e-Learning for Lifelong Learning in Denmark

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Chapter 2 Concepts of lifelong learning and e-Learning The concept of “lifelong education” began to gain global attention in 1970s. Recent developments of the lifelong learning concept have been shaped by the divergent principles on education of the two leading international organization in the field: the United Nations Educational Scientific and Cultural Organization (UNESCO), and the Organization of Economic Corporation and Development (OECD). According to UNESCO, lifelong learning is meant to enhance human development and the fulfillment of man. (UNESCO 1972): ● Educational from now on can no longer be defined in relation to a fixed content which has to be assimilated, but must be conceived of as a process in the human being, who thereby learns to express himself, to communicate and to question the world, through his various experiences, and increasingly-all the time-to fulfill himself. (UNESCO 1972) The OECD develops lifelong learning from a human capital perspective. This builds on the OECD’s recurrent education policy. Lifelong learning is seen as the means to upgrade individual’s skill to be compatible with technological development and the changing world of work. (OECD 1996) As for e-Learning, it will be defined as an online learning via the internet. It is a self-paced learning which learners can study at their own capacity and interest. Learning contents which consist of text message, pictures, audio, video, and other media are delivered via web browser. Students and teachers can communicate via tools such as e-mail, web-board, and chat. e-Learning, therefore, enables anyone to study anywhere and anytime (Thailand Cyber University Project [TCU] 2006). 460 e-ASEM White Paper : e-Learning for Lifelong Learning
Chapter 3 Government policy, finance/funding, regulation of e-Learning for lifelong learning Lifelong learning is now a current concern for most countries including Thailand. The whole spectrum of lifelong learning confirms the important of education and training that can ensure sustainable country development. In Thailand, the 1997 Thai Constitution and the Thai National Economic and Social Development Plan guide the government’s education and training policies. The Constitution specifies that all citizens have both the right and the duty to receive education and training, guarantees academic freedom and emphasizes the role of the private sector for the provision of education at all levels. The Ninth National Economic and Social Development Plan confirms that Thai society should be grounded in learning and wisdom, providing opportunities for all to develop their capacities for thought, rationality, creativity and continuous learning in order that citizens can cope with a changing environment. The Tenth National Economic and Social Development Plan for the period 2007~2011 states that the government should provide all persons with physical and mental development, knowledge, ability, career skills, and life security, and enable all target groups to develop their own potential and strengthen family, community, and society. In educational sphere, lifelong learning was introduced in the National Education Act of 1999 as a new guiding principle for Thai education that would ensure economic competitiveness and ascertain sustainable development. The lifelong learning concept became central to the Act. In Section 8, it states: ● Educational provision shall be based on… (1) lifelong education for all, (2) all segment of society participating in the provision of education: and (3) continuous development of the bodies of knowledge edge and learning processes… The Office of Higher Education Commission Thailand introduces the Second Long- 06. e-Learning for Lifelong learning in Thailand 461
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e-ASEM White Paper: e-Learning for
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hanced this large volume and made i
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02❚Japan❘Tsuneo Yamada ∙ 105
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Part I A Cross Analysis of e-Learni
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Introduction This cross analysis re
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tion system discussed above. Depend
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secondary school leavers to further
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The other four countries namely, Ma
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contents effectively or virtual lea
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the other hand, the policies of Den
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certification system for adult educ
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Collectively, the country reports i
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students represent an area identifi
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ships are with Microsoft (Partners
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to overcome that are openly acknowl
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Part II White Papers of Six Asia-Eu
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Lars Birch Andreasen Lars Birch And
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Chapter 1 The Danish educational sy
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Youth education The youth education
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2010). Short-cycle higher education
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Vocationally oriented education and
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A comparison of the two parallel Da
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education at folk high schools, pri
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education consists of forms of teac
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The traditions of thought behind th
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● Employability / adaptability Li
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Chapter 3 Government policy, fundin
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in both public and private enterpri
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They shall support good job opportu
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The aim of the strategy is to incre
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that had clear common pedagogical g
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Readiness Index, Denmark was ranked
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Table 4-2 shows that the European U
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4.1 The basic school education and
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The expert group recommended that:
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The latest governmental initiative
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● The definition of assignments i
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ICT skills, students appear to act
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education or e-Learning possibiliti
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From the beginning of the e-Learnin
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learning situations and the two lea
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courses that qualify people in the
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educational materials are uploaded
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5.1 The Master’s Programme in ICT
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to the virtual conditions of the st
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modules the students work in groups
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― was established. 36 museums and
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Fig. 5-b The website of the Annex T
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In 2005-07 a project was launched o
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as an independent homepage at www.u
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as in the delivery processes (cf. p
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References Aceto S, Koskinen T, Wer
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Fibiger B et al (2004) Master in IC
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e-Learning for Lifelong Learning in
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Executive Summary 1) In Japan, “l
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Chapter 1 Educational Systems in Ja
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education and upper secondary gener
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専門士 8) Specialized Training
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1.2 Japanese Education Characterist
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The percentage of students who go o
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Figure 1-7 The transition of the nu
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Figure 1-10 The transition of educa
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The chart (Chart B4.1, In OECD, “
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(2) The Lifelong Learning Policy Bu
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ICT in the classroom was 58.5%; tha
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4) Lifelong Learning Indicators (1)
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1.3 Figure 1-19 Comparison of lifet
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Chapter 2 Lifelong Learning and e-L
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War II. For example, there was scho
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sense, it is asynchronous and onlin
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universities, promoting the Open Un
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it is necessary to fulfill the educ
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3.3 The of lifelong learning and th
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i) Support for learning throughout
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that promote lifelong learning. Fur
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are capable of meeting the ever sop
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White Paper on Education, Culture,
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Fig. 3-5 Numbers of Museums (from T
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ects that correspond with the senio
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Science, Cultural and Information S
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practical vocational training and s
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Table 3-1 The main systems for the
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transition phase to two-way learnin
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The lifelong learning platform mean
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the technology field of ‘Technolo
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hou/1286417.htm). Fig. 4-1 Teachers
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The goal of the Contest on Good Pra
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onment plans and teacher support is
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high school students exchanged idea
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OUJ research and support division.
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to radio programs to graduate is in
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tate communication between teachers
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1) Introduction OCW is a free and a
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For such a case a university must b
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can be matched with user needs. Act
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nomical measure for evaluation. Cur
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5.3 NPO CCC-TIES consortium: A coll
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TIES has all the basic e-Learning f
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Figure 5-3-5 A cell phone used with
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Figure 5-3-7 TIES Live to a cell ph
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A digital pen with a built-in camer
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ination, and application of knowled
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2) Framework of quality assurance i
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Private Enterprises (recruiting div
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Table 5-4-1 Numbers of Skill Items
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Entry Level Intermediate Level Adva
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that aim at realize these; ● Sinc
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living standard. In this way, we be
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Registration Everyone who wants to
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Approximately five questions are in
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● WLP is a successful project in
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OUJ manages a common metadata datab
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egisters the original metadata, it
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in EU, a GLOBE partner, by harvesti
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i) Metadata GLOBE members adopt IEE
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Chapter 6 Recommendations and Prosp
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ecognition of the concept of lifelo
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e-Learning For Lifelong Learning in
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Executive Summary Lifelong learning
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Chapter 1 The Malaysian Education S
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ing age group of 15 to 64 years (re
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the entire Malaysian education syst
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1-3 Lifelong Learning and e-Learnin
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1.4 Post-secondary Education Post-s
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(2) Community Colleges Malaysian co
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MYS MECD MAAI National Youth Traini
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universities, i.e. Multimedia Unive
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The Plan also notes that lifelong l
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in Malaysia to implement RPL polici
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life, takes place at all ages and a
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1) e-Learning in Schools e-Learning
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introduced their own LMS, even if t
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concern for the creation of a knowl
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esponsible for overseeing the prepa
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The following is the diagram of the
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(3) NHEF The PTPTN is a semi-autono
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Schools, upgrading of ICT infrastru
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eferences for the conferment of awa
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Chapter 4 Status and Characteristic
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◦ Providing better management, gu
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W O U iRadio is OUM’s internet ra
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courseware, online or e-Learning te
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The USM, is a prime example of a tr
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appropriate field of study at the u
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(Government of Malaysia, 2008) conf
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post offices around the country; ta
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Government-linked agencies, private
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delivering short courses and traini
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Malaysia is: “Learning engaged by
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as gross enrolment ratios and publi
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References Ahmad Rafee Che Kassim,
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Does Prior Learning Really Matter?
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Study Malaysia Online (n.d.) Offici
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Chapter 6: Table Ⅰ:Four Strategie
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QA : Quality assurance RPL : Recogn
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Alena Pistovčákova Alena Pistovč
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Chapter 1 Educational systems in th
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The system includes the following c
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is the completion of the system of
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learning and study programs; 3. Mut
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ing the approximation of education
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and letter games), arts (creative t
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324 e-ASEM White Paper : e-Learning
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Government Resolution No.1193/ 2001
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of the Economy of the Slovak Republ
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for continuing education, the terms
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lates the upbringing and education
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could also be used for financing of
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Chapter 4 Status and Characteristic
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Table 3 Achievments and Shortcoming
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The most active business companies
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of curricula that take into account
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In the Field of Education 1. Blende
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(IT skills, practical economy cours
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In Slovakia there have been only re
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committee should consist of nationa
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(a) Central e-Learning database for
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in ICT development. Besides more fi
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Tomas Sabol, Faculty of Electrical
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■ Min-Seung Jung is an associate
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Fig. I-1 Education System in South
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arts in Korea, however, this bias i
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II 2.1 Definition of lifelong learn
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learning is already used as the gen
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This study defines e-Learning as a
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III 2.1 III-1 Status A. General Ove
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B. Areas of e-Learning Use e-Learni
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through LMS by private institutions
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In addition, e-Learning market for
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since 1999 and it was called Intern
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The domestic e-Learning market in 2
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around KRW 350,000 or about 1/12 th
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○The Lifelong Education Center al
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Internet; subjects that offered dis
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ooks include special lectures in th
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70 60 50 40 30 20 10 0 57 32 8 3 25
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the supervision of the instructor,
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Adaptation (Socialization) Stage Le
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IV-2 Cyber University A. Definition
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Associate Degree Course Educational
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D. Teaching and Learning Methods Mo
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can be established in Cyber Univers
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Name of University Korea National O
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IV-4 e-Learning for Enhancing Vocat
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Table Ⅳ-4-2 Status of Central Off
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Page 458 and 459: level. Differentiation or equivalen
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Page 476 and 477: Figure 6 Model of TCU’s function
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