TOWARD LIFELONG LEARNING

Betsy Sakata

The requirements of a rapidly changing society, the continuing need for renewing professional and vocational knowledge and skills, and the desire to explore new interests and latent capacities have given new impetus to the development of the con­cept of lifelong education. The concept, while not new, has not been broadly applied because to do so requires radical re-thinking and reconstructing of the existing educational scheme. Education as it is conceived and practiced today, seems no longer able to provide for the needs of a dynamic and everchanging society. A transitional model which is qualitatively different from what exists to one which will accommodate emerging needs must be organized around some different assumptions and the acceptance of these assumptions should result in some significant changes in the roles of those engaged in the process.

Limiting Traditional Concepts The traditional concepts of education assume

that education is a preparation for adulthood and is therefore confined to youth. Arthur Clarke, distinguished scientist and futurist, emphasized the inadequacy of this view in the following statement:

For every man education will have to be a process which continues all his life. We've got to abandon as swiftly as possible, the idea that schooling is something restricted to youth .... How can it be confined to youth, in a world where half the things a man knows at twenty are no longer true at forty, and half the things he knows at forty hadn't been discovered when he was twenty? If I have to sum up the single greatest social problem of the future in one sentence it's going to be that of raising the school leaving age to approximately one hundred twenty nine.s

Therefore, to be viable, education must continue throughout a lifetime.

The view that education and schooling are syn­onymous and co-terminous at about 18-20 years of age, limits organized learning opportunities to the

14

first one-fourth of a lifespan. For the remaining three-fourths of a lifetime educational experiences remain largely incidental and underdeveloped, resulting in a staggering loss of human potential. The lifelong learning model assumes that the need to learn is constant throughout one's life, so learning situations need to be re-encountered at various points in one's lifespan. Education would recur as needed, permitting stop-outs and drop-ins, or non-conformance to the accepted period for schooling without stigma of failure. In this way, education would become more relevant, for it would be interwoven into the life and work experiences of the individual. In such a model there would be no terminal education. Jerome Bruner foresaw the process of education as one "conceived as a form of enablement selectively available throughout the life cycle."3

The assumption that formal schooling is not only the central instrument of education but also the only one, should also be questioned. Such an assumption tends to ignore the vast array of learn­ing resources available in the community. The concept of lifelong learning would attempt to reintegrate the educative functions of both informal and formal education, thus providing a greater impact on the growing needs of a learning society. This would reverse the trend in the last half of this century of putting more and more responsibility on the schools for providing the whole of education. As the schools take their place in the continuum of educational resources available in our society, informal educational agencies can be encouraged to develop their potential for meeting learning needs which exist throughout the community. Included among the agencies that provide informal education are the family, churches, social agencies, public service groups, industry, labor, professional associations, mass media, etc.

These informal sources of learning can take education out into the "classroom of the com­munity" and expand the limits of traditional curricula to include the notion of the para-

curriculum. The paracurriculum as described by Harold Shane refers to:

"the body of out-of-school experiences which help to strengthen the intellectual ability, general background, and coping powers of the child or youth (or adult). Tomorrow's educational institutions will hopefully make greater or more deliberate use of the paracurriculum and the out-of-school milieu in which it exists."4

The diversification of educational programs available through the paracurriculum not only brings greater relevance to the in-school curri­culum, but also tends to expand possibilities for a larger universe of students for whom success in a formal educational program is virtually unattain­able. However, the intent here is not to separate a curriculum for the less academically gifted because the need for relevance through an integrative, broad-based, life-related curriculum as expressed by a number of critics (Silberman, Kozol, Herndon, Goodman, Holt) is universally felt.10

In this scheme the school would be a participatory planner and broker for the non-school experience which could supplement or parallel the in-school experience. The learner, would, thus, engage in var!o.u.s vocatic:mal and community service learning actrvrtres to reinforce and relate his in-school learning. The school then is no longer the·cloistered setting for learning, but rather takes its place in a wider, more open and continuous learning system.

The role of formal education within the lifelong learning framework is distinct and important. Lifelong learning does not demand more schooling throughout one's life, but rather a total rethinking of education within existing structures. It calls for re-ordering priorities so that laying a strong foun­dation for lifelong education becomes a primary concern. This means that the primary responsibility of the schools will be to produce highly motivated people equipped with skills and the desire to use these skills throughout their lives. The implications of this for existing educational programs are seri­ous. Fundamental changes must occur so that formal schooling can become a more reinforcing and rewarding experience for both youngsters and adults. Alienation and aversion to school are anti­thetical to lifelong education.

The schools must put greater emphasis on the development of the basic tool skills for learning­reading, writing, listening, speaking, computing, and measuring. The hope is that when the schools are relieved of the pressures to cover vast areas of subject matter, they can then focus on the process

skills of inquiry, problem solving, decisionmaking, sound valuing capabilities and self-learning habits and skills. All further efforts at continuing education critically depend on the ability of the formal educational system to produce students with inquiring minds.6

The Dimensions of Lifelong Learning

Looking at the concept gf lifelong education diagrammatically, the learning parameters in which lifelong education takes place will be vastly enlarged as it is recognized, developed, organized, integrated and enhanced. Further examination reveals that the lifespace that learning can fill is greatly enhanced when the vertical parameter is extended from the traditional conception of educa­tion for youth to lifelong education for all. Horizontally, broadening the spectrum of educa­tional institutions to re-integrate the informal and formal institutions and agencies expands the range of learning options and opportunities to provide more realistically for the diverse needs of learners. The potential for human development makes quantum leaps when one looks at the possibilities. The major task of educators with a serious sense of responsibility for anticipating the future must be to apply sound educational theory creatively and systematically to develop a model for lifelong education. Many elements of such a model are emerging in various forms and shapes, but they must be guided by a working philosophy and integrated into an operational framework if they are to become more than an amorphous phase of adult education.

Some Promising Beginnings The development and training of individuals who

will be effective in a system of lifelong education will require departure from the traditional methods of selection and training. A prototype incorporating this change can be seen in an experimental under­graduate program which was recently announced by the Northwestern University's School of Education called "New Careers in Education, Human Development in Non-School Settings." The rationale for adding this program to their existing teacher education program is described in a uni­versity release as follows:

... education is not limited to the formal institution called school. Many social institutions, both formal and informal, shape behavior. Our society has begun to realize the impact that these non-school settings have on human develop­ment and recognize the need for improving the

15

quality of human experience in families, neigh­borhoods, local government agencies, hospitals, prisons, businesses and public service organizations.s

Northwestern's expectation is that the strengths and interests of the School of Education's faculty, as well as the School's capacity to develop inter-disciplinary study, lend themselves to the broadened concept of education that is the heart of the new program.

In Hawaii, the University of Hawaii's Leeward Community College through its Community Ser­vices Division has developed a non-credit program to train housewives, non-English speaking immi­grants, Model Cities residents, senior citizens and interested community people to work as tutors to improve the reading skills of youngsters in the schools. The Leeward Program, organized by Dr. Joyce Tsunoda, Associate Dean for Community Service, involved reaching out into the community, recruiting potential tutors, training them from six to eight weeks on campus, and finally placing them in the community for a 17-week practicum expe­rience during which the trainee provided tutorial service in reading on a one-to-one basis. Thus, the latent talent and resources of the community were developed to become a part of the educational scheme and to help in the solution of the school district's largest problem-low reading scores. And again, through education and renewal, new heights of human potential were achieved.

Project LEARN Project LEARN (Learning Extension and Re­

sources Network) in Ka'u on the Island of Hawaii represents still another operational model of lifelong education. Mary Matayoshi, Project Director and Director of Continuing Education at the University of Hawaii at Hilo, worked with the project staff and the community of Ka'u, a very small, isolated rural community of 3,000 inhabi­tants, to help the community meet better its educational needs. For years Ka'u was overlooked by educational and cultural program planners because it was considered too small and isolated. The only educational program was offered by the public school, and that program typically was only for youth. Occasional offering of University extension courses and Department of Education night classes were not too successful because the need was not perceived by the community­resulting in no educational programs for adults. In the period of two years, however, the community made a 180° turn and as a result, has been trans-

16

formed into a miniature learning society. In achieving this transformation some interesting things happened.

For one thing, the old sugar mill at Honuapo has been converted into an arts and crafts and learn-ing center where courses for as few as one or two individuals or for groups of fifty or more are continuously going on. Courses in pottery, ceramics, weaving, silk screening, Hawaiiana, square dancing, Hawaiian language, ancient Hawaiian chants and dance were all offered. And the list grows longer with the awakening interests of the com­munity. The young people learn alongside adults, and frequently the roles are switched and they may teach a skill.

Perhaps the most highly successful of all programs offered was an Anthropology/Ethnic Studies course entitled "People of Ka'u." The course, in which 93 adults participated, included 12 meetings and three field trips (including an archeological field trip) during which participants heard experts from the University and guest lectures by individuals from the class regarding their experiences of growing up and life in Ka'u, the latter lending local color and enrichment to the experience.

A tangible outcome of the course are some 35 research papers by members of the class. The topics of the papers cover all aspects of Ka'u: physical and ecological descriptions, descrip­tions of various industries, various places and communities, genealogical research, biographies, and the future of Ka'u. The papers represent an important assemblage of data which add signifi­cantly to our fund of knowledge about Ka'u.9

These papers to be edited and published, will become a permanent record for the residents and students of Ka'u. Motivating students was hardly a problem and the outcomes of the course far exceeded the most conscientious teacher's expectations. Learning can be a truly rewarding and meaningful experience in the proper setting. The hope for lifelong-learning soars when people are intrinsically motivated as these residents were in their course. The partnership between educators and community resources has barely been explored in the dichotomy of formal and informal education. Bringing community members together for a synergistic interaction and results as demon­strated in Ka'u offer promise and excitement.

An important figure in the success of the Ka'u project was the Community Associate, Zachary de Bernardi. Mr. de Bernardi was a member of the

Ka'u community and a member of a University team serving the Ka'u area. He is also the learning facilitator at THE MILL, produces television pro­grams, assesses the learnlng needs, organizes and mobilizes resources, and, in general, serves the Ka'u project. Though not a trained educator, Mr. de Bernardi functions as one in the fullest sense. In his eyes, learning does not have to start with a class of students; rather learning grows out of an individual's need for a new skill or for new knowledge. In moving toward a true learning society where diverse and unique learning needs must be flexibly, readily and enthusiastically met, it becomes crucial to be able to plan, organize and manage resources as de Bernardi has done. While the process is not the same as planning and organ­izing for formal education, there are important similarities between the two systems that should provide the footpaths to building the bridges to lifelong education. By the same token there are differences which should be valued and retained.

The Project, as it enters the third and final year of federal funding, is being phased from the Uni­versity to appropriate community agencies. Among the latter is an Inter-Agency Education Council which has been organized so that when an educa­tional/learning need is expressed, the council members can identify learning resources and determine how the resources can be combined to provide the best program.

Federal funds for both the Ka'u and Leeward projects are made possible through Title I of the Higher Education Act of 1965 (as amended) for Community Service and Continuing Education. These projects demonstrate the effectiveness of the Act in encouraging college and university involve­ment in community problem-solving and strength­ening the community service dimension of higher education.

learning Assistance Centers Still another promising development is the

notion of a learning assistance center to facilitate learning needs. In a learning society, the emphasis must be on developing learning skills and fostering positive attitudes toward learning. For too many people learning is painful and difficult because they lack the tools for learning efficiently. The concept of a one-stop learning assistance center which offers individualized, personalized and self-paced programs for meeting various learning needs is being developed by the community colleges and the Counseling and Testing Center on the Manoa campus. They are building on the

highly-successful model developed at California State University at Long Beach. These should be the forerunners of learning assistance centers in the communities. Besides meeting the individual's learning needs or making the appropriate referrals to the proper resources, these centers should become pivotal links for integrating the numerous information and learning systems in the commu­nity. New educational roles will be needed and must be developed to staff such centers. The key professionals operating in such centers function as learning specialists-people who can assess needs, arrange resources for meeting these needs, guide and give counsel, and to evaluate accomplishments of objectives, and planning for new objectives, with the learner. Ancillary staff of paraprofessionals, tutors, student helpers, and community volunteers, all participate to provide these services to enhance the learning process.

Toward a Learning Society The shifts in emphasis shown below summarize

some of the kinds of changes that should occur during the transition toward a learning society.

1975 A.O. 2000 A.D. Education during

youth Education throughout

a lifetime Education as a Education as a partial

life function Education in a

prescribed time Transmission of

knowledge Traditional curricu­

lum only

constant life function Recurring education

Teacher of subject matter

Teacher as central figure

New Roles for Educators

Learning how to learn

Paracurriculum included

Specialist in Learning

Specialist as a member of educa­tional team

These shifts will bring about new forms in institutions and create new roles for educators.

The classical role of the teacher in 1975 will become obsolete by the turn of the century when open learning environments will dominate the educational scene. As seen in the prototypes discussed earlier, new roles will evolve and new competencies will have to be developed to meet new role expectations. Much of what will be needed can no longer be provided by the teacher as information given. A wide variety of skills and talents will be called for, resulting in the formation of teams of specially-trained professionals and

17

paraprofessionals. Teacher training will no longer focus on training of a single profe$sional to handle alt teaching-related tasks. Each member of the team will perform differentiated roles; each must be competent as a learning specialist first and as a subject matter specialist second.

Some educators have proposed dusters of specialists, but these proposals merely point the way to the emerging need for differential functions and to the need to re-direct teacher education at the inservice and pre-service levels.1 The changes suggested must, llowever, keep the human ele­ments and needs in perspective at alt times, for the dangers of over-specialization and the de­personalization that tends to come with these changes have no place in the schools where the concern must be for the development of the whole person.

Emergent Changes in Public Policy The implications for changing the organizing

principle of education from a youth-centered to a lifelong education model will require major changes in public policy. The global scale of this concern is reflected in the publication of the UNESCO Report "Learning to Be" which has caused the entire international community to make a dramatic shift in focus from industrial develop­ment to education as a means to achieving a fuller, safer life on this globe. On the national level, policy premise for lifelong education is seen in the intro­duction of a bill in Congress to establish the "Lifetime Learning Act."11 This will create an office of Lifetime Learning in the U.S. Office of Education for developing and implementing a national model of lifelong education.

Shifting resources to extend learning throughout a lifetime is one of the significant challenges to educators and legislators alike who are concerned about the viability of education for our future society. Hawaii has displayed the necessary leadership in creating a futures orientation in the planning and development process through the Governor's Conference on the Year 2000 A.O. Will the thrust of this leadership also be able to effect the necessary changes in the practices, policies and institutions so that the 21st century will arrive as we have planned?

'Dean Corrigan describes a team to include: research asso­ciate, learning diagnosticians, visual literacy specialis/s, compurer-assisted instruclion specialists, systems analysis and evaluation experts, specia/isrs in simu/arions and gaming techniques, informalions systems and d;ita base designers. communily education specialists, and /earning process faci/ita/Ors.1

18

References

1Burdin, Joel L. "Futurism as a Focus in Instructional Plan­ning." Joum<1/ of Teacher Educ<1tion, Vol. XXV, No. 2, Summer 1974, 141-147.

icorrigan, Deiln C. "The Future: lmplic<1tions for the Preparntion of Education Personnel. " Journal of Teacher Education, Vol. XXV, No. 2, Summer 1974, 100-106.

1Bruner, Jerome. "On the Continuity of Learning." The Na1ional Elementary Principal, Vol. 111, No, 6, April 1973, 47.

•Bagby, Geraldine. "Pre-Collegiate Education." Danforth News and Notes, Vol. 9, No. 2, February 1974, 1-6.

'Chaplin, George and Glenn D. Paige, eds. Hawaii 2000: Con/inuing Experimen/ in Anticipa/ory Democracy. Hawaii: University Press, 1973.

6Dave, R.H. and N. Stiemerling, eds. Lifelong Education and rhe School. Hamburg: UNESCO Institute for Education, 1973.

7Matayoshi, Mary. "A Report from Ka'u." Presentation at the Title I Workshop for Higher Education Personnel, Ala Moana Hotel, August 11, 1975.

8"New Careers in Education: Human Development in Non-School Settings." Announcement from the Office of the Dean, School of Education, Northwestern University, 1975.

9Reporl to Ka'u, Project LEARN. Newsletter, Vol. 1, June 1974. Lovan Til, William, ed. Curriculum: Quest for Relevance. 2nd

ed. Boston ; Houghton Mifflin Company, 1974. nNational University Extension Association Newsletter

(Washington, D.C.j Vol VIII, No. 19, October 1975.

Bersy Sakara, Associate Specialist with the College of Continuing Education and Communicy Service, University of Hawaii, Manoa, received her Bachelors and Masters degrees from the University of Hawaii and is currently working on her doctorate in Curriculum and Ins/ruction in the College of Education, University of Hawaii. Prior to joining /he University, she was a Curriculum Specialist with the Department of Education, leeward District, Stale of Hawaii.

Joel Burdin suggests these new roles: value developers, re­source finders, le<1rning di;ignosticians and prescription specialists, interdisciplinary liaison specialists, human relations developers, career and leisure counselors, commumty /earning facilitators, professional builders and leaders, utilizers to futuristics processes and subs1ance, tearhing and learning specialists.'