A dynamic economy in the 21st Century depends on developing a labour force which is capable of lifelong learning. The soft skills required for lifelong learning, such as curiosity, creativity, critical thinking, logical analysis and innovation are also the prerequisites for industrialization and transformative development.
They ought to be nurtured within the formal schooling system, not as an end in itself, but as the foundation for lifelong learning processes which continue outside of the classroom. Lifelong learning, moreover, is not just a wise economic choice – it provides intellectual fulfillment, and the joy of creativity and problem solving. Lifelong learners are more able to engage in political processes at all levels, and to contribute to policy and budget issues as informed citizens – thereby strengthening democratic processes. What is lifelong learning? Where are lifelong learning opportunities found?
What is lifelong learning?
According to Wikipedia, lifelong learning “is the ‘ongoing, voluntary, and self-motivated’ pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, rather than competitiveness and employability.”
“During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace). Instead, learning can be seen as something that takes place on an ongoing basis from our daily interactions with others and with the world around us. It can take the form of formal learning or informal learning, or self-directed learning..”
Where are lifelong learning opportunities found?
Although lifelong learning is not new, the number of spaces and opportunities have mushroomed during the last few decades in tandem with the growth of modern information and communications technology (ICT). Young children with access to a smart phone explore the web for entertainment and information, ranging from thought-provoking puzzles and games to facts and figures. Professionals (doctors, lawyers, teachers, researchers, engineers and so on) are expected to ‘keep up with the literature’ – in other words, to study latest developments in their field. Sources of information are numerous, but the most accessible source today is information on the web, given our under-stocked libraries in and out of education institutions.
In addition, there are numerous open spaces emerging for collective learning which provide not only information and knowledge, but also employment for the facilitators/educators. To me, these have the most exciting transformative possibilities. They partly have their roots, historically, in participatory action research programmes initiated during the 1970s by the Institute of Adult Education, the Jipemoyo Project [co-sponsored by the Tanzanian and Finnish governments] and the Elimu ya Ufundi [Vocational Education] project of the Christian Council of Tanzania. Employing ideological principles and participatory pedagogy informed by Education for Self Reliance and Paulo Freire’s Pedagogy of the Oppressed, grassroots women and men learners were encouraged to assess their situation, analyse basic causes and plan/implement strategies for change. The CCT and Jipemoyo processes became highly politicized as villagers organised themselves to challenge the status quo, armed by new knowledge which they generated themselves, working closely with activist facilitators from civil society and different wings of local government. Backlash was and often is inevitable, as those in power seek to defend their positions – but this is a central component of democracy.
The knowledge centres which TGNP Mtandao supports today in rural areas operate with a similar kind of outlook, and explicitly make use of animation methodology and philosophy [uraghibishi ] or participatory action research. Grassroots women animators support fellow women – and men – villagers to look for ways to solve problems for themselves, where resources permit, as well as to demand their rights as women/peasants and workers/citizens to resources controlled by others. Complex learning processes are involved, as well as the generation of new knowledge, as ‘ordinary’ people engage with policies and budgets at local and national level – not for its own sake, but integrated with action strategies to improve their situation and change their world.
Many other organizations and networks are using similar approaches in both rural and urban areas, and their endeavours ought to be recognized and supported – including Tamasha, Hakiardhi, HakiKazi Catalyst, some Friends of Education groups [readers are invited to add other examples and share their stories].
Several civil society organizations/networks have also created regular learning spaces similar to ‘seminars’ where presentations are made in a variety of ways, and discussed. These are most prevalent in urban centres, but ‘knowledge centre’ type formations provide space for similar endeavours in rural areas as well. Pride of place for me are the weekly Gender and Development Seminar Series [GDSS] run by TGNP Mtandao, which has a core group of 50-300 participants depending on the topic, and focuses on ‘hot’ issues of the moment – which have ranged from today’s debates on the Five Year Development Plan II and a gender responsive budget to women’s demands for the new constitution and the latest strategies to stop gender based violence. Space is provided for other CSOs to present, as well as GDSS participants themselves [organizations and individuals], and discussion often leads to planned action strategies carried out collectively.
Monthly seminars are run by Twaweza, Policy Forum, Hakiardhi and others, where research reports are presented on timely topics, related to the core constituencies. Periodic seminars are also hosted by policy oriented think tanks, the most recognized being those of Repoa and Esrf. In each case, participants are expected to go beyond analysis of issues and discuss together policy implications, and in some cases, strategies of implementation to get there.
Another exciting development is the use of the web for the creation of virtual study circles [not necessarily labeled as such].
These include email lists, as well as Facebook pages, Google groups, interactive blogs and many others too numerous to mention. Participants debate issues, share knowledge, provide references for further study, and network in a virtual space which remains fairly open. These provide a glimpse of the future knowledge society/economy propelled especially by young women and men.
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