The study proposes strategies to reorient higher education institutions toward lifelong learning to serve lifelong adult learners in Thailand. The Ethnographic Delphi Futures Research (EDFR) approach was used for data collection. Additional research instruments used were in-depth interviews, a questionnaire “Measurable Performance Indicators [MPI] for Lifelong Learning,” SWOT Analysis form, focus group discussions, and a strategic assessment form. The results revealed five national and seven institutional strategies with several sub-details for each strategy. Finally, the suggested strategies could help higher education institutions world-wide to strengthen the policies, processes, and change apparatuses.
Andragogy had a very slow beginning over a period ofalmost one century as a term referring to the theory and practice ofadult education. Numerous elements were involved in the seventy years it took to establish its foundation: starting in England and the USA; andragogy and human resource development [HRD}; andragogy and self-directed learning [SDL}; conflict between supporters and detractors; comparing European and USA perspectives; trust in learners' abilities; scientific foundation of andragogy; skepticism and its counter-balance; and, antecedents ofandragogy, Trends in usage and considering its possible benefits set the tone for the future ofandragogy from 2000 forward.
Today's world may be characterised as the dawn of the new millennium of the learning society, where knowledge is considered as a country's most valued asset and primary source of power. In the increasingly intense competition among international communities, Thailand has been respected for advancing the concept of transforming communities, cities and regions into learning societies engaged in a sustainable development strategy which promotes the continual learning of individuals-the smallest unit of society. The learning society approach aims to balance economic, social, natural and environmental aspects and resources of society; and is transforming the Thai people into knowledge citizens and knowledge workers. The underlying legislation carries stipulations concerning lifelong learning, educational enhancement and global competitiveness aimed towards developing appropriate manpower to move the society towards sustainable happiness as compared and contrasted with maintaining the ''status quo''. This article portrays the current situation of lifelong learning and education in Thailand; analyses and synthesises five best-practice learning society case studies and proposes guidelines for developing a sustainable learning society.
This article provides the background and concept of Thailand Lifelong Learning [LLL], even attempting a definition. The Thai LLL vision encompasses strategies for developing human qualities such as integrity, self-reliance, adaptability, resilience, and spirituality, to name a few. In some regards LLL seeks to recapture a more fully-developed perspective, on what in earlier times and places [1238 AD in Thailand], was called ‘indigenous education', as it now pursues the benefits of a vibrant Learning Society. Progress of LLL in Thailand at times seems to be very slow and methodological rather than dynamic. It stems from developing a policy of learning processes for establishing solid education systems – Formal, Non-Formal, and Informal. LLL also has developed by means of garnering and integrating ‘Local Wisdom' [a Thai term designating important valued human experience] into what has become known as ‘cultural learning processes'. This Local Wisdom is held by ‘Wisdom Teachers' and encompasses nine areas, as follows: agriculture, handicraft/cottage industry, traditional medicine, conservation of natural resources, funding/community economics, fine arts, languages/literatures, philosophy/religion/tradition, and food/nutrition. Government Organizations and Private Non-Governmental Organizations have strongly supported and have been major forces for advancing cultural learning, LLL, and what may be labeled as a ‘Learning Society'. In addition, collaboration between Chulalongkorn University, Bangkok [Thailand's premier university] and Lindenwood University, St. Charles, Missouri, USA, has helped Thai LLL advance immeasurably and move toward becoming a Learning Society from 2010 to 2015. Added to this, and provided a Model of Cultural Learning, with recommendations for improvement at the National and Community levels. It concludes with assurances toward its creating diversity within the constituencies to be served, strengthening a self-sufficient economy, solidifying moral values, and enhancing Thailand's becoming a vibrant and flourishing Lifelong Learning Society.
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