Lifelong Learning in Asia and the Pacific

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10 10 Lifelo long Learning in Asia and the Pacific opportunity to catalyze a more thorough and broad-based reflection on the underlying causes for the failings in the last decade on EFA. It provides a rare opportunity and space, therefore, to generate and advance more realistic, grounded and, hence, more effective strategies to achieve education for all. At the National Level, ASPBAE’s strategy in 2001-2002 will focus on building and strengthening the national level civil society mechanisms to effectively engage with governments in developing effective and genuinely responsive education plans and strategies along the goals of EFA. The year 2001 is particularly critical for these efforts since it is the period when national governments have committed to developing their National Action Plans for EFA. International support and co-operation are important in ensuring the collective commitment to Dakar. At the regional/ international levels, therefore, ASPBAE will continue to liaise with the relevant networks and institutions regionally and globally, especially to ensure: (1) that greater space for the participation of NGOs, community-based groups and other civil society formations in national, regional and global level follow-up processes; (2) that required attention is given to Southern/Asia-Pacific perspectives; (3) that the international community deliver on its commitment to mobilize the resources required to achieve the EFA goals, including increased external financing for education, broader debt cancellation/ relief, increased grants, and concessional assistance for education, to name a few; and (4) that the international community and UNESCO, as the nodal point for the Dakar follow-up process, effectively play a supportive and monitoring role for the Dakar follow-up process, consistent with the Dakar commitments. A word should be said about the unique role of NGOs and CSOs as providers of Lifelong Learning Education. The Ministry of Japan called NGOs or voluntary sector “the fourth space”. This connotation refers to the family as the first space, community as the second and the schools as the third space where children and adults learn throughout life, on the
Chapter 2: Plenar ary and Concur ncurrent nt Session Prese esent ntatio ions 11 assumption that these three spaces are not sufficient for lifelong learning. NGOs engaged in international co-operation organize study tour/visits to the developing countries, seminars/ workshops, fair trade, learning/teaching material development/ promotion and campaigns. These activities aim at sensitizing adults and children on the issues of poverty, gender, environment, human rights and peace. These learning opportunities by NGO’s have uniqueness and comparative advantages over other education providers such as schools and community learning centers. First, the content of learning is unique. Social issues ranging from local to global are not taught well at the schools and community learning centers in Japan. School curriculum has little space to teach social/global issues. Second, the methodology of learning is unique. Since NGO’s learning activities aim at not only providing knowledge on social issues but also changing attitudes and values of adults and children, they employ children and learners centered and participatory method. The learning process is equally appreciated as outcome in the learner-centered and participatory approach. In addition to the above-mentioned learning opportunities, NGO’s provide “incidental learning” opportunities. People learn through participating in NGO activities, even those that do not aim at providing education/learning services. Learning is not the primary objective of NGO’s, but people learn as consequence of participation in the NGO movement. Those involved with NGO’s, whether they work for the protection of human rights, environment, gender, rights of children, or whether they work for assistance to the victims of natural disaster and conflicts, or fighting against poverty, they have experienced such learning processes. The Thailand training network: A national approach for training in the workplace, presented by Ms. Doris Wibunsin (National Technology University of Thailand (NTU) ! Abstract t 3
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Lifelong Learning in Asia and the Pacific

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