Gateways Lifelong Learning in TVET for a Viable Future of Bangladesh

Procurement, production and proper utilization of ‘hightech’ is a major concern for the developing country like Bangladesh. Till now there have no learning center which can provide the continuing technical awareness and precaution among the community in Bangladesh. Most of the consumers and the stakeholders of the country are working every moment with modern amenities without academic ‘knowhow’. Thus, the article focuses on Lifelong Learning fasten with TVET perspective. It promotes the view that TVET canister to play a central role within any learning initiatives. The objective of the article is therefore to present the claim that Lifelong Learning Centers must have the relation with TVET framework to enable an effective interaction among the communities. The literaturebased methodology used to prepare this article for analysis the main issues covered. The idea that the article generated is not the country specific. Moreover, it will helpful as it needs for some other countries where TVET involved uttering the newness of technical inventions in the scientific society.

Gateways Lifelong Learning in TVET for a

Viable Future of Bangladesh

Md Abu Raihan (Islamic University of Technology)

Seung Lock Han (Kongju National University)

< Abstract >

Procurement, production and proper utilization of ‘high-tech’ is a major

concern for the developing country like Bangladesh Till now there have no learning center which can provide the continuing technical awareness and precaution among the community in Bangladesh Most of the consumers and the stakeholders of the country are working every moment with modern

amenities without academic ‘know-how’ Thus, the article focuses on Lifelong

Learning fasten with TVET perspective It promotes the view that TVET canister to play a central role within any learning initiatives The objective

of the article is therefore to present the claim that Lifelong Learning Centers must have the relation with TVET framework to enable an effective interaction among the communities The literature-based methodology used to prepare this article for analysis the main issues covered The idea that the article generated is not the country specific Moreover, it will helpful as it needs for some other countries where TVET involved uttering the newness

of technical inventions in the scientific society

∙ Key words : Lifelong learning, Technical and vocational education and

training, Community learning center, Knowledge economy, Knowledge based Society

Ⅰ Introduction

Any country that evolved into a technological advanced one, TVET must have played an active and vital role as skilled manpower would have been required, also to enable its sustainability Lifelong education is central to strengthening the human capital base which supports the pillars related to skill building and national innovation systems This requires a holistic, approach to education development Comprehensive programs of lifelong learning education for dynamic economies encompass all levels: early childhood development, primary, secondary, tertiary, and adult continuing education within the context of the overall development framework of each country This also includes the areas covered by the Education for All(EFA) initiative as well

as linkages with efforts to achieve the Millennium Development Goals(MDGs) In the

21stcentury, workers need to be life long learners, adapting continuously to change opportunities and labor market demand soft he knowledge economy Lifelong learning, therefore, is not a luxury for any country Education systems in all countries will have to evolve in that direction Social development refers to a process of organizing human energies and activities to achieve anticipated results Social development increases the utilization of human potential(Garry Jacobsand & Harlan Cleveland, 1999)

The global call of Education For All(1990) and the Dakar Goals(2000) with emphasis

on access to quality education by all age-groups provoked many countries across the globe to explore various innovative practices TVET is the innovative learning and training mechanism based upon the techniques and theories lay by science and technology The realization of TVET is increasing because of globalization, and the growth of the knowledge economy, pose economic and technological challenges to education systems worldwide Thus, TVE and training systems became a turning point Resources to improve access to TVET and boost its quality are scarce; on top

of which ever more needs arise The economic importance of knowledge and innovation is increasing, along with reliance on technology and demand for both traditional skills and new competencies People therefore need access to learning on

an on-going, lifelong basis, which in turn requires a stronger alignment of institutions

and policies to create high performance, learner driven systems While Organization for Economic Co-operation and Development(OECD) countries have been adapting educational systems to these changes for some time, developing countries face a particularly acute challenge in this area

According to European Commission lifelong learning in TVET is “all learning activities undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social or employment-related perspective.” The TVET is based upon the information of science and technology and that are frequently changing with time Indeed, the capacity of any country to attract appropriate and relevant investment is dependent on the pool of skills available(Brown

et al., 2001) Thus lifelong learning is essential to integrate in TVET mechanism for continuing basic to enhance the technical awareness

What need to consider in lifelong learning?

Technical and vocational education and training(TVET) refers to education and training that prepares persons for gainful employment(Finch and Crunkilton, 1999) In other words, TVET refers to deliberate interventions to bring about learning which would make people more productive(or simply adequately productive) in designated areas of economic activity(e.g., economic sectors, occupations, specific work tasks) TVET has the potential to enhance human capabilities and enlarge peoples’ choices The benefits of TVET need to be more equitably distributed between men and women, and between rural and urban areas The beginning of TVET is difficult to trace as it connotes skills and competencies which has been embedded in surplus of other

histories In the pre-historic hunting and gathering society, skills were passed from

parent to child as members of small, usually related, migratory groups The transition from this stage to the settled cultivation of crops marks the beginnings of civilization - and with it recorded history The education and training that occurred is best embodied

in the Chinese proverb: ‘Give a man a fish and he will eat for a day Teach him how to

fish and he will eat for a lifetime.’ Thus, take the degrees from the TVET institutions

are not enough; after completion that to upgrade the knowledge and skill with lifelong education is more important

The World Bank, International Labor Organization(ILO), United Nations Educational, Scientific and Cultural Organization(UNESCO), and other organizations have recently

shown drive towards actively recognizing anew the role of TVET However, UNESCO who is at the forefront of TVET promotion, had the following objectives established at the Seoul Congress(UNESCO, 1999)

One of the key goals of the Education for All(EFA) Framework for Action adopted in Dakar, Senegal, in 2000(UNESCO, 2000) stipulates that the learning needs of all youth and adults should be met through access to appropriate learning and life-skills programmes Since this is basically what TVET does, the linkage between the two thrusts already exists, but must be strengthened and broadened in the future

At a UNESCO Expert Meeting held in Bonn, Germany, 25 to 28 October 2004, approaches and practices were presented to illustrate the contribution that TVET had

made towards a more sustainable future - Learning for work, citizenship and a

sustainable future is a joint responsibility of education, of the world of work, and of a

variety of stakeholders in the formal and informal socio-economic environment It was contended that since education is considered the key to effective development strategies, technical and vocational education and training(TVET) must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development With this, TVET has to re-orient its agenda for action so as to continually provide scientific and technical skills

in Lifelong Learning programmes, and consequentially develop a new generation of human resources

The contribution of Lifelong Learning is enormous to make a knowledge based

society Learning from “cradle to grave” is an age-old maxim Human beings continue

to learn throughout their lives from surrounding environments and experiences, and acquire necessary knowledge and life-skills for survival through informal and non-formal education The concept of Lifelong education is not a new discovery So, the purpose of the article is to integrate Lifelong Learning in TVET in Bangladesh perspective, it also identifies the requirements of Lifelong Learning for TVET, and the article suggested the policy for future implementation

Ⅱ Lifelong Learning and TVET: Pacific Island Countries(PICs)

In many traditional societies of the Pacific Island Countries(PICs), the learning

context for the people is life in their homes and communities People learn by living

their role-specific tasks and responsibilities They actively learn and grow into knowledge More important, they learn by keeping close to village elders and people of quality(Bakalevu, 2003) They are the repositories of traditional knowledge and provide guidance and training So education in the community is largely aimed at continuing the social order and maintaining the status(Thaman, 2003)

In the formal education sense, Lifelong Learning is broad-based, encompassing education and training in both the formal and informal sectors(Veramu, 2008) It is broad in character, extensive in coverage and diverse in content, methodology and participants(Kedrayate, 1997: 33) The most commonly understood role of Lifelong Learning is the provision of alternative education to individuals who have left school and require training for gainful employment Some may have left without attaining the necessary school-leaving certificates and need some bridging course to fill important gaps and bring them up to standard Others may be already employed but wish to acquire new skills to keep abreast with new times, new knowledge and new development

In support of the EFA Goals, the(Pacific) Forum Education Ministers’ Meeting (FEdMM) in 2001 had placed emphasis on skills development in all forms of education and training EFA Goal 3 that referred to “ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs” included education for employability(Maclean, 2009)

Teasdale(2009) suggests that Lifelong Learning services and effective lifelong approaches that emphasize the development of life-skills and livelihoods can actually work to strengthen the closer articulation between the different levels of education - primary and secondary school as well as TVET and the world of work An important thread that needs to be running through the levels is a deep grounding in local cultures and a strong sense of identity

Lifelong Learning policies in PICs are at different stages of development and

implementation Already a number of Lifelong Learning projects and programs are being undertaken by different groups like NGOs, Churches and communities The Tutu

Marist Training Centre in Fiji and the Waan Aelon in Majel(Canoes of the Marshall

Islands) or “WAM” project of the Marshall Islands are two of the most successful ones(PFS, 2007) They also resemble the alternative form of open schooling(Daniel & Ferreira, 2008)

The Education Ministers Forum on non-formal education asserted that Lifelong

Learning “has the potential to provide a proactive learning approach as a system,

process and setting and become a dynamic force for change in the Pacific”(PFS, 2007)

They have called for a holistic approach to strengthen policy and resource provisions, establish constructive links between all systems, develop curriculum materials, co-ordinate capacity building and put in place quality control measures

Speaking at a regional TVET workshop in Palau, UNESCO consultant Rupert Maclean(2009) shared the UNESCO view of education as the key to development, and TVET as “the educational master key that opens a door for any country struggling to survive”(p 23) It is the key “because it facilitates skills development and employability.” “If TVET training is available to all who require it, there will be a reduction in poverty, a movement towards equity and fairness, and disadvantage will diminish.”

Lifelong Learning in TVET premises is enormous for PICs Maclean, R.(2009) added: TVET educational provisions are comprehensive and include apprenticeship training, technical vocational education, occupational education, vocational education and training, career and technical education, and continuing vocational education and training Maclean called for the community to be convinced of the importance of TVET as a provider of life skills for employment and citizenship, initiative and self-sufficiency, and self employment

Ⅲ Integration of Lifelong Learning in TVET

There are almost 200 mid-levels Technical and Vocational Institutions for human

resource development(HRD) in Bangladesh The Directorate of Technical Education(DTE)

is entrusted with the responsibility for management of technical education and the Technical Education Board(TEB) is responsible for management of public examinations The students completing junior secondary education of grade VIII may take the opportunity for doing vocational certificate courses at grade IX, X, XI, and XII The minimum qualification for entrance to any 2 to 4 years certificate and diploma level technical education courses in colleges, polytechnic, mono-technic institutes is SSC The total enrolments of students in TVET institutions were 112,060 in 2001 in TVE stream in Bangladesh The Lifelong Learning Center will play the vital role in TVET institutions by absorbing a large number of students

However, Bangladesh has limited infrastructure of lifelong education Thus, it is the important issues for establishing more by the local government in Bangladesh As a developing country, Bangladesh stressed on TVET for HRD However, integration of Lifelong Learning in TVET mechanism can open the new routes for produce the competent manpower by providing contemporary information from lifelong education centers

Another issue is the rural-urban disparity in education in Bangladesh There exists disparity in respect of the availability of facilities and opportunities for quality education in the rural and urban areas though attempts have been made to remove it There are comparatively lesser facilities for quality education in the rural areas The areas of concern in rural education are poor classroom environment; less qualified teaching staff, laboratory facilities, library facilities, ICT education facilities etc The drop-out rate at different levels of education is also higher in the rural sides than the urban areas A good sign is that most of the TVET institutions are in rural areas Thus, Bangladesh government should have the initiatives to establish the Lifelong Learning Centers in rural areas to improve both the education and quality of living There are dropouts at different levels from primary to tertiary level of education in Bangladesh A Lifelong Learning based TVE system can make them capable by providing quality information, education and training in different job-oriented trades As always, lifelong education should share their best practices as they proceed through the integration process Lifelong Learning is responsible for building new knowledge and skills required for TVET It is a continuous process of shearing and continuous

acquisition of knowledge and skill

The Lifelong Learning is extremely required in TVET to meet the demand of the scientific society TVET is the way of continuing learning based on upgrading experience and competencies required in life-time The modern technologies are ever changing and so people learning the fresh to cope up the demand of the digital era It should be kept in mind that “today’s technologies are going to be old in tomorrow.” The enlargement of competencies and accomplish the same in appropriate place almost impossible without Lifelong Learning The TVET is scientific techniques based on highly demandable field where a great deal of learning needed beyond the formal education system to match and to capture the demand of the glove The TVET institutions are the store house of technical information, and so this information will transmit in the society among the communities through lifelong learning centers Thus, lifelong learning centers deliberately required to make linkage with TVET for serve the demand of continuous change, continuous reconstruction, continuous development and continuous lifelong improvement

The conceptual framework of lifelong education/learning has undergone a tremendous change since 1970s The UNESCO International Education Commission Report in 1972, laid stress on two fundamental ideas : lifelong education and the learning society and appealed to all nations of the world to reorganize their educational systems so that all agencies in a society become providers of education, allowing the citizens take advantage of the opportunities leading to lifelong education and learning society The idea was further strengthened by the UNESCO appointed Education Commission Report(Delors, 1996) The report, enunciating the vision of education for the 21th century, stated: “The concept of learning throughout life is the key that gives access to the 21th century It goes beyond the traditional distinction between initial and continuing education It links up with another concept that of the learning society, in which everything affords an opportunity for learning and fulfilling one’s potential.” The main reason of technology change is changing the outlook, changing the views, changing the philosophies, changing the scientific rules and theories In that ways technical and vocational education is changing Thus Lifelong Learning is an integral component of TVET mechanism The modern societies have massive opportunities of research for “change” that we need The TVET cannot demarcate by the line of formal

and nor-formal education Reasonably, the competencies of technical education are required whole through the life Because, living and working environment will be changing in every stage of life

Ⅳ Present Status of Lifelong Learning in Bangladesh

Though the concept of lifelong education is old yet it has limited implication in Bangladesh The sixth International Conference and Adult Education held at Belem in Brazil, affirmed that “ ‘Lifelong Learning from cradle to grave’ is a philosophy, a conceptual framework and an organizing principle of all forms of education based on conclusive, emancipator, humanistic and democratic values, and that it is all encompassing and integral to the vision of a knowledge-based society(CONFINTEA

VI, 2009).” The absence of the concept of and provisions for lifelong learning according

to the needs and motivation of citizens and skill and knowledge requirements of the society, leading to a learning society, is no doubt an unfortunate lacuna in the national education policy in Bangladesh

Without adequate provision for retaining the newly acquired literacy skill by the illiterates and school dropouts, the danger of losing much of the impact of acquired literacy skills is always there One of the devices to retain the literacy of the neo-literate, particularly the adolescents and the adults, who do not intend to enter into the formal system of education, is organizing multi-purpose community learning centers at the doorsteps of the neo-literate poor population From this perspective, the Ganokendra(peoples centre) approach of Dhaka Ahsania Mission(DAM) [www.ahsaniamission org.bd] in Bangladesh is analyzed as a model at the community level offering opportunities for continuous updating of knowledge and Lifelong Learning

Ganokendra has established in 1984 by the NGO with the divine aims to provide lifelong educations, to enhance adult learning of the entire community in Bangladesh

On the initiative of DAM, Ganokendra[http://www.iiz-dvv.de/index] are organized to facilitate institutionalized support for the people in the community towards improvement

of quality of life, social empowerment, and economic self-reliance Based on the

organizational learning of DAM over many years and collaborative activities with UNESCO in achieving EFA Goals in the Asia-pacific region, DAM worked persistently

to develop a contextually appropriate Community Learning Center(CLC) model, which gradually becomes branded as Ganokendra

Ganokendra addresses the learning needs of local people, particularly the neo literates, from a Lifelong Learning perspective The users of Ganokendra gradually strive to reach advanced learning level through various education packages Ganokendra is accessible to all people in the area, not just the neo-literates from literacy centers Out-of-school children, people with limited reading skills, school dropouts, students, farmers, parents, community leaders It is used as a place for training and issue-based discussion and its activities are linked with socio-economic and environmental programmes

Though due to a number of constrain like economy, adequate facilities, human recourses, perfect infrastructures Ganokendra has no link with TVET organization Yet

as a centre to promote Lifelong Learning, Ganokendra meets diverse learning needs of the people in the community Types of learning materials vary, covering textbooks for children, adolescents, and adults, graded post-literacy materials and continuing education materials Variety also exists in the format of educational materials – book, chart, card, poster, game, newsletter, and wall magazine, folder, leaflet, puzzle, sticker,

CD and video There is a variety in contents of learning materials, covering issues like, water and sanitation, gender, life skills, income generation, health and nutrition, HIV/AIDS, drug abuse prevention, population, culture, human rights, child and women trafficking prevention, environment, etc

Over the years, along with the functional expansion of Ganokendra roles, there has also been geographical expansion of organizing across Bangladesh The study on DAM Ganokendra(2009) shows that starting with 20 Ganokendra in 1992, as of December 2009; there were 753 Ganokendra in operation spread over in 87 Unions of 5 Districts

Of these, 50 have been phased out as self-supporting centers and 262 more Ganokendra are in the phase out process

Conclusively, Access to the market and the world of work has been facilitated to

“have enhanced what people were already engaged in to create added value.” The Lifelong Learning Centers are essential for Bangladesh for socio-economic and cultural