WELCOME TO THE ASEM LLL HUB MEETING

ASEM LLL Hub

Symposium
Supporting Adult Education for a Sustainable Life Course:
Asian and European perspectives on Education, Work and Citizenship

#ASEMEDU

6-8 JUNE 2016, GLASGOW

This symposium is hosted on behalf of the ASEM LLL Hub, Danish School of Education, Aarhus University by the Centre for
Research and Development in Adult and Lifelong Learning (CR&DALL), University of Glasgow in co-operation with the LLAKES
Centre of Research on Learning and Life Chances, UCL Institute of Learning with the support of the Asia-Europe Foundation
(ASEF). ASEFs contribution is with the financial support of the European Union. We also acknowledge the contribution of the
European Commission to the funding of the LETAE project through the LLP grant 539382-LLP-1-2013-1-ES-ERASMUS-EQR

Contents

ASEM LLL Hub Symposium 3

Programme 4
Monday, 6 June, 2016
Tuesday, 7 June, 2016

4
5-7

Wednesday, 8 June, 2016

8-9

Biographies of Keynote Speakers 10

Parallel Papers 12
General Information 25
Venue 26
About ASEM LLL Hub 28
Information 29
Getting to Glasgow 30
Practical Information 31

2 | PROGRAMME

ASEM LLL Hub Symposium

Supporting Adult Education for a Sustainable Life Course: Asian and

European perspectives on Education, Work and Citizenship
This symposiumbrings together two research networks that cooperate internationally within the framework of
the ASEMEducation and Research Hub for Lifelong learning. The network National Lifelong Learning Strategies
explores lifelong learning policies and practices in the framework of national socio-economic development, giving
particular attention to citizens motivation and barriers to continuing education and training. The network Workplace Learning focuses on workplaces thatexist not simply in companies and public services, but equally across a
wide range of organisational and social contexts, including in the third sector (non-profit-making NGOs, voluntary work, etc.) and in diverse forms of self-employment, including under irregular and precarious conditions. For
both, life-work-learning interplay between workplaces, institutions, family and community is a key framework for
understanding how opportunities for lifelong learning, including professional and personal development at work,
are distributed, structured, used and experienced in Asian and European countries.

Competing visions and paradigms for lifelong learning co-exist at national as well as international levels. The fact
that one official discourse may be dominant at any one time does not mean that other ways of thinking about
lifelong learning have disappeared. They are alive and well in a range of critical traditions and perspectives that
retain their power to engage and persuade. In this symposium, contributors critically analyse issues in lifelong learningthat have important implications for policy in different parts of the world. Evidence, ideas and the polity can
mobilise political thinking in new directions, as policy makers search for the new big idea. In turbulent times,ideas
for better connecting system worlds and life worlds in the pursuit of broader and more just forms ofmeritocracy
can focus compellingly on learning as a lifelong process which links, rather than separates, the older and youngergenerations andincorporates the realities ofworking lives.
The symposium will be held in co-operation with three recently funded projects within the H2020 Young 3 programme and the LETAE project funded within the LLP, for which it will act as a second national seminar, and serve
as a fore-runner to the final European level conference in Barcelona.

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Programme
Day 0
6 June, 2016

1930

Welcome Reception for ASEM LLL Hub delegates

The Lansdowne
7a Lansdowne Crescent
Glasgow West
Glasgow, G20 6NQ

4 | PROGRAMME

Day 1
7 June, 2016
Session 1 Chair Professor Mike Osborne, University of Glasgow

0915

Welcome
Professor Sayantan Ghosal, Dean for Inter-disciplinary Studies, University of Glasgow
Professor Trevor Gale, Head of School of Education, University of Glasgow
Danish Consul (tbc)
Claus Holm, ASEM LLL Hub

1000

Opening Keynote Professor Tom Schuller

UNESCOs Third Global Report on Adult Learning (GRALE)
- Outcomes and Recommendations for the Future
Professor Schuller has been the principal editor for UNESCOs Third Global Report on Adult Learning
(GRALE). This should just have been published by the time of the conference. The Report:
-- updates the state of play on adult learning across the world since 2009, drawing on responses from
139 countries;
-- assembles evidence on the impact of ALE in respect of 3 themes - employment; health and
wellbeing; social and community life using both GRALE results and wider studies;
-- looks forward to 2030, as the period covered by the Sustainable Development Goals, and puts
forward a number of recommendations for strengthening the case for ALE.
He will summarise the outcomes of the GRALE analysis and discuss the agenda and recommendations
put forward in the concluding chapters.

1045

Panel Discussion Representatives of H2020 Young 3 projects and the LETAE project
Dr Lesley Doyle, University of Glasgow
Professor John Holford, University of Nottingham
Dr Natasha Kersh, UCL Institute of Education
Dr Karsten Kreuger, University of Barcelona

1130

Coffee

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Programme

1145

2 sets of 3 parallel papers

1. Areeya Rojvithee (Freelance Consultant, Thailand) - The Philosophy of the Sufficiency Economy
2. Nicola Penserio (UCL Institute of Education, UK) - The effects of upper secondary education and
training systems on skills levels
3. Erdei Gbor (University of Debrecen, Hungary) - Organisational and network learning some
experience of a learning region research project
- - 1. Muir Houston and Mike Osborne (University of Glasgow, UK), Laureano Jimnez Esteller,
University of Tarragona - External stakeholders, collaborations and partnerships in WBL with Higher
Education Institutions in the UK: context and cases.
2. Ulrik Brandi (Aarhus University, Denmark) The gap between the high valuation of and low
investment in the development of soft skills by enterprises
3. Helen Bound (Institute for Adult Learning, Singapore) - Assessment, learning and work

1300

Lunch (buffet in situ)

Session 2 Chair Professor Karen Evans, UCL Institute of Education

1400

2 sets of 4 parallel papers

1. Theo van Dellen and Jumbo Klercq (University of Groningen, Netherlands) - Dutch Lifelong
Learning: A Policy Perspective bringing together Parallel Worlds?
2. SumaleeSungsri (Sukhothai Thammathirat Open University, Thailand) - A Model of Providing
Lifelong learning for Farmers in Thailand.
3. Sren Ehlers, (Danish Pedagogical University, Denmark) and Shalini Singh (JNU Delhi) Implementation of LLL in Asia: Case study from Sonitpur district in India
4. Bruce Wilson, Jaxon Ashley and Robbie Guevara (RMIT, Australia) - The Sustainable Development
Goals: Their Implications for Education, Work and Citizenship
- - 1. Zenaida Reyes (Philippine Normal University, Philippines) - Women Studies and Transformative
Education
2. Maria Slowey (Dublin City University, Ireland) - Opportunities and limitations of the RPL visionperspectives on recent developments in Europe and Indonesia
3. YuanDayong (Beijing Academy of Social Sciences, China)- The Umbrella of Chinese Adult
Education: a Learning Cities Policy Review and its Future
4. Gumpanat Boriboon (Srinakharinwirot University, Thailand) Guidelines for Basic Education
Approach for Migrant Labors in Bangkok Metropolitan.

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1545

Coffee

1615

Keynote Professor Han Songhee, Seoul National University

Adult Education Policies, Lifelong Learning Frameworks, and the Impact on the Contemporary
Educational System in Europe and Asia
Lifelong learning is a conceptual framework that directs adult education policies and practices, and the
outcome feeds back into re-defining the identity of lifelong learning. The process eventually triggers
changes in the traditional education system. Observed for last thirty years, the macro educational system has been impacted, adjusted, and reshaped by the emerging sub-system of lifelong learning.
I pay attention to the way in which the system evolves and reproduces itself. Social scientists usually
adapt correspondence theories (economic or cultural), in which the education system is asserted as
being determined by economic or social forces. However, I presume, education system is like a living
creature, which defines the territory by self-referential production, not by the direct interventions of
outer forces. The recent theories of systems approaches, for which we are indebted to Maturana and
Luhmann, provide a meaningful turning point to re-conceptualize the whole mechanism. Human civilization in general, from this perspective, and education in particular, have been practiced to create its
own territory and emerged as a super-stabilized social system.
My presentation shares some preliminary pictures, from the experiences of Europe and Asia, on how
the discourse of lifelong learning has created self-stabilizing conceptual frameworks that gave the whole
educational system a meaningful rupture and created niches to create significant changes in it.

1700

Final Remarks for day - Conference Rapporteur Norman Longworth, University of Stirling

1930

Dinner at Eusebi Restaurant

"Day 2" on next page

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Day 2
8 June, 2016
Session 3 Chair, Dr Haixia Xu, Ministry of Education, China

0900

Keynote 3 Professor Karen Evans, UCL Institute of Education

Learning and Working Life in Changing Social Landscapes
The Research Network 2 of the Asia-Europe Hub for Lifelong Learning aims to develop better
international understandings of what learning in, for and through working life means in practice, in the
contrasting social landscapes of Asian and European societies. The approach of the network develops
an extended dialogue between ideas and evidence, connecting researchers working in European and
Asian traditions with each other and with the policy makers and practitioners that make up the wider
Hub community. Going beyond generalisations about Western preoccupations with the autonomous
individual and the collectivist traps of Asian perspectives, network members draw on empirical
encounters in contrasting social landscapes to explore the actualities of workplace learning and the life
transitions of young, mature and older adults. In this session Professor Evans will reflect on insights
drawn from Asian and European inquiries into some key turning points in working life, from gaining
a foothold in the labour market, to job change in mid-life and retirement. Her reflections emphasise
the value of mutual learning about the frameworks of meaning that imbue work and learning and its
usefulness in facilitating the intercultural competence of practitioners at all levels.

2 sets of 3 parallel papers

0945

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1. Annette Ostendorf (University of Innsbruck, Austria) Informal workplace mentoring and corporate
citizenship empirical insights and conceptual discussions.
2. Natasha Kersh (UCL Institute of Education, UK) - The role of adult education in facilitating social
inclusion and engagement of vulnerable adults: insights from the Horizon 2020 project
3. Steffi Robak (University of Hannover, Germany) - Educational leave as a political strategy for
improving participation concerning Education, Work and Citizenship. Empirical findings from a
research project on the occasion of the amendment of an educational leave law in Germany.
- - 1. Ineta Luka (Turiba University, Latvia) - Compliance of graduates employability skills with the labour
market needs
2. Petr Novotn (Masarykova University, Czech Republic) Intergenerational Workplace Learning: Who
learns what?
3. Heribert Hinzen (DVV, Germany) and Chris Duke (RMIT Melbourne, Australia) Community-based
ALE looking at experiences in Asia and Europe in a global context

1100

Coffee

1115

Keynote 4 Professor Andy Furlong, University of Glasgow

Young People, education and employment: lessons from Japan?
Opportunities for young people have been changing rapidly; trends that predate the GFC have
accelerated and seem to have become entrenched in a wide range of countries with some of the
trends resembling those that were evident in Japan two decades ago. As in Japan, young people in
Europe are increasingly employed in non-standard, part-time and insecure jobs and find it difficult
to maintain relationships and establish independent households. While young people invest heavily
in education, in many countries in the global north employment growth is increasingly concentrated
in low skill occupations: labour economists predict that this trend will continue. This paper explores
the changing experiences of young people in Europe, examines the ways in which inequalities are
reproduced in new contexts and asks whether Japan can provide a window on European futures.

1200

Final Panel
Haixia Xu, Karen Evans, Heribert Hinzen, Chris Duke

1300

Lunch (buffet in situ)

1400 -1700 Closed Meeting for RN2 and RN4

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Biographies of Keynote Speakers

Professor Tom Schuller
Professor Tom Schuller has held a range of positions in the field of lifelong learning. From 2008-2010, he directed
the independent Inquiry into the Future for Lifelong Learning, sponsored by the UKs National Institute of Adult
and Continuing Education. With David Watson he co-authored the Inquirys main report, Learning Through Life.
From 2003-2008 he was Head of the Centre for Educational Research and Innovation (CERI) at OECD, the Parisbased international think tank, with responsibility for CERIs projects relating to some 30 countries. Before that
Tom was Dean of the Faculty of Continuing Education and Professor of Lifelong Learning at Birkbeck, University of
London; and co-director of the Research Centre on the Wider Benefits of Learning. He chairs the Governing Board
of the Working Mens College in London, Europes oldest adult education institute. He is currently writing a book
on The Paula Principle why working women tend to stick below their competence level. Tom is the main editor
of the forthcoming 3rd GRALE report the Global Report on Adult Learning, published by Unescos Institute of
Lifelong Learning.

Professor Soonghee Han

Professor Soonghee Han is professor of Lifelong Education in the Department of Education, Seoul National University, the Republic of Korea. He is currently the President of the Korean Society of the Studies in Lifelong Education,
and is the Editor-in-Chief of the Journal of Lifelong Learning Society published in Korea, and also editorial board
member of Journal of Adult and Continuing Education (University of Glasgow). He was the founding coordinator of
the RN5, ASEM LLL. He has actively collaborated with European scholars in this field. He has received the Visiting
Scholarship Fund from MALLL program of Aarhus University. He has studied historical and cultural patterns of
East Asian adult education and lifelong learning practices, and has been invited as a guest professor by the Nagoya
University (Japan, 2015), University of Tokyo (Japan, 2012), and Zhejiang University (China, 2011).
His academic works focus on studies on the emergence of the lifelong learning system and the learning society as
it social representation. His research interests cover the follow areas: learning cooperatives and democratic citizenship education: higher lifelong learning as a complex system and structural changes of HEIs for universal access to
higher education; East Asian origins of lifelong learning; the educational system as self-referential complex system.

Professor Karen Evans

Professor Karen Evans is currently Coordinator of the ASEM Lifelong Learning Hub Research Network on
Workplace Learning. She is Emeritus Professor of Education at the UCL Institute of Education, University of
London and Honorary Professor in the Economic and Social Research Council LLAKES Centre for Learning and
Life Chances. She is also Honorary Professor at RMIT University, Australia. She was previously Head of the School
of Lifelong Education and International Development in the Institute of Education and subsequently research
professor, working on research interests in life and work transitions, and learning in and through the workplace.
She has directed major studies of learning and work in Britain and internationally. Her recent publications include
the books Youth and Work Transitions in Changing Social Landscapes (2013), The Sage Handbook of Workplace
Learning (2011); Improving Literacy at Work (2011); Learning, Work and Social Responsibility: Challenges for
Lifelong Learning in Global Age (2009). She is joint editor of the Second International Handbook of Lifelong
Learning, 2012 and Fellow of the Academy of Social Sciences.

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Professor Andy Furlong

Professor Andy Furlong is Professor of Social Inclusion and Education within the Robert Owen Centre, School of
Education and Dean of Research of the College of Social Sciences, University of Glasgow. His research interests
revolve around the experiences of young people in education and their transitions from education to employment.
His work covers processes of social reproduction, inequality, mobility, exclusion and inclusion and social justice.
From a sociological perspective, his research has focused on patterns of educational participation and forms of
engagement, educational and occupational aspirations, higher education, informal education and training. His
research has involved regular collaboration with colleagues in Europe, Australia and Japan. He has held visiting
positions at Deakin, Melbourne and Monash in Australia, and held an Invitation Fellowship from the Japan Society
for the Promotion of Science. He is an advisor to the Japanese Youth Cohort Survey team.

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Parallel Papers
Areeya Rojvithee
The Philosophy of the Sufficiency Economy
Currently the world is confronted with multiple global crises, which include global warming, climate change,
biodiversity loss, food shortages, ecological downturn, and socio-economic and financial crises. The international
community is discussing how to address the 21st centurys problems and the effective ways to tackle and solve all
those problems. Thailand has had a strong commitment on Sustainable Development since the United Nations
Conference on Environment and Development in 1972. His Majesty, King Bhumibol Adulyadej, proposed the
Sufficiency Economy Philosophy in 1974 in realization of the need to change unsustainable practices towards
development. His Majesty put his people and their quality of life at the center of his development agenda.
Sustainable Development can be accomplished only through the development of human resources. So, policies on
health, education, training and lifelong learning for people at all levels and directed towards various issues, especially
for adults, have been formulated and implemented over a long period.
The content of this presentation will seek to create an understanding of the definition of Sustainable Development
and the Sufficiency Economy Philosophy, which is the ethical and medieval way of practice in living, consuming
and protecting natural resources and environment in order to reduce global warming, promoting the Green
Economy, combating the poverty and creating wealth. The best practice cases on education, work and citizenship
will be presented within a strategy focused towards adult education and lifelong learning. The basic principles
of sustainability, which are the integration of environment, social, economic and finance, will be discussed. The
Philosophy of the Sufficiency Economy offers the world insights into how Thailand has defined the relationship
between goals and method. UNESCO has recognized the value of the Sufficiency Economy Philosophy and already
been involved in a collaborative project that covers Cambodia, Laos PDR, Vietnam, and Indonesia. Recently on
27-28 February 2016 Thailand hosted the G77 Bangkok Roundtable on Sufficiency Economy: An Approach to
Implementing the Sustainable Development Goals. This means that the philosophy has been recognized by 77
governments and the cooperation has been established.

Nicola Penserio
The effects of upper secondary education and training systems on skills levels
This paper links SAS (Survey of Adult Skills) 2011 and PISA (Programme for International Student Assessment)
2000 surveys to overcome a major obstacle that has handicapped research on the effects of post-secondary education
on skills: the lack of harmonized international longitudinal data. In the absence of previous research on the
effectiveness of the upper secondary phase, we draw on the literature regarding the lower secondary phase and adapt
the arguments to the upper secondary phase. By comparing in a country-level difference-in-difference analysis the
PISA cohort 2000 (age 15) to the same cohort in SAS (age 27) we find that the standardised comprehensive schoolbased systems (Norway and Sweden) and systems with a dual system of apprenticeships (Austria and Germany) and
some of the countries with a school-based differentiated system (Denmark, Finland, Czech Republic, Poland) are
better at improving skills between 15 and 27. This can be partly explained by the high participation in good quality
vocational education and training in dual system countries; by the extent of formal learning of Maths and the
national language during the upper secondary phase; and by the inclusiveness of the post-secondary phase. Among
the quantitative measures of school inputs, only the student-teacher ratio matters.

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Erdei Gbor
Organisational and network learning some experience of a learning region research project
The research presented in this paper was a part of a learning region research project (LearN). This research was
conducted in an ICT cluster in Hungary. During the qualitative research, managers and owners of ICT companies
and organizations were interviewed (26 persons).
The main research questions were concerned with: circumstances that require the need for new knowledge; the
origins of knowledge; the learning forms in the organizations; cooperation and learning in networks; knowledge
management in an ICT cluster.
The research findings show that new investments, competition and technological development are the motivators
for new knowledge-seeking processes. There is a great variety regarding knowledge resources; however the
importance of school-based education and adult education, and also non-school based adult training has less
importance than we might have expected considering previous research. Learning forms were very varied, although
action learning seems dominant in our research.

Muir Houston and Mike Osborne

External stakeholders, collaborations and partnerships in WBL with
Higher Education Institutions in the UK: context and cases.
We present the results of a study conducted within the LETAE project (part funded by the European Commission)
on university-enterprise cooperation, collaboration and/or partnership in the field of tertiary lifelong learning
(TLL) and university adult education. We analysed three cases of university-enterprise programmes for adults1,
who have left the education system to enter the labour market and who want to access education and training
opportunities offered by universities to improve their labour market position. These are complemented by desk
research about the national and institutional context of university higher education.
Core questions to be addressed are the regulation of TLL systems, in particular the integration of labour market
stakeholders in the design of Work Based Learning (WBL) programmes. The project is specifically concerned with
the relevance of university provision for the impact on adult learners in the labour market and its influence on
their work performance. We excluded examples of business-university cooperation in the field of initial education
programmes, in which the majority of participants enter direct from compulsory education.
In relation to the area of work based learning, we reviewed major concerns with aligning academic and workplace
learning outcomes and forms of assessment; issues of development funding for WBL programmes; mediating
between the quite distinct cultures of academia and industry or business; and a perceived lack of flexibility and long
lead times in universities from external stakeholders.
We first describe briefly the UK institutional landscape of education in general, with a focus on adult education
and adult learners. We then present each of the case studies with details on the programme, the partnership or
collaboration with external stakeholders, the learners and its impact on all stakeholders. Finally, we discuss the
potential opportunities, but also the constraints or barriers of cooperation, collaboration and partnership to
advance the integration of WBL in higher education.
1

Adult are here defined as persons, who are older than 18 years and have left the educational system to enter into the labour market According to
the methodology of the Adult Education Survey, the adult population is that aged 25 and more, which would be outside of traditional perspectives of formal or
compulsory education under normal conditions, which is often seen as a linear progression through full time education that generally begins at 5-7 years and
continues until 20-25 years of age.

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Parallel Papers

Ulrik Brandi
The gap between the high valuation of and low investment
in the development of soft skills by enterprises
This presentation introduces how we can examine learning strategies at an enterprise level, conceptualising them
into three main dimensions: learning systems and incentives, connecting to the affective dimension of learning,
which behavioural learning addresses effectively; skills development, chiefly addressing the cognitive dimension of
learning to which cognitive and action learning principles can be applied; and, work design and the organisation of
work, which attend to the structural dimension of learning and socio-cultural approaches. Through this conceptual
understanding, we present results from an empirical study of the learning strategies of 194 enterprises, searching
for the most pressing needs and commitments to learning. Our results show that enterprises struggle to find the
optimal balance between the use of systematic and ad-hoc arrangements of learning systems and incentives, yet
must emphasise intrinsic needs as a key business strategy, systematise certain aspects of HR whilst minimising the
negative effects of status distinction, hierarchy and bureaucracy. They must also immediately address the pervasive
effects of stress and burnouts. Most especially, enterprises are in need of addressing the gap between the high
valuation of soft skills versus the low investment in developing them.

Helen Bound
Assessment, learning and work
Singapore has recently embraced SkillsFuture, a new strategic policy direction reorienting the historically heavy
reliance on classroom learning towards workplace-based learning. This new direction requires a shift in the
thinking, design and intention of assessment and learning. One of a number of SkillsFuture programmes, the Earn
and Learn work-study programme, is intended to provide graduates with more opportunities to build on the skills
and knowledge they acquired in school after graduation, and to better support their transition into the workforce.
The emphasis on the relationship between learning at and through work, and classroom learning will require in
some instances fundamental changes to curriculum and assessment. The emphasis of SkillsFuture is on valuing
the importance of building deep and future-relevant skills and creating a culture of lifelong learning enhancing
opportunities for individuals to take ownership for acquiring new skills and deepening skill sets throughout their
careers (WDA, 2015). Dominant practices within the competency-based training context in Singapore are based
on assessment in classrooms, well removed from the complex world of work. The new policy direction requires a
rethink not only about where, when and how assessment takes place, but what we mean by assessment and how we
consider quality assurance issues.
The Centre for Work and Learning at IAL is undertaking a project (due to be completed by August 2016) that
seeks to address this shift towards workplace-based learning and assessment. Our unit of analysis is assessment
practices. We seek to address the questions of how different institutional and policy contexts mediate assessment
practices and how adult learners, educators, educational providers and employers experience assessment. We are
addressing these questions through six case studies in different industry and occupational contexts (cooks, doctors,
ICT engineers, adult educators, fire-fighters (leadership) and aeronautical engineers) and different types of and
length of programmes. Our data comes from curriculum documents and institutional policy documentation,
observations of learning and assessment and semi-structured interviews with learners, educators, educational
providers and employers. In this paper I will explore leading assessment practices for the changing nature of work
including those we identified form the literature and the additional assessment practices we saw in our data to
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address the question, how different contexts mediate assessment practices. The leading assessment practices we
identified in the literature include: 1. Work focusedreflecting the practices of work; authentic and integrated with
work, and includes employability capabilities in assessment. 2. Outcomes orientedtransparency of assessment
purposes; strong alignment between learning outcomes and assessment, and holistic standards and criteria. 3.
Designed for learningengages participants in learning; embedded feedback loops in course design, and fosters
learners making judgments of their own work. This list indicates why you cannot consider assessment without also
considering learning.

Theo van Dellen and Jumbo Klercq

Dutch Lifelong Learning: A Policy Perspective bringing together Parallel Worlds?
Lifelong learning has never been an integral part of the Dutch educational culture. Nevertheless, nowadays yearly
many adults (about 17.8% in 2015) are either after or not finishing initial education in some respect emergently
participating in (continuing) second, third or more learning paths through their lives. As we know these individual
paths may become successful only when they initiate from own will learning motives of the individuals in their
particular life situations. In this whitepaper we make out a case for policy that bridges the separated worlds of policy
makers, researchers, professionals (including volunteers) and last but not least the learning adults themselves who
engage in lifelong learning activities for life, work or leisure. This policy focuses first on the continuing unresolved
issues of LLL in the Netherland and secondly builds on a Dutch learning climate and a fitting adult learning
professionalism to bridge the gaps between the parallel worlds of policy makers, researchers, professionals and
learners. The paper ends with some suggestions what kind of policy is needed in this respect. One suggestion goes in
the direction of realizing lifelong learning depends on the knowledge and attitude of various interested parties and
asks for a collective learning process. This suggestion was already made in 2000 immediately after the European year
of LLL by Van der Kamp. Did these collective learning processes take place?

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Parallel Papers

SumaleeSungsri
A Model of Providing Lifelong learning for Farmers in Thailand
In Thailand, the importance of lifelong learning was recognized many years ago as it was officially stipulated in
national policies and plans such as: the National Education Act, 1999; the Non-formal and Informal Education
Promotion Act, 2008; and the National Education Plan, 2009-2016. The main aim is providing lifelong learning for
all. Farmers, the main group of workers in the country, also need lifelong learning opportunity. In order to establish
proper guidelines for providing lifelong learning for them, this study was carried out with the following objectives:
1) to study the current opportunities of farmers for obtaining lifelong learning, 2) to study farmers needs for
lifelong learning, and 3) to develop and propose a model of lifelong learning for farmers.
The study employed both quantitative and qualitative approaches. The samples included 1,000 farmers aged
between 15-55 years from every region of the country, 200 community leaders and community committees,
200 staff of related agencies and 27 experts in the field of lifelong learning. Moreover, 15 farmers in one village
were randomly selected to attend village public hearings in order to provide suggestions to the proposed model.
Questionnaires were the main instruments for data collecting from all of the samples. Moreover, interviews, village
public hearings and focus groups were also employed. The data were analysed by frequency, means, percentages, and
content analysis.
The main findings showed that farmers needed lifelong learning in the form of the integration of informal and
non-formal education. The proposed model of lifelong learning for farmers comprises 16 components. It included,
for example, types of knowledge, activities, media and learning resources to be provided, strategies for reaching
the target group, and participation of all sectors in local community in providing lifelong learning for farmers. The
main recommendation from the study was that lifelong learning plans should be developed at all administrative
levels from province to sub-district. The government should provide support for implementing and following up
the LLL plan in every community or sub-district.
The author believes that with appropriate administration that this model could be applied in all areas for
promoting lifelong learning for farmers across the country.

Sren Ehlers and Shalini Singh

Implementation of LLL in Asia: Case study from Sonitpur district in India
A Portuguese researcher states that LLL is more relevant for Northern Europe than for Southern Europe (Barros
2012). The approach in the Nordic countries is becoming individualized (Telhaug et al. 2004). An empirical study
of LLL strategies in 99 countries shows that OECD countries passed LLL reforms whilst non-OECD countries
elaborated on LLL as an idea (Jacobi 2012). The ASEM Magazine describes in January 2014 (pp. 21-25) and in
November 2014 (pp. 25-27) socio-cultural differences between Europe and Asia.
In this study, the integrated implementation model (Winther 2012), developed in the Nordic countries, will
function as an analytical tool for studies of adult learning in Asia. An empirical study of community education in a
rural village will document:
-- How Indian adult learners are expecting a collective approach
-- How the approach used by Indian facilitators differs from the individualized approach in the Nordic countries
The model was developed by a political scientist in the Nordic countries. Its relevance seems obvious in the Nordic
countries. A Danish researcher has demonstrated its relevance for studies of primary education (Nordin 2016). The
model was fruitful for a comparative study of LLL in the Nordic countries (Ehlers 2010).
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The Adult Education Group at Jawaharlal Nehru University (JNU) organized a workshop in Sonitpur district
(Assam). The action was integrated in a transnational project called Engaging People and Communities for
Participatory Enterprise (for the success/technical rigour of RHEES project in selected villages). A group of villagers
experienced adult learning activities for 10 days in April/ May.
The box called the implementation process contains the following:
-- The JNU group acts within interorganizational behaviour
-- Professor Kumar (JNU) acts as management
-- JNU staff act as street level bureaucrats
-- Villagers in Sonitpur district act as target group
The methodology involves a case study approach, comparative desk studies, observation and semi-structured
interviews.

Bruce Wilson, Jaxon Ashley and Robbie Guevara

- The Sustainable Development Goals: Their Implications for Education, Work and Citizenship
The Sustainable Development Goals (SDGs) were adopted by the United Nations in September 2015. They represent
a significant step forward in global policy development, partly because of the comprehensive character of the Goals,
and partly because of the overwhelming global support offered to the Goals through the United Nations Congress.
Education, and particularly adult education and lifelong learning, is central as Goal 4 commits nations to Ensure
inclusive and quality education for all and promote lifelong learning. Not only is lifelong learning identified as an
important ambition in its own right, but it is inevitable that all other Goals will depend on adult education and
empowerment in order for the broader framework of Goals to be achieved. The SDGs are significant also because
they apply to all nations, and all nations will be expected to report against the Targets and Indicators which are
being developed for each Goal?
This historic decision raises many research questions: Some of these are very specific: what capability do nations
have to implement the Goals, specifically Goal 4? What kind of international collaboration will be most useful in
enhancing national capability to implement the Goals? How appropriate are the targets and indicators that are being
developed, specifically including those for Education and lifelong learning? How is adult education best able to
support the implementation of the Goals other than Goal 4?
This paper will examine the significance of the inclusion of lifelong learning in Goal 4, and begin to explore the
research agenda which Asian and European lifelong learning researchers might develop. These are huge research
questions, so that lifelong learning researchers will end to find relevant ways of operationalising the research. How
to identify priorities and build on existing experience? The paper will point to possible priorities through drawing
specifically on experience in Australia, and in the implementation of a training initiative to support improving
capacity amongst non-formal education providers in Laos.

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Parallel Papers

Zenaida Reyes
Women Studies and Transformative Education
Filipino Women have been active in participating in a number of womens conferences such as the Nairobi
Conference of 1985, Cairo Conference of 1994, Beijing Conference of 1995, Beijing +5 in New York and now Beijing
+20. These conferences have strongly influenced a number of policies to uphold womens rights. For instance, the
Womens Empowerment, Development and Gender Equality (WEDGE) Plan of 2013-2016 provides a policy on
womens right to education. This right have been previously outlined in various Philippine documents to integrate
womens/gender issues in the Philippine development agenda.
This paper presents how policies on gender can be articulated in the university and in communities through
various projects. A particular project of students who are specializing in Women Studies at the Philippine Normal
University will showcase how a gender perspective can be integrated in community work through an action research.
The projects of students have shown how adult women in the community developed new or additional perspective
about their lives. Further, the work of students in the community became an enabling mechanism for them to
acquire life skills such as in depth knowledge of womens issues, competencies in transforming the perspectives of
women and achieving self- knowledge. This project affirms the importance of having a national policy that will help
develop womens condition/status specifically at the grassroots level.

Maria Slowey
Opportunities and limitations of the RPL vision- perspectives on recent developments in Europe and Indonesia
RPL has been promulgated for some time by various EU policy initiatives and international agencies as a potential
breakthrough mechanism in helping bridge the gap between the recognition of learning acquired through formal
means (attendance at universities, colleges, technology institutions and the like) and learning acquired through nonformal means (in the community, the home, and, most particularly, the workplace) (EC 2008, OECD 2010, Duvekot
et al. 2014).
RPL has also been taken up as a radical vision by those advocating greater equity and wider access to higher level
qualifications for disadvantaged socio-economic groups, including women who, in many countries, remain in a
minority in higher education (Singh, M. and Duvekot, R 2014, Halttunen et al., 2014)).
In this comparative analytic paper I will examine the complexities, including the ultimate appropriateness, of
seeking to apply a competence based equivalence model to higher education qualifications (Howiesen and Raffe,
2012). To what extent is the level of resistance encountered from many higher education institutions to RPL
influenced in no small part by vested interests and the objective to protect elite parts of the education system? Or,
to what extent might this reaction reflect a genuine philosophical difference between a credentialist perspective
of higher education with a primary focus on qualifications, versus, at its bets, an enlightenment view of higher
education as seeking to open informed, critical, independent ways of thought and professional practice? In practice,
of course, these perspectives are at the ends of a continuum which have for long coexisted.
In exploring these issues I will draw on both European and Indonesian experience including, in particular,
recent work as an International Team member on an EU/Australia Aid project, Supporting the Development of the
Indonesian Framework of Qualifications (Moeliodihardjo et al. 2016; Slowey, 2015) and member of an OECD Peer
Review Team on the Indonesian National Education System (OECD, 2014).
Major progress has been made in Indonesia in increasing participation levels in initial education, and there
is a current focus on both raising the quality of formal education and also on increasing the proportion of the
18 | PROGRAMME

population with tertiary level qualifications. The economic and social challenges, however, remain significant- with
a total population of c250m this single country has around half of the total population of the EU (well exceeding
that of the three largest EU countries combined: UK, France plus Germany total c212m). Many working adults have
not had the chance to benefit from secondary education, let alone tertiary level- so, as this paper discusses, it is not
surprising that RPL (Rekognisi Pembelajaran Lampau) is looked to as a potential mechanism to raise qualification
levels of the population at large, and adult workforce in particular.

YuanDayong
The Umbrella of Chinese Adult Education: a Learning Cities Policy Review and its Future
Background: adult education is an important part of Chinese education system, especially for the illiteracy work
since the establishment of PRC. However, adult education is getting weak since the Department of Adult Education
in the Ministry of Education was destroyed at the end of 20th century. So adult education practitioners, researchers,
and those who work in the adult education need to find a new idea to update the previous concepts adult education.
Meanwhile, the learning society idea became popular during that time, and the mega-cities such as Beijing and
Shanghai started using the term Learning City because they wanted to build a learning society at the municipal
level. So the learning city idea and practice has become as the new manifestation of adult education. It covers the
traditional territory (illiteracy) as well as some new topics such as community education, vocational training, and
senior citizen education.
Against this background, my paper is a policy review of learning city development in China, especially in the two
decades back to the end of 20th century. In this policy review, I consider the following topics:
-- What is the meaning of learning city from the perspective of government, what is the real meaning behind it?
-- The traditional adult education is still working well under the label of learning city, and at the same time, adult
education could be thought of as being conceptuaised as learning community, or even learning organization.
Is it possible that the learning city can replace the adult education in the future?
-- The new functions of learning city as a way of social management and innovation with some examples.
-- The inbalance of the stages of the learning city in China. Learning city initiatives showcase different stages of
development. Beijing, Shanghai and Hangzhou are looking for something innovative, and it seems they are at
the end of their developments. But China is a big country and there are many cities leaders who do not know
the idea of learning city. What is the local government motives to build the learning city?
-- The are some specific features of the Chinese way of building the learning cities: such as (1) it is top down
with strong political ambition; (2) collaborative working within government is not easy for the different
stakeholders; (3) it is movement style; (4) it is outcome oriented.
Since the 2013 Beijing Learning Cities Conference, many cities are rethinking their previous work. There some new
ideas that are accepted widely, such as sustainable development, new technology and media, and person-centered
approach. So the learning city is getting changed for the future.
As a Chinese researcher, I read many articles about learning cities both in Chinese and English, but there are still
too few good research articles about Chinese learning cities; most of the articles are simply good examples and
practice. I wrote one case study of Beijing learning city for the 2nd Learning city conference in Mexico city, but in this
paper I seek more depth
As a policy review, I will list some key points of policy and indicate the positive and negative effect at the same
time. Critical thinking is vital to learning city idea.
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Parallel Papers

Gumpanat Boriboon
Guidelines for Basic Education Approach for
Migrant Labors in the Bangkok Metropolitan Area
The research objectives of this study were 1) to study the situation and problems of migrant labourers of three
nationalities from Myanmar, Laos and Cambodia as well as the operations of the agency, responsible for the
management of education and promoting learning to groups of foreign labourers in Bangkok, and 2) to study
the characteristics of education for these labourers in order to develop a framework for the implementation of
education for citizenship.
The results showed that areas in Bangkok are ready and have progressed in developing learning support,
particularly provision that promotes lifelong learning and learning for living for migrant labourers. Learning that
promotes understanding and coexistence in society would produce positive results to society as a whole as well as to
foreign labourers. Bangkok is a major factor, being an important economic area with evolutionary aspects. Foreign
labourers agreed that the Bangkok metropolitan area is the area that is appropriate to start a new life.
The occupational characteristics of labourers as a whole within the three nationalities are that they are employed
in unskilled jobs or within a group of lower-level occupations. Careers are mostly related to construction, being
housemaids and the shipping industry. This group does not require knowledge of these professions or particular
skills to work in these fields.
Training for labourers from the three nationalities is mainly managed by the Office of Education (both formal and
non-formal), which is under the supervision of the Ministry of Education. The Ministry of Labour is in charge of
promoting the training of foreign labourers for a specific field. On the other hand, NGOs such as the Foundation
for Children is in charge of promoting learning for labourers to cover activities that promote literacy, activities to
promote computing skills and also the promotion of life skills that are consistent with the way of life of the country.

Annette Ostendorf
Informal workplace mentoring and corporate citizenship
empirical insights and conceptual discussions
The paper deals with the phenomenon of informal workplace mentoring which is fundamental for vocational
education in the German speaking countries and workplace learning in general. There is substantial literature on the
phenomenon (e.g. Scandura & Pellegrini 2010, Billett 2003), but the term mentoring is used in different contexts
and with various meanings (Western 2012, Buell 2004).
In this paper, informal mentoring in organisations is defined as a process of facilitating and informally guiding,
including transferring knowledge and socially integrating novices (in a broader sense and with a specific view
on adolescent workers) into teams and communities of practice. Informal workplace mentoring is offered by
experienced persons to novices or less-experienced colleagues in the same occupational field. One target group
of informal workplace mentoring are interns. Analysis of data currently ongoing in our Sparkling Science Project
PEARL (Interns investigate their working and learning, funded by the Austrian Ministry of Science, Research and
Economy, 2015-2017) makes clear that one of the most fundamental push factors for fostering the learning and
development of novices at the workplace is informal mentoring. This agrees with the findings of previous theoretical
and empirical research characterizing the special role of informal workplace facilitators (Billett 2001, 2003, 2004;
Illeris 2011; Ostendorf 2012).

20 | PROGRAMME

Another type of informal workplace mentoring is found in the dual apprenticeship system of the German
speaking countries. Single employees or a network of employees who are neither formally qualified, assigned by
their job description, nor paid additionally for this task serve as an important source of informal learning in the
ongoing process of daily work at the apprentices workplace. But it is not officially valued and is often ignored
or marginalized, even within the company. One of the few empirical studies (Bahl et al 2012: 3) conducted in 14
German companies with more than 100 mentors states (translated): Instruction is predominantly a naturally
unreflected part of the corporate culture. The profoundly informal instruction activity at the level of skilled workers
is hardly seen.
The paper presented is two-tiered:
In a first section the phenomenon of informal workplace mentoring is characterized using qualitative-empirical
data (59 individual cases) from the project PEARL, illustrating workplace mentoring in business internships.
In a second section a theoretical driven discussion based on former conceptualizations (e.g. Matten & Crane
2005) focuses the questions on whether informal workplace mentoring can be characterized in terms of corporate
citizenship or to what extent it can be interpreted as individual honorary work with youth or commitment to civil
society. This throws light on the culture-specific embedding of workplace learning with a view to the situation in the
German speaking countries that might also be an impetus for comparative research.

Natasha Kersh
The role of adult education in facilitating social inclusion and engagement
of vulnerable adults: insights from the Horizon 2020 project
The paper is drawing on the Horizon 2020 project, entitled Adult Education as a Means to Active Participatory
Citizenship (EduMAP). Commencing in February, 2016, the project is, at the present time, in a very early stage,
therefore, this discussion paper aims to present work in progress, considering both the projects developments
and the wider social issues related to the topic of this international initiative that involves the partnership and
cooperation of eighth European countries, and one non-EU partner.
The aim of the project is to advance understanding and further develop both the current and future impact of
adult education on learning for active participatory citizenship in Europe. EduMAP endeavours to compile an
inventory of the adult education policies and practices in EU Member States, specifically focusing on the extent to
which these policies facilitate and promote the social inclusion of young adults, who are at risk of social exclusion.
Successful educational practices within and outside the EU will be researched and reflected on. The research
findings will be used to develop an Intelligent Decision Support System (IDSS) to provide policy-makers and other
stakeholders with easy access to the information that would enable them to address the needs of vulnerable groups
and equip these with the competences required to actively participate in society and the labour market.
The project draws on rich sources of research literature, that bring attention to the issues of social exclusion, adult
education and participatory citizenship (McCollum, 2011; Sigel & Hoskins, 1981; Evans and Niemeyer, 2004).
Research has indicated that social exclusion and alienation prevent vulnerable young adults from active engagement
in political and social life. The projects approach is based on the contention that in order to prevent social exclusion
among vulnerable groups, empowering adults and ensuring their inclusion in the education system, society and
the employment market is of critical importance. Facilitating active citizenship entails adequate qualification,
knowledge and motivation, and this is largely a question of education.

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Parallel Papers

The methodology, exercised through dedicated work packages, involves both theoretical and empirical research,
including advancing understanding of state-of-the-art of adult education and social inclusion across EU countries
and undertaking case studies of the experiences of vulnerable young adults and examples of best practice. An
Intelligent Decision Support System, IDSS, will be developed as a means of access for policymakers, educational
authorities and other stakeholders.
The paper aims to reflect on the projects early findings, and stimulate a further discussion on issues related to the
role of adult education in facilitating social inclusion and the engagement of vulnerable groups who are at risk of
exclusion and disengagement, and the extent to which knowledge gained will be useful in addressing the needs of
the most disadvantaged groups that are normally less involved in adult education across the EU.

Steffi Robak
Educational leave as a political strategy for improving participation concerning Education, Work and Citizenship.
Empirical findings from a research project on the occasion of the amendment of an educational leave law in Germany.
Our paper analyses possibilities of educational leave for participation in education for work, professional and
citizenship purposes. We present results of a research study concerning effects of educational leave (see Robak/
Rippien/ Heidemann/Pohlmann 2015). The origin of our research is the amendment of an educational leave law
in Bremen, Germany. It will be argued that this political strategy is meaningful for questions of participation in the
above-mentioned fields.
In Germany, educational leave is a political strategy that ensures employees individual entitlement for education.
By law, employees are entitled to spend five days paid educational leave every year attending general, political
or vocational training of their own choice. The original idea of this was to enable employees to participate in
democratic, technological, economic and social developments beyond the daily demands of work.
Our contribution will focus on two sides: First the supply side(institutions) andsecond the demandside
(learners) of educational leave:
1. The analysis of the supply side (institutions) is based on qualitative interviews with teaching staff. The results
show different concepts of educational leave in political, general and vocational training, which range between
the poles of pedagogical, sociopolitical and economic aims. Institutions offer different learning opportunities
for different interests. Issues of sustainability areparticularly relevant in the curriculum of political education
(i.e. by discussion of social, economic or ecological problems). Furthermore the forms of instruction and the
social situation itself are meaningful: educational leave allows discussion, critical reflection and imagination
of future scenarios in a group of heterogeneous learners.
2. The analysis of the demand side (learners) is based on a quantitative questionnaire survey with participants
of educational leave. It focuses on the structures of participation and the exploration of interests that adults
in this special kind of organized learning have. The analysis shows that educational leave offers different
opportunities between actual occupation and employability (including an individual long-term development
of vocation) as well as non-vocational interests of the learners. These may support the individual development
of adult learners and might give a contribution for sustainable participation in society.
3. Although only a small number of employees (max. 5 %) uses its entitlement to paid educational leave, we
can show its meaning as an instrument for adult education and lifelong learning in reference to the structure
of participation. Educational leave provides access to further education and lifelong learning for adults with
limited participation opportunities (i.e. shift worker).
22 | PROGRAMME

Ineta Luka
Compliance of graduates employability skills with the labour market needs
Over the last ten years sustained interest in the pedagogy of employability (Pegg et al., 2012) has been observed.
However, literature review shows that there is not a unanimous interpretation of employability skills. They have
been analyzed in terms of hard skills and soft skills (Andrews, Higson, 2008), generic skills and competencies
(Brown, 2003; Rao, 2010; Selvadurai, et al., 2012), personal competencies and key transferable skills (McQuaid,
Lindsay, 2005). Although the classifications vary considerably (Cotton, 2008), all scholars emphasize their
transferable character.
Contemporary world shows a change in the employability patterns and skills needed in the future. The studies
conducted across Europe (An Agenda for New Skills and Jobs, 2010; Lowden, et al., 2011, etc.) stress the role of
transversal skills and entrepreneurial skills. The studies conducted in Latvia (Kasalis, et al., 2013; Projekta, 2013)
provide with the skills required by 2030. They also point to the gap between the skills supply and demand. Cedefops
latest skill supply and demand forecasts (2014) highlight Europes employment challenge indicating that the most
job opportunities will be in services, rising trends towards high-skilled jobs, etc. Cedefop Skills Panorama (2016)
show that skills mismatch is a reason why young people, even having a high level of education, remain unemployed.
The Ministry of Economics of Latvia (2014) has developed a model for forecasting changes/requirements in the
labour market. The model comprises interconnected components: supply factors, demand factors and the labour
market. Among the supply factors education and skills are the central.
Currently 1 in 11 jobs worldwide is in tourism and services (UNWTO, 2015); these sectors are also the main
employers in Latvia. Therefore, an exploratory research was conducted in 2013-2015 comprising a survey of 95
graduates and 91 industry employers, expert interviews and analysis of job advertisements on largest employment
offering portals, in order to explore the compliance of tourism education with the industry needs, determine the
most significant gaps and elaborate suggestions on how to diminish the gaps.
The survey comprised Lickert-scale questions, both graduates and their employers had to evaluate graduates
general and field-specific knowledge and their competences necessary to work in the industry. The research findings
did not confirm significant differences in the level of the knowledge acquired and demanded (p=0.060-0.976) but
they indicated significant differences in skills supply and demand (p=0.000-0.049). Cronbachs Alpha validity and
reliability test: =0.892; s=0.883-0.896. In-depth analysis of the skills supply and demand highlighted the urgent
need of developing students employability skills as well as the necessity to research the skills required by the
industry to ensure the right skills match.
Therefore, a new questionnaire based on Employability Skills in the Tourism, Travel and Events Curriculum
Framework (2014) built on Mayer Key Competencies has been designed to research the skills supply and demand
and is being launched in March 2016 (graduates survey) and May 2016 (employers survey).
The current contribution will analyse the results of the research (2013-2015) and the main trends, as well as
introduce with the preliminary results obtained in the research that is in progress now.

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Parallel Papers

Petr Novotn
Intergenerational Workplace Learning: Who learns what?
The paper deals with intergenerational learning in the workplace. Informal learning in the workplace is a relatively
traditional research topic while its intergenerational dimension has received less interest. The importance of
intergenerational learning has recently been emphasized for many reasons: population ageing, increasing chances
of healthy old age, and prolonged job careers create opportunities for several generations meeting in the workplace;
knowledge in its turn economy increases the need for creating, expanding and sharing knowledge.
The question to be answered is: what and how do members of different generations learn and what opportunities
for mutual learning do they get in the workplace. Work teams however consist and are bound to consist of members
of different generations. Age diversity in the workplace may bring a number of benefits, e.g. generating respect
for senior staff and increase these peoples initiative, or provide them with opportunities to belong and be an
integral part of society, involve them in support social networks, inspire others to deal with problems based on the
experience of other generations and so on. How work teams deal with this variety and how they use the potential
for intergenerational learning will be at the core of the presentation. The paper is based on both qualitative and
quantitative data coming from research conducted in the Czech Republic.

Heribert Hinzen and Chris Duke

Community-based ALE looking at experiences in Asia and Europe in a global context
The latest and most important documents coming out of UNESCO earlier this year is the Recommendation on
Adult Learning and Education. Together with the Agenda 2030 and its global overarching goal: Ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all we now have guiding documents for
the next decades. Both carry notions on the importance of Community Learning Centers as potential spaces on the
local level of, for, and by the people. On the other hand there are clear indications that they need policy, legislation,
and financing. The presentation will look at experiences in Asia and Europe to provide a comparative view on
historical developments, and at the same time explore feasible options for today and the future.

24 | PROGRAMME

General Information
The Symposium is jointly hosted by the Centre for Research and Development in Adult and Lifelong Learning at
the University of Glasgow and the Centre for Learning and Life Chances in Knowledge Economies and Societies
(LLakes), UCL Institute of Education, London on behalf of the ASEM LLL Hub.
For all enquiries contact:

Michael Osborne
Director of Research andChair of Adult and Lifelong Learning
School of Education
University of Glasgow
Glasgow G3 6NH
T: +44 141 3303414
M: +44 780 358 9772
E: michael.osborne@gla.ac.uk

Karen Evans
Emeritus Professor of Education
Centre for Learning and Life Chances in Knowledge Economies and Societies
UCL Institute of Education
London

Andy Green
Professor of Comparative Social Science
Centre for Learning and Life Chances in Knowledge Economies and Societies
UCL Institute of Education
London

Claus Holm
Chair of the ASEM LLL Hub
Danish School of Education
Aarhus University
Tuborgvej 164
2400 Copenhagen NV, Denmark

Anders Martinsen
Head of the ASEM LLL Hub Secretariat
Danish School of Education
Aarhus University
Tuborgvej 164
2400 Copenhagen NV, Denmark
T: +45 2630 6685
E: asemLLL@edu.au.dk
W: www.asemlllhub.org
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| 25

Venue
Welcome Reception
The welcome reception on 6 June is at:
The Lansdowne
7a Lansdowne Crescent
Glasgow West
Glasgow, G20 6NQ
A map showing the route from the conference hotel is shown below.

26 | PROGRAMME

The hotel and the conference

All sessions on 7 and 8 June will be at:
St. Andrews Building
University of Glasgow
11 Eldon St.
Glasgow G3 6NH
Accommodation has been arranged for all ASEM LLL Hub delegates for the nights of 6 and 7 June at:
Hilton Grosvenor Hotel
1-9 Grosvenor Terrace
Glasgow G12 0TA
T: +44 141 339 8811
The walk from hotel to the conference venue is approximately 20mins. This map below shows the most efficient route.

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About ASEM LLL Hub

The ASEM LLL Hub, established in 2005, is an
official network of Asian and European higher
education institutions, working and learning together
to achieve excellence in comparative research on
lifelong learning, to offer research-based education
policy recommendations, and to develop mutual
understanding between Asia and Europe. It also
facilitates researcher and student mobility and exchange
within and between the two world regions.
The ASEM LLL Hub provides a platform for
dialogue between researchers, practitioners and
policy makers in order to contribute to evidencebased educational reform and innovation. Its five
research networks exchange knowledge, conduct
comparative research and produce coordinated
publications and reports. In parallel with five active
research networks, the Hub has a Hub University
Council composed of senior representatives from its
partner universities and a Hub Advisory Board that
currently brings together national ministries and
international organisations.
In cooperation with partner universities and ASEM
governments, the ASEM LLL Hub together with its five
research networks organises seminars and conferences
every year, publishes books and disseminates
information on its website. At ASEM LLL conferences,
the research results are presented to the public,
representatives of ASEM ministries and academic
communities.
Hardly ever before has the demand for educational
solutions been so big. At the beginning of the 21st
century there is a global demand for research-based
recommendations for lifelong learning strategies.
The expectations are high, if not enormous. The
strategies are expected to contribute to a win-win
situation, i.e. they should solve both humanistic and
economic problems for all and at the same time.
This is a challenge, which we have to work together
to solve. Claus Holm, Chair of ASEM LLL Hub
28 | PROGRAMME

Objectives
The ASEM LLL Hub seeks to:
Produce and disseminate new research-based knowledge on lifelong learning
Establish and support a network of leading universities
and research institutes in all ASEM partner countries
Develop a network of specialist researchers across
relevant disciplines that can initiate bilateral and multilateral comparative projects in the field of LLL
Facilitate exchanges of students and academics in
the interests of scholarly advancement, enhancing
mutual understanding and strengthening higher
education collaboration between Asia and Europe
Create an advisory mechanism between research and
policy making, thus casting the Hub as an important
source for sustainable human resource development
and policy advice concerning effective lifelong learning
strategies.

Five Research Networks

Development of ICT skills, e-learning and the
culture of e-learning in Lifelong Learning
Workplace Learning
Professionalisation of Adult Teachers and Educators
National Strategies for Lifelong Learning
Core Competences

Sponsors and Partners

The ASEM LLL HUB works in cooperation with and
receives support from its partner universities and
ASEM governments. The Hubs activities are organised
and sponsored by the following main sponsors:
Asia-Europe Foundation with the financial support of
the European Commission
The Department of Education, Aarhus University
Danish Ministry of Education
Danish Ministry of Foreign Affairs

Read more:
www.asemlllhub.org

Information
Visa information
Should you require a letter to support obtaining a visa to the UK please contact Professor Osborne
(michael.osborne@gla.ac.uk)

Weather
Glasgow in June is not particularly warm even though it is Summer, but there is a lot of light!
The month of June is Glasgow characterized by gradually rising daily high temperatures, with daily highs around
17C throughout the month, exceeding 22C or dropping below 13C only one day in ten. Over the course of June,
the length of the day is essentially constant. The shortest day of the month is June 1 with 17:07 hours of daylight; the
longest day is June 21 with 17:29 hours of daylight.

Internet and Printing at the Conference

Wifi will be available at the conference venue.

Liability and Insurance

Neither the University of Glasgow, the UCL Institute of Education nor ASEM LLL Hub will assume any
responsibility whatsoever for damage or injury to persons or property during the conference. Participants are
recommended to arrange for their personal travel and health insurance.

Electricity
In the UK the standard voltage is 230 V. The standard frequency is 50 Hz. The power sockets that are used are of
type G, an image of which is shown at http://www.worldstandards.eu/electricity/plugs-and-sockets/g/

Emergency phone numbers

999 is the main emergency number of fire, police and ambulance. If you find yourself in an emergency you will be
asked which service you need and where you are located.

Time
Glasgow will be in British Summer Time, 1 hour ahead of GMT.

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Getting to Glasgow
By air

By rail

Glasgow is served by three international airports,

with direct flights from 130 destinations.

Glasgow is well connected by train

from across the UK.

By road

By sea

Glasgow is easily accessible via Scotlands

ex tensive road network.

Travelling to Glasgow by sea is made simple by

the ferry connections in and around Europe.

Airports to city

Getting around

Low cost public transport offers frequent

services into the city with short journey times.

Compact and built on a grid system, Glasgow

is easy to navigate on foot or by public transport.

Glasgow Taxis

Beyond the city

Included in the Special Offers below,

here is a direct link to discounts on Glasgow Taxis

Glasgow is ideally located for

exploring Scotland.

See more at: People Make Glasgow - Travel

30 | PROGRAMME

Practical Information
Please find below information to complement your conference attendance, this includes information about essential
tourist information supplied by the Glasgow City Marketing Bureau, one of our partners in this conference. The Bureau has been voted the best Convention Bureau in the UK at the M&IT Awards for nine successive years since 2007.
Glasgow is a happening city for convention delegates.

Tourist info

Useful info

Free museums and galleries, Charles Rennie

Mackintosh, great shopping, visitor attractions,
exploring beyond the city and more.

All the practical info you

need in advance of your
visit to Glasgow.

Special offers

Visitor itineraries

Enjoy a wide range ofspecial offers available

to delegates in Glasgow.

Suggestions for how to spend your time when

you have two hours,half a day, or afull dayfree.

Food & Drink

Things to Do

Glasgows eating and drinking scene

is vibrant, with food and drink available
to suit all tastes and pockets.

From amazing attractions to the thriving

arts & culture scene, theres plenty to see and
do in Glasgow - explore it all below.

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WWW.ASEMLLLHUB.ORG