Lifelong Learning in Malaysia: Have We Achieved Our Goals?

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

Asil Esaam Ghebllawi University of Nottingham Malaysia Campus Email: asilg989@gmail.com Norlia Goolamally Faculty of Science and Technology Open University Malaysia Email: nolee@oum.edu.my Jamil Ahmad Faculty of Education National University of Malaysia Email: jamil3191@yahoo.co.uk

Abstract
Lifelong learning has been one of the most discussed agenda in education today. It is a continuous process to improve ones knowledge, skills and competence based on the learning objectives of the subject matter. The governments main agent for promoting lifelong learning is at the tertiary level. The Malaysian context of lifelong learning is very closely connected to employability and productivity. Therefore, its main purpose is to provide and fulfill the nations needs with knowledgeable, skilled and competent human capital. Policy statements on lifelong learning have been mentioned in a number of government documents and plans to provide access to lifelong learning to every citizen have been strategized. But have we totally arrived at achieving the true meaning of lifelong learning? Have the target groups in the population benefited through the lifelong learning plan? Malaysia needs more effort and collaboration from the public and private sectors to promote lifelong learning. The mindset toward learning must be changed in order to create a learning society. Therefore, this paper attempts to bring into focus the concepts of lifelong learning particularly in Korea and the implementation of lifelong learning in Malaysia.

Introduction
Learning is a continuous process, it starts from day one and continues throughout ones journey in life as described by the Organisation for Economic Co-operation and Development (OECD, 1996). Learning activities undertaken throughout life whether formal or informal is referred to as lifelong learning (The Scottish Parliament 2001). Lifelong learning is closely linked to continuous education and continuing professional development, with the aim of improving knowledge, skills and competence (Europa, 2003).

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

Today, the pressures from the rapid technological advances and globalization have increased the importance of lifelong learning in every society on every single space on this earth. In Malaysia, the National Education Philosophy (NEP), introduced in 1989, aims to develop the potentials of individuals in a holistic and integrated manner as well as to produce individuals who are intellectually, spiritually, physically and emotionally balanced and harmonious. While it seems that almost every element has been considered in the NEP for a nation to grow prosperously and be placed according at the status of a developed nation, yet still Malaysia is very much affected by the ever challenging demands of the 21st century global market. The question is whether we have a good supply of human capital; knowledge and skilled workers to be competitive at the global arena. Malaysia has to be at par and has to push its way forward with the world market. To ensure this, Malaysia has to move forward to a more knowledge intensive economy. Therefore education and training will have to be central issues in dialogues and discussions to guarantee the positioning of Malaysia at the forefront. Education, training and retraining will be core components and driving force to face the challenges ahead. A lifelong learning society needs to be produced in order to create a dynamic society in the 21st century. People should be given the freedom to choose learning opportunities at any time period of their lives and to obtain proper recognition for the learning achievement acquired. While some countries have specific policies and agenda on lifelong learning, others managed to ensure that lifelong learning is made part of the national discourse (UNESCO, Institute for Education, 2002). There are governments who are not really for the idea of lifelong learning discussions and policies and have not yet embrace a lifelong learning culture. They have left it for the non-government organisations and individual associations to initiate and make plans to promote lifelong learning. This is due to the factors connected to the development of lifelong learning framework that need to be resolved first which includes issues relating to expanded concepts of literacy and continuing education; the recognition of outof-school learning and the type of mechanisms provided for that reason; equity, organisational decentralisation and partnership building as well as quality and community ownership issues (UNESCO 2002). Therefore the aim of this paper is to provide an overview of the concept of lifelong learning in various parts of the world especially in countries located in the same region as Malaysia. The Korean experience will be illustrated and also discussion on the implementation of lifelong learning in Malaysia.

Concept of Lifelong Learning

Developing a culture of lifelong learning in an individual is an important aspect of livelihood. According to Ivanova (2002), schools and higher institutions where formal learning takes place are no longer adequate to equip an individual to face the challenges of the fast moving world. There is a need to continue learning throughout ones life to keep pace with what is happening in and around the world (American Association of Retired People {AARP} 2000). In the 21st century, the ability to continue to learn is crucial and governments have the responsibility of providing the resources to ensure that every citizen in the country has the right to education be it in a formal or an informal setting. The concept of lifelong learning which leads to a learning society has been visualised and written about for several decades and an example of this is the UNESCO-appointed Faure Committee Report of 1972 entitled Learning to Be which made an ardent appeal to all nations of the world to reorganise their educational structures on two basic premises. The first is that a learning society is one in which all

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

agencies become providers of education and the second premise is that all citizens should be engaged in learning, taking full advantage of the opportunities provided by the learning society (2002). The scope of lifelong learning development plans in a country is exhibited from the extent of the definition of lifelong learning which the country is committed to. Different countries have adopted different definitions of lifelong learning. Some definitions are superficial, depending on the extent of lifelong learning activities that is implemented in the society. The Scottish Executives (2004) definition of lifelong learning provides a clear understanding that lifelong learning not only deals with formal education but it also includes informal learning as well as learning in the workplace. This definition further elaborates that skills, knowledge, attitudes and behaviours that people acquire in their day-to-day experiences are categorized under lifelong learning. These learning activities will include all forms of learning, be it planned or incidental in nature. The Commission for European Countries defines lifelong learning as all learning activities related to improving knowledge, skills and competencies within a personal, civic, social, and/or employment related perspectives. Member States are asked to implement lifelong learning strategies in order to equip individuals with the skills required in todays workforce, to permit career development and to reduce skills mismatches and labour market bottlenecks. The following targets were set for 2010: at least 85% of 22 year olds in the EU should have completed upper secondary education; and the EU average level of participation in lifelong learning should be at least 12.5% of the adult working age population (25-64 year olds). In 1996, a report written by Delors et al, Learning: The Treasure Within, indicated the four pillars of education in the 21st century which are to be learning to know, learning to do, learning to be and learning to live together (UNESCO Institute for Education, 2002). This report laid strong emphasis on the restoration of knowledge, skills and learning abilities of individuals to adapt to the new environment. It also encouraged the attainment of a sound general education, learning throughout life, acting creatively in and on ones own environment, obtaining occupational skills and also being able to face rapid social change and work in teams. This concept of lifelong learning provides every individual within a community with the conditions for learning further and learning continuously to improve his or her capabilities. In practice, the concept of lifelong learning is generally associated with adult education, partly due to the need of distinguishing adult learning activities from formal institutional learning (UNESCO Institute for Education, 2002). Due to this, the lifelong learning term specifically refers to learning beyond the formal setting especially those who have reached adulthood or who are no longer studying in the education system. As a result, learning can be categorised into four general categories which are: (i) formal learning (activities that take place in formal educational institutions that leads to some form of accreditation or qualification), non-formal learning (learning that takes place out of the formal educational context where the aim of learning may not necessarily result in a particular qualification),

(ii)

(iii) individuals taking part in activities to gain new skills or knowledge in particular areas related to their work or personal growth (private tutorials for examinations, technical courses, extension

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

education, job-related training, community organised programmes and other learning activities organised by public, private or non-governmental organizations) and finally, (iv) informal learning that comprises of generally unstructured learning activities that individuals undertake to fulfill the need for knowing about certain things; this incidental learning includes unplanned and unintended learning outcomes that directly result from engaging in other activities where learners may suddenly discover a connection between different objects that brings significance to them.

In the late 1980s, an Act in Korea was passed with a mandatory provision that social education specialists be placed in a social education agency (UNESCO Institute for Education, 2002). Recently the social education specialist has been renamed as the lifelong learning specialist where it is to highlight the training curriculum. The Act specifies that any lifelong learning organisation or facility that has more than 10 employees, or can teach more than 300 learners at one time or has more than 3,000 students in a year should hire a lifelong learning specialist. This is due to the standard according to the size and not the kind or characteristics of the facility (UNESCO Institute for Education, 2002). In the European Union countries, lifelong learning is an overarching approach of European co-operation in education and training policies as well as for the individual (European Commission DirectorateGeneral for Education and Culture, 2002). The lifelong learning approach is a fundamental policy strategy for the development of citizenship, social cohesion, employment and for individual fulfillment. In principal lifelong learning aims to build an inclusive society which offers equal opportunities for access to quality learning throughout life to all people, and in which education and training provision is based first and foremost on the needs and demands of individuals. Secondly, the lifelong learning helps to adjust the ways in which education and training is provided and at the same time to ensure that peoples knowledge and skills match the changing demands of jobs and occupations, workplace organisation and working methods. Finally, it encourages and provides people to participate in all spheres of modern public life especially in social and political life at all levels of the community, including at European level. The European Commission has adopted a Communication Making a European Area of Lifelong Learning a Reality which lays out a coherent strategy for implementing its objectives including the following building blocks (European Commission Directorate-General for Education and Culture, 2002): (i) (ii) developing a partnership approach: all relevant actors, in and outside the formal systems, must collaborate for strategies to work on the ground gaining insight into the needs of the learner, or the potential learner, along with learning needs of organisations, communities, wider society and the labour market

(iii) ensuring adequate resourcing in terms of financing and of effective and transparent allocation of resources (iv) (v) (vi) matching learning opportunities to learners needs and interests facilitating access by developing the supply side to enable learning by anyone, anywhere at any time valuing non-formal and informal learning

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

(vii) creating a culture of learning by increasing learning opportunities, raising participation levels and stimulating demand for learning (viii) setting up mechanisms for quality assurance, evaluation and monitoring in order to ensure constant progression towards quality improvement with a view to striving for excellence on an ongoing basis. Countries like Korea and the European Union each have their own concept and practice of lifelong learning which fits into their beliefs and culture as well as their education system. Consider the Republic of Korea where before 1995, the non-formal modes of education were underestimated until the introduction of the Presidential Commission on Education Reform (PCER) where an innovative vision to promote the development of a society of open and lifelong learning was presented. Tremendous advances in lifelong learning ever since this innovative approach was introduced.

Conquest of Lifelong Learning in Korea

Korea has transformed from a nation with an abundance of cheap labour to a productive country in the Far East. The Republic of Korea recognised that in order to improve productivity and to compete globally, it has to raise the nations human capital potentials to meet with international standards. Korea realised that education and human capital development are two prime areas to focus into in order to raise itself to a higher status among the developed countries. It is important to have an education system that ensures all students are supported and could succeed without marginalising the under-performers. In Korea, the term, lifelong learning has two different meanings. The first one is closer to the original meaning of lifelong learning namely, education from birth to old age, including every aspect of education such as child education, home education, school education, work education... which is widely accepted by scholars (UNESCO Institute for Education, 2002). The second one adopts a narrow view and focuses on out-of-school education which is adopted by The Lifelong Learning Act of Korea. In Korea, specialisation and diversity which are two conditions within the broad definition of lifelong learning are given priority. Lifelong learning refers to all forms of organized educational activities that occur outside of school where the main target group of out of school education is adult. Therefore, the old and deep-rooted belief that education is confined to school will not be appropriate for lifelong learning. It is clear that lifelong learning in Korea concentrates mainly towards adult education, but unlike the Western society, the term, adult education or continuing education is not widely used. Lifelong learning in Korea is commonly understood by constructing a society that allows learning to whoever, whenever, wherever the professional training of the lifelong educator if lifelong learning is to develop in different settings (UNESCO Institute for Education, 2002). In their effort to promote lifelong learning and to strengthen the foundation of lifelong learning, the government of Korea has developed close partnerships with large corporations and has established corporate universities as lifelong learning institutes. While education is important at the elementary and university level in Korea, it is also equally important in skills training. To make lifelong learning achievable for every citizen, Korea introduced a new education which is known as the Credit Banking System (CBS). The Credit Bank System (CBS) was

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

proposed by the PCER as a concrete way to give the citizens in Korea a better opportunity to enhance their individual capabilities. On the basis of this proposal, the CBS gained government endorsement through a law, passed on January 13, 1997. The CBS is an open education system which aims to provide everyone in Korea the access to various educational opportunities either obtained from the school environment or out of school. The CBS recognizes diverse learning experiences in order to foster a society of lifelong learning. It is not only for students who are studying at post-secondary institutions but also for adults who continue additional education and training. The main aim of CBS is to raise the overall standards and status of the non-formal education sector as a vital means for promoting educational self-achievement and guaranteeing the global competitiveness of the Korean population. How exactly does the system works? This system allows students to accumulate credits by completing programmes at educational and vocational training institutions. They can either enrol as part-time students in colleges or universities, acquiring various national certificates, and passing the bachelors degree examination programme. The CBS provides associate and bachelors degree courses based on the standardised curriculum and syllabus. The standardised curriculum works as the criterion for accreditation and credit approval. This is Koreas formula in enhancing human capital of the country.

Quest of Lifelong Learning in Malaysia

The Republic of Korea singled out education and human capital to project itself as a developed nation. From this notion, Korea has implemented the CBS to ensure that every citizen in the country has access to education through the lifelong learning initiatives. The significance of lifelong learning in Korea is unquestionable because it has been proven that this initiative has raised the countrys position in the global market. Malaysia recognizes and acknowledges the fact that the driving force of the human resource policy is to further enhance and develop the nations human capital. This is clearly stated in the Tenth Malaysia Plan, where the goal of this country is to become a highly income nation through the expansion of the supply of highly skilled manpower to support the development of the knowledge based economy (10th Malaysia Plan 2011-2015). To ensure manpower supply is in line with technological change and market demands, the quality of education and training systems need to be improved. It has to develop a strong foundation of first-world talent base. We need to compare the countrys manpower supply with the high economies nation. As illustrated in Figure 1, the gap for Malaysias workforce who has acquired tertiary education is lower by 4 points when compared to the OECD average as at 2007. However the gaps for Malaysia with other countries in the eastern part of the globe such as Singapore, Hong Kong and the Republic of Korea are lower by 12.5 points; 2.2 points and 11.6 points respectively. The second bar chart in Figure 1 illustrates the skilled workforce in the management, professional and other skilled occupations. Here it is observed that the Malaysian average for skilled labour force as at year 2008 was lower than the OECD average by 8.4 points and when compared to Singapore, Hong Kong and the Republic of Korea, this figure is lower by 23 points, 8 points and 1.3 points respectively to each countrys average. Similarly the third bar chart in Figure 1 which is average value calculated on labour productivity as at 2009 also demonstrates that Malaysia is falling far behind the OECD average value (38.2 points) as well as when compared to other

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

nearby countries in the region. Looking at the gaps, Malaysia has still a long way to go to accomplish its dreams.

1.

Tertiary education is the educational level following the completion of secondary education i.e. 11-12 years of basic schooling. Colleges, universities, institutes of technology and polytechnics are the main institutions that provide tertiary education Management, professional and other skilled occupations Adjusted to Purchasing Power Parity

2. 3.

Source: World Bank Education Statistics, Economic Intelligence Agency, Internal Labour Organisation, Republic of Koreas Ministry of Labour, Singapores Ministry of Manpower, US Bureau of Labour Statistics Figure 1: Gap of Malaysias human capital compares with other high income economies

Concerted efforts from the respective agencies are imperative in developing a skilled and talented society by 2020. Stories learnt from the West and also from Korea gave a clear picture that there is no doubt that education plays an essential role in developing a skilled and talented society. The public sector had been the major contributor for education, training and human resource development but for Malaysia to move forward to close the gap between the other countries as well as the with the OECD average, contribution by the private sector is imperative. Collaborative efforts between the different ministries as well as partnerships with the private sectors are highly recommended in order to address all citizens in the country. In Malaysia, it is apparent that the concept of lifelong learning is linked to productivity and employability (Bax & Hassan, 2003) but most adults would not claim themselves to participate in learning activities if they are not engaged in a formal educational process. The concept of lifelong learning by including all learning activities which include formal, non-formal and informal learning activities, it is largely formal learning and to a much lesser extent, non-formal learning that can be described as the core of lifelong learning programs and activities in the Malaysian context (Bax & Hassan, 2003). It also encourages increasing accessibility to education and training to increase income generation capabilities as well as the quality of life and promotes lifelong learning to enhance employability and productivity of the labour force (UNESCO Institute for Education, 2002). Apart from that, the policy also encourages intensifying

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

efforts to develop and promote Malaysia as a regional centre of educational excellence and reinforces positive values of citizenship, personal development and democratic participation. Accessibility to education has been a long standing discussion among policy makers. However, there are several issues and challenges in tertiary education particularly in the lifelong learning access in Malaysia (Shukor 2010). Despite the countrys initiatives in developing various education blueprints, access to tertiary education is insufficient to meet the increasing demands of the society and nation. Enrollment in the first degree, diploma and certificate programmes at the public and private universities is imbalanced and does not meet the national demands for the skilled and semiprofessional workforce. Furthermore, the diversified geographical feature of the country which is also another issue leading to inaccessibility to higher education. In particular, it is quite clear that the distribution of private higher education institutions are located mostly in major cities; Kuala Lumpur, Penang, Kota Kinabalu, Kuching or Johor Bahru. Naturally, this leads to the low participation of individuals who are located away from these places and this condition is worsen especially for individuals who are located in the interior parts of the country (for example, in Sabah or Sarawak) where transportation is one of the major problems. The low level of accessibility to tertiary education will deter lifelong learning in the society. Besides the above, other issues include the limited provision of ICT infrastructure at the tertiary education institutions which hinders the opportunities to fully utilise and exploit the advantages of ICT in order to promote e-management, e-learning and e-community at the institutions. Yet another challenging issue in producing a skilled workforce is that most institutions themselves are facing shortages of professional teaching staff where they are behind on current practical knowledge (hands-on), skills and technological developments (Shukor 2010). Malaysia is still very much dependent on expertise from abroad. Technical Education and Vocational Training (TVET) should be prioritized and emphasized. Due recognition and endorsements by the respective agencies on jobs related in these areas is imperative for Malaysia to move forward in the global market. More institutions of higher learning and TEVT institutions should be encouraged and to offer technology-related courses in line with the requirements of a high income economy. Perceptions on TVET graduates should be improved to attract more trainees in these areas. Over reliance on unskilled foreign workers caused Malaysia a lot of damage in ensuring growth towards becoming a high economy nation. Figure 2 illustrates the number of foreign workers in Malaysia for year 1999 to 2009 for various industries such as domestic help, services, manufacturing, agriculture and construction. For the past ten years, the number of low skilled foreign workers has almost doubled since 2000 to 1.9 million. There is a large quantity of low-skilled labour in the agriculture and manufacturing sectors as compared to construction, services and domestic help sectors (Figure 2). These causes delayed investments and hinders Malaysias hope to progress economically.

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

Source: Tenth Malaysia Plan 2011-2015 http://www.epu.gov.my/html/themes/epu/html/RMKE10/rmke10_english.html Figure 2: Number of Foreign Workers in Malaysia from 1999-2000 by sectors

Figure 3 further illustrates productivity level and growth by economic sectors as at 2008. Agriculture, manufacturing and construction sectors rely highly on foreign unskilled workers and these three sectors have low productivity when compared with the other saectors. The country suffers low productivity due to over dependent on unskilled foreign labour especially in the agricultural, manufacturing and construction sectors. This over reliance on foreign unskilled workers hinders the countrys transformation into a knowledge based economy.

Lifelong Learning in Malaysia: Have We Achieved Our Goals?

Source: Tenth Malaysia Plan 2011-2015 http://www.epu.gov.my/html/themes/epu/html/RMKE10/rmke10_english.html Figure 3: Sectors with high reliance on unskilled foreign workers

The development plans Malaysia has put forth will facilitate the country to be back on track. Recognition of on the job experience and expertise, which can be known as the Recognition of Prior Learning, and the endorsement of trainings and lifelong learning are various strategies that could once again put the country into its right path. Lifelong learning among the workforce should be encouraged and promoted and attractive rewards should be offered to employees who are continuing their study. Integrating the planned initiatives in the Tenth Malaysia Plan and the Third Outline Perspective Plan (OPP3) will further strengthen the following actions: (i) promote and implement programs for lifelong learning especially for those without a strong basic education so that they will have the opportunity to continue their education as well as learn at their own pace outside school or in the workplace affordable accessibility to training courses and education through the internet or other ICT related media will be provided. In addition, more IT kiosks and cyber centres will be set up especially in rural areas.

(ii)

(iii) encourage educational institutions to introduce flexible learning approaches in terms of course durations, entry requirements and mode of teaching as well as ensure affordability (iv) (v) establishment of community colleges and distance learning institutions to provide another avenue for Malaysians to pursue tertiary education and upgrade their skills and qualifications community colleges to provide opportunities for those who left the school system to join the labour market to further their education and training

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Lifelong Learning in Malaysia: Have We Achieved Our Goals?

(vi)

encourage more financial institutions to provide soft loans to working adults to continue their education

(vii) employers to promote lifelong learning through training and retraining to equip workers with new skills and knowledge so as to keep up with technological developments (viii) encourage web based learning as a means for lifelong learning and provide the environment for self-paced learning (ix) (x) firms and industries to provide incentives to their employees to relearn and continuously upgrade their skills support services in the form of public libraries especially mobile libraries will be increased. Communities in residential areas will be encouraged to pool resources to set up and maintain libraries within their localities. Private companies will also be encouraged to adopt and contribute to these community libraries

Conclusion
Educating people through lifelong learning activities is the essence for the advancement of human capital. How else can a country project and raise itself to be a developed nation? This can only be done through the respective machinery in the government. Development plans on upgrading human capital capabilities has to be initiated by the government. To ensure the successful implementation of lifelong learning plans, the policy makers and the relevant parties involved should firstly define the term Lifelong learning in the Malaysian context. The public should be made aware on the importance of lifelong learning. Every citizen should be given the right to education either formal or informal. Like the Koreans, their initiative is to open up learning to whoever, whenever, wherever it might be and in whatever different settings. In Malaysia, lifelong learning has to be aggressively promoted. The government has to recognise and endorse education in whatever setting. This will naturally raise awareness among citizens on why lifelong learning is essential. The mindset of people has to be aligned according to the initiatives laid by the government. Clear objectives on implementation plans will not only change the nations view toward learning but will also increase human capital which will elevate the countrys development in terms of economy, political and social aspects. Access to lifelong learning will provide opportunity to every citizen in the country to contribute to the nation as we progresses to compete in the global market. But this dream can only be realised if the government is committed in investing on lifelong learning activities. Learning from what Korea has done in creating a system that appreciates lifelong learning, Malaysia should also aspire to have a blueprint to ensure that every citizen is given the priority to get a good education which would lead Malaysia in achieving its goal in having a strong knowledge based economy that is beneficial for the individual as well as the country. To be a high income economy and to be at the status of a developed nation, Malaysia has to invest on its human capital capabilities. Until now, we have been shaping the development plans, sizing it to fit the country into the global market but yet, more work needs to be done to make it a reality and not just rhetoric.

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Lifelong Learning in Malaysia: Have We Achieved Our Goals?

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