|APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 1: Continuing Education: New Policies and Directions (APEID - UNESCO, 1993, 115 p.)|
Asia-Pacific Programme of Education for All (APPEAL) has the following Action Areas:
1. Universalization of Primary Education (UPE)
2. Eradication of Illiteracy (EOI)
3. Continuing Education for Development (CED)
UNESCO Principal Regional Office for Asia and the Pacific (PROAP) has been working very closely with the Member States to expand and improve Primary Education and Literacy Programmes. Specifically APPEAL Training Materials for Literacy Personnel (ATLP) has helped improve the quality of curriculum, learning materials and training for literacy programmes in Asia and the Pacific. Based on the experiences of ATLP, UNESCO/PROAP is developing APPEAL Training Materials for Continuing Education Personnel (ATLP-CE). It organized a Planning Meeting on 16-20 April 1990 in Hua Hin, Thailand, and developed the First Volume of ATLP-CE entitled: «Continuing Education: New Policies and Directions.» The Planning Meeting prepared guidelines for the preparation of training manuals for the following six types of Continuing Education Programmes:
1. Post-Literacy Programmes
2. Equivalency Programmes
3. Quality of Life Improvement Programmes
4. Income-Generating Programmes
5. Individual Interest Promotion Programmes
6. Future-Oriented Programmes
UNESCO/PROAP has convened a series of Technical Working Group Meetings of Experts and developed eight volumes of ATLP-CE. This book is the first in the set. ATLP-CE is an extension of the twelve volumes set of APPEAL Training Materials for Literacy Personnel (ATLP) and it is recommended that readers be reasonably familiar with the series before reading this volume.
This first volume gives a general overview of continuing education and describes the scope and development of ATLP-CE. Under ATLP-CE continuing education is defined very broadly as the provision of opportunities for lifelong learning. In the long run continuing education should be seen as the mechanism for establishing a learning society. The concept of a learning society as defined by UNESCO implies that education is a function of all agencies of society, not just those which traditionally have been given a primarily educational role such as schools and colleges. Continuing Education, therefore promotes lifelong learning everywhere in the society through formal and non-formal channels and through informal learning.
The point is stressed that continuing education is the means by which human resource development can occur and hence how socio-economic development can be based on a knowledgeable, skilled and self reliant citizenry. It is argued that an effective continuing education system should be organized in relation to overall national development plans. An effective infrastructure needs to be established, personnel should be trained and effective delivery systems developed.
Entry points into continuing education should be available for all citizens. The provision of opportunities for lifelong learning, that is the availability of continuing education, should be freely open to all. The range of continuing education providers needs to be very broad to cater for the types of learning required by all citizens. In a developing country there is probably need for a very obvious entry point into such a complex and diverse system and the emergence of local learning centres is proposed to satisfy that need.
This volume also comments on the types of continuing education activities appropriate for the present stage of development of the Region and provides some broad guidelines for their design and implementation.
T. M. SAKYA