UIL完成第四次能力建構研討會，以支持各國制定終身學習政策
2022年11月，由聯合國教科文組織終身學習研究所和上海開放大學共同舉辦為期三周從終身學習角度加強教育系統之能力建構研討會已圓滿結束，並且來自蒙古、尼泊爾、奈及利亞、阿曼和中華人民共和國開放大學的國家工作團隊成功議定相關的政策文件。
借鑒UIL的發布手冊《讓終身學習成為現實》，研討會的參與者瞭解到塑造終身學習和總體主題，以及在終身學習政策制定中必須考慮的關鍵議題。
蒙古新的終身學習政策
來自蒙古的團隊共同制定了終身學習政策草案，該草案將尋求加強對過往學習的認識，並建立跨部門的治理機制以支持該國的終身學習文化。蒙古教育科學部的Myangan Batjargal女士說：「對蒙古來說，這次培訓非常有效，因為我們對各階段教育的終身學習達成了共識，我們能夠與其他部門和民間社會組織就終身學習的概念、優先事項和受益者進行協調。」
在尼泊爾推廣終身學習文化
尼泊爾國家工作團隊制定了一份長遠的政策文件，其中涉及到促進終身學習文化的幾個優先領域，包括建立和推廣社區學習中心，通過非正規和開放教育促進終身學習，以及確保終身學習的包容性。尼泊爾教育、科學技術部的Phatik Bahadur KC先生反思研討會在全球、國家和各地的交叉背景下對終身學習和相關主題的考量，他解釋說：「從終身學習的角度加強教育系統，有助於我們在環境中制定明智和有效的政策很有幫助，同時也考慮到了未來的全球關注。」
努力在奈及利亞建立一個全面性的終身學習框架
來自奈及利亞的團隊提交了一份提案，以支持其通過對現有教育政策的增編，和透過修正案建立終身學習的政策框架。國家識字教育、成人和非正規教育委員會主任John O. Edeh先生表示這次研討會加深了團隊對終身學習作為一個整體的、全方位概念之理解。「在參加終身學習研討會之前，人們對終身學習的認識或理解僅限於對特定目標群體的識字教育。事實上，這次研討會讓我大開眼界，進一步拓寬了我的視野，使我對終身學習的認識超越了3R(閱讀reading、寫作writing、算術arithmetic)，而是包括了人類在各方面的努力」。
加強阿曼在學習型城市和非正規教育專案的政策基礎
來自阿曼的代表制定了一項終身學習戰略草案，旨在促進關鍵成果，包括增加該國非正規教育計畫的數量，利用學習型城市以及社區學習中心來推廣終身學習。卡布斯蘇丹大學的Aisha Al-Harthi女士說研討會「既有終身學習概念的理論基礎，也具有實現終身學習發展的國家之實踐經驗和趨勢。」 她稱讚 「做出了巨大的努力，讓著名的學者和實踐者與我們分享他們的寶貴觀點」。
在中華人民共和國推廣老年學習者的終身學習
來自中華人民共和國開放大學的代表團隊制定了一項行動計畫，關注開放大學在促進全國老年學習者終身學習方面的作用。廣東開放大學的Luo Hongwei女士分享了在研討會期間，團隊在研討會上瞭解到「全球終身學習，並與五個國家的各行各業人士分享了不同的觀點」。
根據五個國家工作團隊所提交的產出文件，研討會的主要收穫是需要跨部門、夥伴關係在國際上共同努力，以促進終身學習的目標。我們希望在未來的幾個月和幾年裡，在UIL的持續支持下，各個團隊將繼續努力朝目標前進。
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In November 2022, a three-week capacity-building workshop on strengthening education systems from a lifelong learning perspective, co-organized by the UNESCO Institute for Lifelong learning and Shanghai Open University, concluded with the successful development of policy documents by country teams from Mongolia, Nepal, Nigeria, Oman and open universities in the People’s Republic of China.
Drawing on UIL’s flagship publication, Making Lifelong learning A Reality: A Handbook, workshop participants learned about the overarching themes that shape and are shaped by lifelong learning, as well as key topics that are crucial to consider in lifelong learning policy development.
A new lifelong learning policy for Mongolia
The team from Mongolia worked together on a lifelong learning policy draft that will seek to strengthen recognition of prior learning and establish cross-sectoral governance mechanisms to support lifelong learning in the country. Ms Myangan Batjargal, Ministry of Education and Science, Mongolia, said, “For Mongolia, this training was highly effective because we have reached a common understanding of lifelong learning at all levels of education, and we have been able to coordinate with other sectors and civil society organizations on lifelong learning concepts, priorities, and beneficiaries.”
Promoting a culture of lifelong learning in Nepal
Nepal’s country team developed a visionary policy document, in which it addressed several priority areas to promote a culture of lifelong learning, including the establishment and promotion of community learning centres, fostering lifelong learning through non-formal and open education, and ensuring lifelong learning is inclusive. Mr Phatik Bahadur KC, Ministry of Education, Science, and Technology, Nepal, reflected on the workshop’s consideration of lifelong learning and related themes in intersecting global, national and local contexts, explaining: “‘Strengthening Education Systems from a Lifelong [Learning] Perspective’ was helpful to me in developing an informed and effective policy and strategy in our setting while taking future global concerns into account.”
Working towards a comprehensive lifelong learning policy framework in Nigeria
The team from Nigeria submitted a proposal to support its aim of establishing a policy framework for lifelong learning through addendums and amendments to existing education policies. Mr John O. Edeh, Director of the National Commission for Mass Literacy, Adult and Non-Formal Education, indicated that the workshop had deepened the team’s understanding of lifelong learning as a holistic, all-encompassing concept: “Prior to the workshop on lifelong learning, the perception or understanding of it was limited to literacy to specific target groups. Indeed, the workshop was an eye opener which has further broadened my horizon to view lifelong learning beyond the 3 Rs [reading, writing and arithmetic] to literacies that encompass all aspects of human endeavour”.
Policy foundation for learning cities and non-formal education programmes in Oman strengthened
Representatives from Oman developed a draft lifelong learning strategy that seeks to contribute to key outcomes, including increasing the number of non-formal education programmes in the country and using learning cities as well as community learning centres to promote lifelong learning. Ms Aisha Al-Harthi, Sultan Qaboos University, said that the workshop “had both a strong theoretical grounding of the concept [of lifelong learning] as well as practical experiences and trends from countries that have evolved in making it a reality.” She applauded “an immense effort to bring prominent scholars and practitioners to share with us their valuable perspectives.”
Promoting lifelong learning for older learners in the People’s Republic of China
The team of delegates from open universities in the People’s Republic of China produced an action plan focused on the role of open universities in promoting lifelong learning for older learners across the country. Ms Luo Hongwei, of Guangdong Open University, shared how, during the workshop, the team had learned about “lifelong learning around the globe and shared different insightful views with the people from various walks of life in five countries.”
Based on the output documents submitted by all five country teams, it was clear that one of the workshop’s main takeaways was the need to work together, across ministries, stakeholder groups and sectors – as well as internationally – to advance lifelong learning. It is hoped that the teams will continue to do just this over the months and years to come, with the ongoing support of UIL.
