008). Different models of lifelong learning: From the perspective of international comparison. Korean Journal of Educational Policy, 5(1), 83–105.
Choi, S., & Han, S. (2019). Adoption of lifelong learning policies and reterritorialization of adult education in East Asia. New Directions for Adult & Continuing Education, 162, 125–137.
Duke, C., & Kuan, T. (2018). Seniors-meet-seniors: Singapore case study of the study circle. In Y. G. Yoon (Ed.), Learning circles towards sustainable learning cities: International Best Practices. NILE: Seoul.
Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovsky, A. V., Rahnema, M., & Ward, F. C. (1972). Learning to be: The world of education today and tomorrow. Paris/London: UNESCO/Harrap.
Gopinathan, S. (2007). Globalisation, the Singapore developmental state and education policy: A thesis revisited. Globalisation, Societies and Education, 5(1), 53–70.
Government of Singapore. (2002). Lifelong learning endowment fund act. Retrieved from https://sso.agc.gov.sg/Act/LLEFA2001
Han, S. (2007). Asian lifelong learning in the context of a global knowledge economy: A task re-visited. Asia Pacific Education Review, 8(3), 478–486.
Han, S., & Makino, A. (2013). Learning cities in East Asia: Japan, the Republic of Korea and China. International Review of Education, 59(4), 443–468.
Head, A. J., Van Hoeck, M., & Garson, D. S. (2015). Lifelong learning in the digital age: A content analysis of recent research on participation. First Monday, 20(2). Retrieved from https://doi.org/10.5210/fm.v20i2.5857
Hutchins, R. M. (1970). The learning society. Harmondsworth: Penguin.
International Council for Open and Distance Education. (2019). The present and future of alternative digital credentials (ADCs). Oslo: International Council for Open and Distance Education.
International Labour Organization. (2019). Lifelong learning: Concepts, issues and actions. Retrieved from https://www.ilo.org/wcmsp5/groups/public/%2D%2D-ed_emp/%2D%2D-ifp_skills/documents/publication/wcms_711842.pdf
Koh, B. S. (2014). Learning for life: Singapore’s investment in lifelong learning since the 1950s. Singapore Workforce Development Agency.
Korean Educational Development Institute (KEDI). (2002). Guide book for lifelong learning city (RM 2007–38). Seoul: KEDI.
Lifelong Learning Promotion Division, Education Policy Bureau, Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2021). The trend of lifelong learning in Japan. Sub-Regional Consultation for CONFINTEA VII 2022 in North-east Asia. Retrieved from https://uil.unesco.org/sites/default/files/doc/adult-education/confintea-7/confintea_vii_-_ne_sub-regional_consultation_-_japan.pdf
London, M. (2011). Lifelong learning: Introduction. In M. London (Ed.), The Oxford handbook of lifelong learning (1st ed.). Oxford: Oxford University Press.
Ministry of Education, P. R. China. (1998). Action scheme for invigorating education towards the 21st century. Retrieved from http://ie.china-embassy.org/eng/whjy/t112959.htm
Ministry of Finance Singapore. (2015). Singapore Budget 2015: Building our future, strengthening social security. Retrieved from https://www.mof.gov.sg/docs/default-source/default-document-library/singapore-budget/budget-archives/2015/fy2015_budget_statement.pdf
Ministry of Foreign Affairs Thailand. (2017). Thailand’s voluntary national review on the implementation of the 2030 agenda for sustainable development. Retrieved from https://data.opendevelopmentmekong.net/en/library_record/2030/resource/3423b6d1-dbd0-4b7d-8777-139c0a47ddac
Ministry of Higher Education, Malaysia. (2011). Blueprint on enculturation of lifelong learning for Malaysia: 2011–2020. Retrieved from https://uil.unesco.org/i/doc/lifelong-learning/policies/malaysia-strategy-blueprint-on-enculturation-of-lifelong-learning-for-malaysia-2011-2020.pdf
Ministry of Manpower Singapore (MOM). (2016). New statutory boards to sharpen focus on skills and employment. Retrieved from https://www.mom.gov.sg/newsroom/press-releases/2016/0112-new-statutory-boards-to-sharpen-focus-on-skills-and-employment)
NILE (National Institute for Lifelong Education). (2018). 2018 lifelong learning in Korea (Vol. 1). Seoul: NILE.
NILE (National Institute for Lifelong Education) and UIL (UNESCO Institute for Lifelong Learning). (2017). Synthesis report on the state of community learning centres in six Asian countries. Seoul/Hamburg: NILE/UIL.
OECD. (2020). Strengthening the governance of skills systems – Lessons from six OECD countries. Paris: OECD.
Office of the Non-Formal and Informal Education Ministry of Education, Bangkok. (2008). National report of Thailand: The development and state of the art of adult learning and education (ALE). Retrieved from https://uil.unesco.org/fileadmin/multimedia/uil/confintea/pdf/National_Reports/Asia%20-%20Pacific/Thailand.pdf
Osborne, M. (2014). Why lifelong learning and why learning cities? Pedagogy, 86(7), 1067–1077.
Osborne, M., & Hernandez, S. (2021). Sustainable learning cities: Inclusion, equity and lifelong learning. In A. Howells & R. Valdes-Cotera (Eds.), Inclusive lifelong learning in cities: Policies and practices for vulnerable groups (pp. 14–85). Hamburg: UIL. ISBN 9789282012451.
Osborne, M., Houston, M., & Lido, C. (2018). The role of big data in elucidating learning cities ancient, present and future’. In J. R. Stenger (Ed.), Learning cities in late antiquity: The local dimension of education (pp. 24–46). London: Routledge.
Osborne, M., Nesterova, Y., & Bhandari, R. (2021). Learning for global health in cities – Community resilience and the strengthening of learning systems. Background Paper for the Fifth UNESCO Global Network of Learning Cities conference, Yeonsu-gu, Republic of Korea. Hamburg: UIL.
Park, H., Choi, J., Kim, J. H., & Hwang, J. (2019). The academic credit bank system in the Republic of Korea: An effective medium for lifelong learning in higher education? International Review of Education, 65, 975–990.
Pramudia, J. R. (2018). The study on lifelong learning programmes in non-formal education in Indonesia. Journal of Modern Education Review, 8(3), 217–226.
SEAMEO Regional Centre for Lifelong Learning (CELLL) & UNESCO Institute for Lifelong Learning (UIL). (2017). Successful policies and practices in lifelong learning in Indonesia. Retrieved from https://www.sea-lllportal.org/national-report-indonesia
SkillsFuture Singapore (SSG). (2020). Singapore workforce skills qualifications. Retrieved from https://www.ssg.gov.sg/wsq.html
Southeast Asian Ministers of Education Organisation (SEAMEO). (2021). SEAMEO Council’s Commitment to Action (the Singapore Statement) at the 5th Strategic Dialogue for Education Ministers. Retrieved from https://www.seameo.org/img/News_Events/SEAMEO_Events/2021/20210711_SDEM/singapore-presidency-of-SEAMEO-council.pdf
Sun, Q., & Kang, H. (2019). The new vistas of adult and continuing education for change in Asian context: Themes and implications. New Directions for Adult and Continuing Education, 162, 139–152.
Tanaka, M. (2000). Shakai o Tsukuru Shimin Daigaku: Shougai Furontia [Citizens’ university that create society: New frontier]. Tokyo: Tamagawa University
Tefera, A. A., Powers, J. M., & Fischman, G. E. (2018). Intersectionality in education: A conceptual aspiration and research imperative. Review of Research in Education, 42(1), vii–xvii.
UNESCO Institute for Information Technologies in Education. (2020). Online and open education in Shanghai: Emergency response and innovative practice during COVID-19 pandemic. Moscow: UNESCO IITE.
UNESCO-UIL. (2017). Unlocking the potential of urban communities (Vol. II). Hamburg: UIL.
UNESCO-UIL/NILE. (2015). Unlocking the potential of urban communities: Case studies of twelve learning cities. Hamburg/Seoul: UIL/NILE.
Victorino-Soriano, C. (2016). Community-based lifelong learning and adult education: role of community learning centres as facilitators of lifelong learning. Bangkok: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific.
Yang, J. (2015). Recognition, validation and accreditation of non-formal and informal Learning. Hamburg: UIL.
Yi, G., & Yuchi, Z. (2019). Non-formal education for rural transformation. In U. Gartenschlaeger (Ed.), Rethinking adult learning and education – Asian perspectives (pp. 77–88). DVV: Bonn.
Yorozu, R. (2017). Lifelong learning in transformation: Promising practices in Southeast Asia. Hamburg: UIL.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2023 Springer Nature Switzerland AG
About this entry
Cite this entry
Osborne, M., Sim, S.K. (2023). Lifelong Learning in Asia: A Brief Tour. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19592-1_24
Download citation
DOI: https://doi.org/10.1007/978-3-031-19592-1_24
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-19591-4
Online ISBN: 978-3-031-19592-1
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education