South-South Policy Forum on Lifelong Learning as the Key to Education for
Sustainable Development (ESD)
Jakarta 21-23 April 2008
Rapporteur: Mohammad Reiza
Atlet Century Park Hotel
Day 3: Wednesday, 23 April 2008
09.00 – 09.30
Review and Reflections on Day 2 by Rapporteur from MONE
Ms. Hasnah Gasim from Indonesia National Commission for UNESCO opened the
session and gave the time to Mr. Anwar Alsaid and Prof. David Johnson for review
and reflection on day 2. Prof. David Johnson scanned through the reviews of the
presenters based on the country cases. He deeply elaborated the reflective ideas of the
country cases presented by each representative.
Mr. Anwar Alsaid thanked Prof. Johnson for giving the review and reflection of the
09.30 – 11.15
Plenary 4: Institutional Architecture of Lifelong Learning
Chair: Mr. Anwar Alsaid, Programme Specialist, UNESCO Office Jakarta
Mr. Alsaid briefly introduced the speaker and informed the procedures of the next
session; he then gave the time to Mr. Amalan for his presentation.
Mr. S.J. Amalan, Regional Director, Directorate General of Employment and
Training, Ministry of Labour and Employment (MOLE), India
Mr. Amalan presentated the India county‟s case. He mentioned that industry must
have much greater involvement in the management of ITIs, the design of curriculum,
the selection and training of instructors in the industry and provision of equipments
A new modular approach to vocational training should comply modular concept with
credit system, multi-skills, latest technology and multi-entry and multi-exit. In
modern countries, due to the lack of human resources, multi-skills issue is a need. He
also recommended vertical mobility of craftsmen, apprentices, staff development and
motivation as well as competency-based certification system.
Regarding human capital, the need of the corporate world will require competent
human beings. He then illustrated the Indian national employability framework which
shows the framework of education and employability. The government recognizes
that there are many low educated and uneducated people. They create skills matrix for
the employability framework and educate the industries.
India has Modular Employable Skills (MES) for lifelong learning with two ladders:
knowledge and skill towards the sense of employability. It brings the value of
learning from womb to tomb, the internalization of lifelong learning. It is the common
plug-in board for industries, people and institutions. Industry or sector panels identify
the employment matrix and job matrix. They also arrange the job skills in a vertical
and horizontal formation according to their position or depending on competencies or
multi-skills, learning complexities, etc.
Furthermore, the government has identified 40 sectors and presently 233 MES have
been designed. Indian government have set a target of about 2000 in the next year and
25 skill sector panels are in operation. This is a high energy and quality human being
for the world economy, which emphasizes on reliability or dependability,
repeatability or uniformity in performance and competencies or professional
He then explained about professional humanity for human networking of higher
productivity, continuous learning and tremendous outputs. The difference to any
situation is the average quality of human being: low, medium and high quality human
beings. The real professionals are those who embrace high values of body, mind and
He also briefly mentioned the potential areas of South-South supports that include
assistance in designing of MES modules relevant to the region or country, formation
of the industry or sector matrix of employable skills, identification of common skills
and standardization within the region for sharing of methodology, didactic design and
content suitable to the target group and employment generation. Building skills using
an institutional system approach is done at all levels covering craftsmen training,
building centers of excellence, modular employable skills and world-class institutions
for instructors training.
Finally, he explained about EDUSAT network that links receive-only terminals, state
capital, schools, higher secondary and colleges as well as professional or universities
or technical institutes (ITIs). The network leverages satellite technology for training
of trainers, trains students uniformly throughout the state in certain areas including
life skills, workshop calculation & science, basic computer skills and engineering
Mr. Alsaid thanked Mr. Amalan for the comprehensive presentation and he wrapped
up his presentation and allow the participants to give inputs or raise questions.
Prof. Chiotha asked how does the educational system accommodate the dilemma in
India in the sense of aspiration and reality.
Mr. Amalan said that the society has projected very distorted view towards skills for
employability. How can we change this acceptance of people‟s choices?
Prof. Cheng stated that through this presentation people will understand India. He
briefly elaborated the employability, employer survey and employees‟ skills. Many
individuals are trained to cater themselves to look for jobs, how is Mr. Amalan‟s
Mr. Amalan responded that we shall not use negative words, what we can do is to
demystify. We have to recognize the skills of people.
Mr. George commented that his idea of separating knowledge and skills, they are
actually about the same thing. Separation gives unconformity. His impression is that
skills are for low-class and knowledge is for high-class.
Mr. Amalan ensured that we have to keep the idea open. India have done that area in a
more macro scope.
Dr. Tonic asked about the modular of skills. How can we use the modules for distant
Mr. Amalan replied that the fundamental of curriculum creation is the skills of the
Prof. Ibrahim evoked that the participants were in the forum to clarify and to go
deeper. The lessons learned from other countries might be able to be applied in India
or other countries. The unit of analysis is the integration. How to accelerate the good
thing that is happening in life?
Mr. Amalan answered that question with regards of the skills matrix; the framework
is pretty rigid.
Ms. Madhu asked if the government of India compensates what students can‟t get in
Mr. Amalan explained that the government make open system for recognition of skills
and then give them certification.
Dr. Poh reminded that sustainable development should not confine us towards wealth
Mr. Amalan believes that everyone can have a lot of skills, that is the idea of multi-
skill. The system is open to acquire and certify.
Mr. Alsaid closed the question and answer session and gave time to Mr. Allgoo.
Mr. Kaylash Allgoo, Director, Mauritius Qualifications Authority, Mauritius
He presented his paper on “Integration of Education and Training to Achieve
Occupational Competence for Sustainable Development in Africa.” He started with
introduction to Mauritius which has the population of 1,219,220. Mauritian success
had been dependent on preference treatments in the main export markets for sugar and
textiles. He mentioned that the certification system had been identified as a hindrance
to effective realization of rational goals in the field of HRD, where number of
providers offering courses of varied duration and quality, the attendance, certificates
issues, which are not outcome based, limited career pathways, and no recognition for
prior learning. Furthermore, Mauritian Qualifications Framework was developed in
2002 with the setting up of the Mauritius Qualifications Authority with an Act,
namely, the Mauritius Qualifications Authority Act 2001.
The objectives of the programme are to develop, implement and maintain a National
Qualifications Framework, to ensure compliance with provisions for registration and
accreditation in this Act, and to ensure that standards and registered qualification are
international comparable. While the functions are to generate and register national
standards for any occupation, to register qualification obtained from primary to
tertiary level and to register and accredit Training institutions in Mauritius, to
recognize and validate competencies for purposes of certification obtained outside the
formal education and training systems and to evaluate qualifications.
Other functions to mention are to formulate and publish policies and criteria for the
registration of bodies responsible for establishing national standards and
qualifications, the accreditation of bodies responsible for monitoring and auditing
such standards and qualifications and the registration and accreditation of Training
Institutions. He also mentioned the rationale of the programme, which is to improve
the understanding of an education and training system within a country and in making
progressions routes and access to different parts of the national system explicit; to
mention among the three. He then showed a map of qualifications framework in a
worldwide phenomenon. He also gave the general pictures of NQFs in other
countries, which was first implemented from 1995 in England, New Zealand,
Australia, South Africa and Ireland.
He showed the steps of Mauritian Qualification Framework. He mentions that MQF is
an instrument for the development and classification of qualification according to a
set of criteria for levels of learning achieved. The benefits of NQF are to enhance
lifelong learning, to take care of current problems of certification and accreditation, to
bring in par the value between academic and vocational qualifications, to increase
employers participation in producing the right skills for industry, to provide a rigorous
regulatory framework to ensure quality of training, to facilitate entry and exit between
education and training systems and international recognition for vocational
qualifications awarded in Mauritius.
Mr. Algoo mentioned that there are nine legal frameworks including Mauritius
Qualifications Authority Act 2001, The Mauritius Qualifications Authority
(Registration) Regulations 2003 and Business Facilitations Act 2006. The
development of NQF itself includes the development of unit standard and
qualifications, registration or accreditation, recognition and equivalence of
qualifications ad awarding power granted to training institutions. He then explained
that Industry Training Advisory Committees (ITAC) work on some areas including
adult literacy and building construction and civil engineering.
He briefly mentioned the recognition and equivalence that include equivalence
granted to 219 qualifications (local and international) and the policy on R&E based on
the Lisbon and UNESCO Convention. He also explained that criteria for registration
or accreditation are based on governance and management, assessment, design,
development and running of programmes as well as quality assurance system.
He then mentioned the local and international challenges of the programme, while
Mauritius aspires to become a thriving, competitive and modern society, where the
population enjoys a high standard of living and a center of excellence in education
and training (knowledge hub) to integrate the k-economy. Mauritius emphasizes the
integration of education and training to achieve sustainable growth which will shape a
more coherent approach to education and training and to use lifelong learning
perspective as guiding principles.
He also gave the definition of Recognition of Prior Learning (RPL) that is the
acknowledgement through Evaluation of a person‟s skills and knowledge acquired
through previous training, work or life experience, which may be used to grant credit
in a unit standard. Its purposes are for personal development, path for career change,
promotion, progression into a learning programme and pathway for retrenched
There are six benefits of RPL-learners including to ability to ease the transition from
informal to formal learning by enabling the learners to value their achievements and
to recognize the importance of their learning through experiences and the ability to
prepare or plan for further learning and personal or career development. There are
three benefits of RPL-employers: to support training and staff development strategies
of employers to increase motivation and interest in workplace practice on the part of
the employee or learners, to reduce the amount of time needed to complete a
qualification and therefore requiring less time away from the workplace and to
improve employee retention and reduce recruitment and training costs.
Furthermore, he pointed out the six benefits of RPL-country that include certified
skilled workforce (qualify for better informed policy making), empowered population
or mobile people or multi-skilled people and to attract investors to position Mauritius
in the global village. The rationale for RPL in Mauritius is the implemented NQF.
While the process itself carries seven steps. He then showed a picture of the
involvement of international best practices.
The Cabinet has further taken note that on the same occasion, a workshop on
Recognition of Prior Learning (RPL) was recognized according to the extract from
Cabinet decisions on 25 May 2007. He also briefly explained its implementation,
registrations for both facilitators and assessor. Types of evidence includes letter from
clients verifying work done. He finally outlined the world-class education and quality
human resources is to ensure sustainable development, which is a world where
everyone has the opportunity to benefit from quality education and learn the values,
behavior and lifestyles required for a sustainable future and for positive societal
transformation. Thank you.
Mr. Alsaid wrapped up the presentation and opened the questions and answers
Prof. Johnson asked that there are skills that can be trained; probably we can train
skills in some areas that we know exist, through knowledge transfer.
Prof. Chiotha replied that theory without practice is a dream and practice without
theory is nightmare. To what extent one builds in the theoretical to give the people
Mr. Algoo said that Mauritian speak both English and French and that makes them
unique. In order to create additional skills, they help some people in the bibliocenter.
For example, they send people overseas and upon return they can transfer their
knowledge to some other people. In Mauritius, people have to pay levy for their
salary and it will be given back to them. Government also pays for overseas training
as well as on the job training.
Mr. Alsaid invited the participants to have coffee break.
11.15 – 11.30
Coffee break was provided in the hall.
11.30 – 13.00
Plenary 4 – Continued
Chair: Mr. Anwar Alsaid, UNESCO Office Jakarta
Mr. Alsaid gave brief introduction of the session and informed the procedures of the
presentation time and gave the floor the presenters
Ms. Morongwa Ramarumo, Deputy Director, Kah ri Guge/University of South
Africa (UNISA) Tutor, Ministerial Campaign on Literacy, South Africa
All South Africans have access to lifelong learning education and training
opportunities, which in turn contribute towards improving the quality of life and
building a peaceful, prosperous and democratic society. Ms. Morongwa gives a
literature definition of lifelong learning, “Lifelong learning is a comprehensive and
visionary concept, which includes formal, non-formal and informal learning extended
throughout the lifespan of an individual to attain the fullest possible development in
personal, social, vocational and professional life” (Atchison, 2002).
She further explained that lifelong learning views education in totality; it includes
learning that occurs at home, workplace, school and community; and it is done
through the media and other situations and structures for acquiring and enhancing
knowledge, skills and attitudes.
She further elaborated the role of education, which comply democracy and its
challenges and that education has been the key instrument for furthering oppressive
racial policies. The transformation challenges are reconstructing of domestic social
and economic relations to eradicate and redress the inequitable patterns of ownership,
wealth and social and economic practices that were shaped by the former regime; a
key response to these challenges has been for the government to prioritize the
construction of a single, equitable system of quality education within a system of
She further explained the policy framework vision of the ANC, “all individuals
should have access to lifelong education and training irrespective of their race, class,
gender, creed or age” (ANC, 1994, p3). Lifelong learning is an essential structural
objective for the system of education if the objectives of a democratic society are to
be met. She highlighted some of the elements of institutional architecture of lifelong
She explained the policies, systems and provisions that include the Human Resources
Development strategy of the Departments of Education and Labor (1999), National
Skills Development Strategy 11 (2005-2010), The Constitution of the RSA, Act no
108 of 1996, the Skills Development Act, 1998 and various policies developed by
other government departments.
Underpinning the approach of government‟s micro-economic reform, she gave an
argument that the government recognizes its failure to adequately integrate
government policies and programmes; with that condition, there is no single
department that has the capacity or mandate to adequately address cross-cutting
issues, whose key requires the attention of several government departments acting
together including reforms and investments to build technology capacity,
improvements of human resources development, the promotion of access to finance
and the building of social and economic infrastructure.
Furthermore, she outlined the programme implementation that includes expanded
public works programme where women, especially rural women are involved with
road construction. The aim of the initiative was for the Department of Public Works
to offer skills programmes and job opportunities to these women and the Department
of Education to offer literacy programmes twice per month. Joint Initiative for
Priority Skills Acquisition between the Public and the Private Sector to identify and
prioritize scarce and critical skills most needed by the country.
The government is also offering an Accelerated Shared Growth Initiative of South
Africa (ASGISA), which was launched at the biannual cabinet meeting in July 2005
and is being led by the Deputy President. She explains that the main thrust of
ASGISA is an acknowledgement that the very positive economic progress achieved in
recent years has not gone far enough towards meeting the socio-economic goals of
halfing unemployment and reducing poverty and inequality.
She further mentioned that the economic achievements thus far – a healthy fiscal
position, growth peaking at 4.9 %, subdued inflation and low interest rates – all
provide a solid platform upon which a more confident government can pursue an
accelerated growth phase. The ASGISA policy document elaborates on those factors
that inhibit faster economic growth. It identifies six such “binding constraints” to
economic growth, which need to be overcome if the ASGISA growth targets are to be
The six constraints are the volatility of South Africa‟s currency; the cost, efficiency
and capacity of the national logistics system; a shortage of suitably skilled labor;
barriers to entry, limits to competition and limited new investment opportunities; the
regulatory environment and the burden on small and medium business; and the
deficiencies in state organization, capacity and leadership (PCAS 2006).
To counter these constraints, the government requires a series of decisive
interventions. These interventions do not amount to a shift in economic policy so
much as putting in place a set of mutually reinforcing measures that aim to achieve
South Africa‟s socio-economic objectives more effectively. She mentioned that the
government‟s response to the “binding constraints” falls into six categories:
infrastructure programmes; sector investment strategies; skills and education
initiatives; „second economy‟ interventions; macroeconomic issues; and public
She also detailed the current skills shortage in South Africa that poses a serious threat
to sustained economic growth and could jeopardize projects such as the 2010 Soccer
World Cup. In order to address this challenge with limited skilled workers, many
companies are forced to import skills from other countries to meet with the demand
(SAQA update, 2007). The challenge for this move is the application of work permits,
which, in some cases is more complex. The Department of Home Affairs does not
issue work permits until qualifications are evaluated. Most of the artisans who have
come forth have no „formal‟ qualifications but skills that have been passed down from
generation to generation.
She mentioned that the qualifications in South Africa are evaluated on a structural
comparison of various formal education systems and does not include non-formal and
Next point is about promoting awareness and policies programmes; stakeholder
participation in policy development as part of lifelong learning is one of the elements
of institutional architecture. The challenge is promoting awareness and involvement
Regarding cooperation and collaboration, she mentions that each one implements
without collaboration except where accreditation of qualifications and quality
assurance is involved with Umalusi and Sector Education and Training Authorities.
Various organizations including government, NGOs, Unions, co-operate in policy and
programme development, especially curriculum development through the South
African Qualifications Authority and the Department of Education.
Capacity building is done with a purpose of training societies on diverse programmes
suc as gender; human rights; and community development by various service
providers such as NGOs, government, private sector, SETA:. She also explained
about institutional landscape. The commitments are to meet the constitutional right of
all South Africans to basic education in their own language, which is still unfulfilled;
to meet South Africa‟s commitment at Dakar in 2000 to reduce illiteracy by at least
50%; EFA; and MDG.
Mr. Alsaid wrapped up the presentation and gave the time to Mr. Heroldt for his
Mr. Heroldt Murangi, Namibian College of Open Learning (NAMCOL),
He presented “Namibian College of Open Learning Case in the notion of lifelong
learning how it contributes to sustainable development.” Namibian is committed to
providing wider access to quality educational services for learners and other
He provided brief introduction to the historical background of Namibia from its
independence in 1990. Prior to 1990, education system was segregated, unequal and
basic human right for the few.
He pointed out the objectives, which are few to mention to provide learning
opportunities to those who cannot be accommodated through the conventional school
system and to offer wide range of programmes to adults and out-of school youth. The
programmes are alternative secondary education (JSC and NSSC), PETE (Pre-entry to
tertiary education), other programmes in community development and youth work,
local government and ECD and entrepreneurship skills new initiatives. The initiative
is to creative pathways for the students.
Mr. Heroldt then elaborated education for sustainable development in line with the
national development goals (NDGs). The long term NDGs (Vision 2030) is to
improve the quality of life of the people of Namibia to be in line with the counterparts
in the developed world by 2030.
One critical aspect is the whole issue of access. Formal education in secondary
schools, particularly alone would not address the issue of access. NAMCOL helps a
population equivalent to 18.1% of formal school population.
He further explained about the quality of education provision that covers mission
statement, quality assurance framework, quality as fitness for purpose and quality as
value for money, quality ODL institutions (materials, student support, legislative and
logistics support system), NAMCOL materials accepted for use in formal schools,
policy development and capacity building initiatives, e-learning materials and
education radio programmes. NAMCOL and the Botswana College of Open and
Distance Learning have signed an inter-institutional quality audit framework to guide
external audits at the two institutions. NAMCOL quality assuring policy framework
subscribes to the notion of “Quality as Fitness for Purpose and Quality as Value for
As a government institution funded through taxpayers money, it is important for the
government and the general public to see that the services and programmes offered is
worth the money spent. A recent study commissioned by the Commonwealth of
Learning (COL) on Open Schooling in Namibia and India, confirmed that
NAMCOL‟s strengths as a distance education institution rest on its quality of its
course materials, quality of its student support systems and the quality of its logistics.
However, the challenge has always been to improve on its student support services to
ensure that a large number of its learners achieve better grades (A – C) during the
national examinations. Policy development and capacity building initiatives are key to
quality education provision; while Policies on Quality Assurance and Research are
key in identifying quality gaps and improving service delivery.
With the financial support from UNESCO, NAMCOL has developed web-based
lessons for both Grade 10 & 12 Physical Science and Mathematics to improve quality
on its education provision and to add value to the existing print-based materials. A
new agreement was signed with UNESCO early this year to extend this initiative to
Grade 10 and 12 (English) and Grade 10 (Life Science and Geography).
Through its education provision to those who cannot be accommodated through the
formal education system we believe that NAMCOL is making a significant
contribution in improving quality of lives of young people.
He then explained about the health promotion. Namibia is one of the countries in Sub-
Saharan Africa with the high infection rate of 20%. HIV/AIDS in the country
continues to increase in some of the geographical areas and age groups. NAMCOL as
the largest educational institution with a learner population of 28,000 learners has
therefore a cardinal role to play in educating and sensitizing its populace of the danger
of the disease and also in terms of providing support and care for infected and
The Namibian government has embarked upon an aggressive campaign to reduce the
HIV/AIDS rate in the country. To complement government efforts, NAMCOL has
developed an HIV/AIDS policy which is being implemented at all its offices and
tutorial centers countrywide. The policy further directs the division responsible for
materials development to integrate all HIV/AIDS and other health issues across the
curriculum of its professional programmes.
An Institutional AIDS Awareness Committee was established to oversee the
implementation of the NAMCOL HIV/AIDS Policy. Ongoing capacity building
initiatives are being arranged for employees, part-time tutors and learners on health
issues. An annual agreement is being signed with the UNICEF country office to
facilitate the provision of materials (flyers, condoms) to all 98 NAMCOL centers free
Furthermore, the National Curriculum for basic education gives direction to the
realization of the policy framework for long-term national development, vision 2030.
Namibia Vision 2030 sees Namibia developing to a knowledge-based society with
healthy, well-educated and skilled people. The National Institution for Educational
Development (NIED) is the custodian for the implementation of the national
curriculum and adopts a participatory approach whereby members from different
institutions participate at curriculum panels, which review curriculum, syllabuses and
assessment schemes for the different subjects. NIED follows a “Whole Curriculum
Approach” by integrating HIV/AIDS environmental, poverty reduction, human rights
and social justice issues in all subjects.
He mentioned that access to education provision is one of the key fundamental goals
of the education system in Namibia. Through the establishment of NAMCOL the
government has realized that formal education alone would not be adequate to address
the issue of access. According to the COL study, NAMCOL helps a population
roughly equivalent to 18, 1% of the conventional school population.
NAMCOL has developed a Policy on the Recognition of Prior Learning (RPL) that
will be implemented this year after approval from the Governing Board has been
sought. NAMCOL defines the RPL, “as the process of identifying, matching,
assessing and crediting the knowledge, skills and experience that candidates have
gained through formal, informal or non-formal learning”. To broaden access to the
most disadvantaged learners of the society, a policy on scholarship scheme was
implemented in 2008. Through this initiative, twenty-seven (27) scholarships
covering tuition and examination fees were awarded to orphans and vulnerable
He then explained about the principles of open and distance learning; materials for
NAMCOL learners are written in such a way to allow the learner to work
independently. There is also the flexibility for the learners to study either through the
open contact mode (by attending weekly tutorials) or the open non-contact (studying
on their own) depending on the circumstances. Learner-centered approach promotes
critical thinking and problem solving, and those learners are well equipped to address
challenges of sustainable development.
In regards of rural development, he mentioned that one of NAMCOL‟s greatest
strengths is its accessibility since about 100 tutorial centers are spread through the
country; NAMCOL has strong presence in rural communities if compared to other
institutions. The programme focuses on key areas such as development, adult
learning, community development and project management. Additionally, NAMCOL
developed another certificate in local government studies, which aims to support the
capacity building initiatives of regional councils and local authorities.
The challenge that NAMCOL faces is to implement sustainable development
practices at institutional level, which is critical for immediate implementation. He
believes that the transformation of knowledge should not only be confined to the four
walls of a classroom, knowledge can be imparted anyway through formal, informal
and non-formal settings. Quality programmes based on the principles of Open and
Distance Learning will make a meaning contribution to sustainable development.
Mr. Alsaid wrapped up the presentation and Mr. Samad was the next presenter.
Mr. M. Abdus Samad, Director, Bureau of Non-Formal Education, Ministry of
Primary and Mass Education, Bangladesh
Mr. M. Abdus Samad presented his paper on, “Non-Formal Education Policy:
Implementation Strategy.” He began with brief illustration of the government of
Bangladesh‟s commitment to achieve EFA by providing quality EFA. He mentioned
that NFE is a process of empowerment that contributes to poverty reduction, which
was adopted by the Government in 2006 recognizing strategic needs of NFE.
There are a number of projects that are being implemented by Bangladesh NFE,
various ministry offices, departments and NGOs as well as Pvos.
He then highlighted NFE policy in Bangladesh, which is to provide access to lifelong
learning opportunities for improving the quality of life, aimed t reducing number of
illiterates by at least 50% by 2015, prioritize on children, adolescent and adults, focus
on ECCE and alternate learning opportunities, offer a “full menu” of need-based
continuing education and to train through NFE channels in vocational,
entrepreneurship and employment related skills.
Furthermore, the highlights also outline the built-in „culture of quality‟ in NFE
programmes, promotion of equivalency between forma and non-formal education,
institute a decentralized operation system of NFE programme, emphasis on
coordination and linkage among GO, NGO, CBO, private sectors and civil societies,
ensuring community ownership and sustainability of NFE programmes and third party
involvement in assessment of programme effectiveness.
The government is also aiming at a comprehensive NFE sub-sector programme by
combining literacy and life skills programme for adolescent and adults, post-literacy
programmes and continuing education programmes. The programme is also
complementing early childcare and education as well as non-formal primary
education for out-of-school children.
Literacy and life skills programme cover essential skills of reading, writing and
calculation integrated with life skills. Post-literacy program consolidates literacy
skills and acquires vocation-oriented literacy skills as preparedness to join vocational
Continuing education programmes cover vocational, entrepreneurship and
employment related skill training programme to develop market-oriented vocational
skills of the young adults, equivalency education programme to enable learner to
pursue further education and quality of life improvement programme to support
learning for the increase of knowledge and life skills of individual choice.
Then he explained the implication of NFE policy on ongoing NFE projects or
programmes – programmatic (effectiveness related), that cover several points
including shift of focus: poverty reduction and development goals; widening of scope:
diversity in learning package; target setting: reaching priority groups; and
geographical coverage: planning for low coverage districts. Other points cover
curriculum and materials, class organization, introduction to lateral entry and
Meanwhile, from the point of systematic (efficiency related), he also mentioned
several points to include promoting local level planning and implementation, scope
for continuous professional development of NFE personnel at all levels (teacher to
manager), developing partnership with other education providers to deliver diverse
NFE programmes and creating scope to support further education as well as
community participation and national standard setting.
Mr. Samad continued with the strategic actions for implementation of NFE policy,
which elaborate further reorienting programme objectives, focusing on priority target
groups and geographical areas, setting quantitative targets aiming at the national goals
and targets, quality assurance measures, coordinating and linking ongoing and future
programmes and measuring community ownership. Then he explains the points into
Reorienting programmes objectives cover expanding program objective to address
poverty reduction and MDG goals, development of life skills towards informed
decision making and pro-active participation in social and economic life and
formulating target group specific program objectives based on their learning needs.
Focusing on priority target groups include out-of school children, Working children,
illiterate adolescents, young adults (youth), hard core poor, women and girls, marginal
income group, people with physical disability; and geographical areas include districts
with low literacy rate, char, haor, coast and hill areas, Adibashi populated areas and
Reaching the goal of the NFE policy by reducing the number of illiterate by at least
50% by 2015 cover the points of calculating the absolute number of existing
illiterates, developing NFE-Mapping and NFE-MIS, formulating a massive program
to reach the priority groups, targeting total coverage through Division-wise program
in phased manner and planning special measures to reach the people in
Next point is the quality assurance measures that include determining current status
and learning needs, setting core national competencies, developing mechanism for
mainstreaming of NFE graduates, establishing equivalency between formal and non-
formal programs and capacity building measures for NFE providers.
He then showed the flow of flexibility of scope for multiple entries. While the
coordination and linkage among ongoing and future programmes cover the issues of
coordination between GO-NGO-Private sector programs, coordinated support of
Development Partners to the NFE sub-sector program, networking with other
development ministries, departments, projects and institutions, coordination among
providers & support organizations at local level and national level, BNFE-DPE
Coordination at all levels and linkage between literacy, post-literacy and continuing
While the consideration of community ownership and sustainability emphasizes
interface between core learning needs and local learning needs, flexible
implementation to suit local context, capacity building support to community based
initiatives, community-based network of learning centers, promoting community
ownership of the learning centers and gradual phase-out and technical support for
quality assurance. He then shows another illustration of a prototype network of
centers to contribute to NFE sub-sector.
Partnership between GO, NGO and private agencies elaborates the points of mapping
of services based on the learning needs of the NFE sub-sector, identifying strengths of
NFE providers and potential areas of collaboration, mechanism for establishing
linkage & follow-up to sustain the process, flexibility to suit the convenience of the
learners and promoting decentralized decision making to support local level
Finally, he gave recommendations for both short and medium-term measures; to
ensure that NPA II made adequate provision for a broad-based NFE sub-sector
program, to map NFE services & providers and to revisit existing NFE
programs/projects & revising as per demand of the NFE policy. For medium-term, he
recommends to prepare a massive program with geographical area wise
implementation plan, to decentralization of NFE operational system and to prepare
special projects to reach the people in remote or difficult locations.
Mr. Alsaid wrapped up the presentation and opened the floor for question and
Mr. George asked “how we then look at the issue of actual learning if we talk about
Prof. Chiotha wanted to find out about specific efforts in the generations for formal
education, how to reach those target.
Ms. Morongwa mentioned that people get quality education and training programme;
the government does monitoring programme.
Mr. Heroldt pointed out that the issue of quality is challenging because we have
learners across the country. Checking the quality is the whole issue of monitoring.
Prof. Johnson asked question about transferable knowledge.
Ms. Morongwa said that many factories are closed down but the government is trying
to re-employ them.
Mr. Alsaid closed the presentation and allowed Prof. Arief Rachman to chair the next
Prof. Arief Rachman invited the participants for lunch and asked Prof. David Johnson
to give brief explanation regarding the working committees.
Prof. David Johnson explained the procedures for the working committees and the
objectives of the working committees, which is to learn the best practices, knowledge
from each other about regarding the competencies for sustainable economic growth
towards lifelong learning as the key to ESD.
Another question is the idea of how to bridge the divide, skills and knowledge; as
well as global transferability of skills. He then suggests the participants referring the
previous presentations contents.
The table of groups‟ themes and members is projected and the copies are distributed.
Prof. Arief invited the participants to give suggestions.
Mr. Amalan said that group 1 and 3 may be overlapping.
Prof. Bajunid ensured that all the four themes will complete each other towards
Mr. Lupele said that he is afraid since most of the presenters talk about formal
education, we may elaborate further the non-formal education.
Prof. Arief informed the technicalities for the next session of the working committees
and the procedures for the final plenary session to present the results of the working
committees by the groups‟ rapporteurs.
13.00 – 14.00
Lunch was provided in the hall and participants were encouraged to prepare the
working committees after the lunch break.
Prof. Kai-ming Cheng of Hong Kong left the Forum earlier due to the reserved flight
14.00 – 15.30
Workshop Sessions: Working Committees to Prepare Recommendations and
Roadmap for Actions
The Forum‟s participants were divided into 4 working committees and they were
working in four separate places to prepare the recommendation for research and
policy. Chairperson of each working committee facilitates the working committee
members to prepare recommendations for each theme to be presented during the final
plenary session by the rapporteur of each working committee.
Prof. Arief reminded the participants of the remaining time and to wrapped up the
working committees‟ discussion and to be ready to present the results of the
15.30 – 16.30
Final Plenary Session: Working Committees’ Rapporteurs’ Reports
Chair: Prof. Arief Rachman
Prof. Arief Rachman opened the session and invited all the rapporteurs of the working
committees to present the discussions results
Group 1: Mr. Lupele presents the results of the group and comes up with the
deliberations of lifelong learning, which is about personal development,
employability, survival, social inclusivity (access, equity, efficiency and quality),
development of active and responsible citizens. The group takes into considerations
the recurring weaknesses of existing formal education system.
Group 2: Prof. Sinha gave introduction of the group results and asked Ms. Alice to
present the result of the group discussion. Ms. Alice elaborated the results into a
framework for essential competencies. She mentioned that in the rapidly changing
socio-economic and physical environment, lifelong learning should promote three key
issues. First is socio-cultural well-being that occur in family and community. Second
is personal well-being that covers physical and mental as well as moral issues. The
last concern is economic well being that emphasizes job or work creation as well as
the ability to cope with job transitions.
Group 3: Mr. Mpofu presented the results of the groups. Positive feeling is about what
to do. Knowledge helps us how things are done. Skills will show us how things are
done. What we need is knowledgeable person who teaches others. We don‟t teach
without knowledge. We bridge the gap between skills and knowledge and how we
blend the two. Knowledge and skills must be taught together. It is not enough to
know, we have to understand and show us how things are done. The other questions
pertain to the quality of assessment. What matters is how we transfer the knowledge.
There is also numbers of threat. When we train a person, s/he should be able to do it;
if s/he is able to do it, knowledge is transferable. In regards of the transferability
across origins, in number of nations, we see what they are looking for.
Group 4: Ms. Morongwa presented the group discussion results. She began with
raising a question: is lifelong learning integrated with AET or is it a standalone? She
also explained about the purpose of lifelong learning that is to improve quality of life.
She also mentioned the articulation, which is also crucial. There are drivers of lifelong
learning: national policy, lifelong learning division within the ministry of education,
public private partnership to implement and media as a stakeholder for informal
learning. She pointed out role of educational institutions that include seminars. We
have to expand lifelong learning institute in regional, trans-national qualifications
framework and each country to operationalize.
Group 5: Ms. Madhu presented her discussion with Mr. Amalan regarding the final
recommendations of the South-South Policy Forum. The documents complies the
executive summary and the point where mentions that the delegates of the Jakarta
South-South Forum 2008 agreed upon. The document emphasizes on four main points
based on the given themes of the Forum: Conceptual Clarifications of Lifelong
Learning and Our Vision of Sustainable Development, Essentials Competencies
(Knowledge, Skills, Values, Attitude) for Social, Cultural, Environmental and
Economic Sustainability, Learning Strategies Conducive to Sustainable Development
and Institutional Architecture of Lifelong Learning. They also give the way to carry
Prof. Arief Rachman wrapped up the presentation and invited the floor to give
Mr. Amalan also invited suggestions from the participants.
Prof. Johnson commented on the recommendations not to create mismatch towards
Ms. Nafisa also gave comments.
Prof. Arief ensure that all the suggestions and recommendations will be documented
and distributed after the closing; he then proceed to the last session.
16.30 – 17.00
Prof. Arief Rachman invites Ms. Madhu to give closing remarks.
Ms. Madhu thanked the Ministry of National Education of Indonesia for the
organization of the South-South Forum; also the warm welcome and hospitality of
Indonesia for hosting the forum. “I would also like to thank the Governor; the
organizer of the cultural activities, also the technicalities, the rapporteur, the
photographer and all the technicians. Also, I would like to thank the staffs of
UNESCO Office Jakarta. Not forget to mention Prof. Arief Rachman also the
international delegates of the Forum. I also would like to thank Prof. Johnson. I thank
everyone and we should take the recommendations forward and we should implement
them and reflect them and see how they could adapt to our local condition” She said.
Mr. Anwar Alsaid thanked his team of UNESCO Office Jakarta, Indonesian National
Commission for UNESCO and the international delegates; he then gave the time to
Prof. Arief on behalf of Mr. Ace apologized for he was not being able to attend the
closing session; together with UNESCO Jakarta Office and all the delegates and all
colleagues form the Ministry of National Education he ensured that we can do this.
He invited everyone to pray – moment of silence.
“Please say hello to your family back home and bring them here” He said. He is
assisted by Mr. Anwar Alsaid distributing the certificates to the Forum‟s participants.
He then officially closed the meeting.