Lifelong Learning: Helping Address Disadvantage Through Community-Based Learning Projects

Broadbent, Carolyn; Burgess, Jillian Elizabeth; Boyle, Maureen

doi:10.1007/1-4020-5322-3_13

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…Human resource development is crucial in stimulating economic growth in any country in the world, especially in developing countries that need more human resources to boost their economy and deal with other problems such as natural disasters, poverty, and conflicts, among others (Benveniste et al, 2008). No doubt, education is one of the key players in developing human resources through formal, informal, and non-formal education (Broadbent et al, 2006). Schools and universities are the main actors in providing formal education to students, which are not able to produce enough human resources for one country to exacerbate their economic growth (World Bank, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…CLCs in Cambodia, like those in other countries, have played a crucial role in developing human resources by providing informal and non-formal education and other training opportunities to Cambodian learners (Department of Non-Formal Education, 2018). However, informal and non-formal education seemed to receive less attention from the Cambodian government and other relevant stakeholders (Broadbent et al, 2006). Informal and non-formal education have been taken for granted from the Cambodian government and other relevant stakeholders since they put more attention to and provide value to formal education which has concrete curriculum and trustful accreditation to students (Ministry of Education, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Neak¹,

นาก²,

Charungkaittikul³

et al. 2022

Journal of Adult and Continuing Education

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This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Neak¹,

นาก²,

Charungkaittikul³

et al. 2022

Journal of Adult and Continuing Education

View full text Add to dashboard Cite

show abstract

“…The CLCs should provide a conducive environment and sufficient facilities to practice their knowledge and skills (Hager, 2001;To, 2016;UNESCO, 1999). It is crucial for the department of nonformal education considering extending the scopes of their training programs in the CLCs by not just solely focusing on non-formal and information education, but on the environment, business, tourism, market, and other life skills to attract more learners to attend in the CLCs (Broadbent et al, 2006;Uia et al, 2010). The government should link the CLCs with other CLCs and private sectors to building a network for learners to learn from other CLCs and enlarging their career prospectus; by so doing, the CLCs can link the learners to private sectors, which is suitable to their skills and knowledge after completing the training programs in the CLCs (Merriam et al, 2007;Shea et al, 2021;Tassniyom, 1997).…”

Section: Researchmentioning

confidence: 99%

Guidelines to enhance community participation in community learning centers in the kingdom of Cambodia

Neak¹

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The study aims to 1) analyze components of community participation in the CLCs in Cambodia; 2) study current states and desirable needs of community participation in enhancing community participation in the CLCs in Cambodia; 3) propose guidelines to enhance community participation in the CLCs in Cambodia. A semi-structured interview with 5 Cambodian experts has been employed, and all the keywords have been coded to analyze community participation components in the CLCs. Moreover, this research utilized a survey with the selected samples of 28 CLC committee members and 197 people using stratified random sampling by analyzing data through Means (x̅), Standard Deviation (S.D.), and Modified Priority Needs (PNImodified) to study current states and desirable need of community people in the CLCs in Cambodia. Lastly, the in-depth interview and Likert-scale questionnaire have been conducted with the experts to clarify and confirm the proposed guidelines' validity and feasibility. The research findings are as follows. 1. The components of community participation in the CLCs in Cambodia consist of utilizing services, resource mobilization, attending programs, diagnosing needs, planning programs, monitoring, and evaluation, and decision making in the CLCs in Cambodia. 2. The current states in enhancing community participation in the CLCs are at the moderate level (x̅=2.64, S.D.=0.67) meaning that there are a few the CLC committee and members participating in the activities of the CLCs while the desirable needs in enhancing community participation in the CLCs are at the high levels (x̅=4.41, S.D.=0.66) meaning that there is a high need of the CLC committee and members a taking part in activities of the CLCs. 3. Guidelines to enhance community participation in the CLCs in Cambodia comprise of vision, goals, and guidelines. The vision is to transform the CLCs to become lifelong learning centers in promoting informal, non-formal, and lifelong learning by 2030. The goals are to enrich human resources, physical infrastructure, finances, and enhance community participation in the CLCs to achieve future sustainability and become lifelong learning centers. The guidelines enhance community participation in diagnosing needs, planning programs, implementing programs, monitoring and evaluation, and decision making in the CLCs in Cambodia. Key terms: Community Participation, Participation, sustainable community learning centers, Community, Guidelines

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Lifelong Learning: Helping Address Disadvantage Through Community-Based Learning Projects

Cited by 2 publications

References 10 publications

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Guidelines to enhance community participation in Community Learning Centres in the Kingdom of Cambodia

Guidelines to enhance community participation in community learning centers in the kingdom of Cambodia

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