lling, inclusive and sustainable future for all” as the Marrakech Framework for Action for Adult Learning and Education states.
The new commission may give us a long-term set of concerns and vision beyond AmBisyon 2040. However, in the medium-term, we may succumb socially through a destabilizing confluence of factors. These include geopolitical forces, social technology misuse/abuse, and climate change that damage supply chains, protability, and investment attractiveness which our much-vaunted people assets may not be able to answer for due to the gravity of the compounded problems.
In complex adaptive systems, scenario plans should accommodate the possibility of balance-sheet recessions and stagflation. It is better that we be prepared rather than be surprised.In 2007, the ILO released a study on the Philippines which contained the recommendation that the country must pursue “an integrated action plan … multi-sectoral, multi-period, and go beyond the boundaries of the nation.
“Cradle to grave” lifelong learning was advocated as an education strategy some 50 years ago. National laws were in place as early as the 1970s in France and the USA, and in the following decades in Japan, Germany, Sweden, Canada, etc. Adult education was integrated into LLL even in developing economies, with the 1976 Nairobi Conference commitment for its extension to “all aspects of life and all areas of skills and knowledge.