UNDERSTANDING SELF MOTIVATED LEARNING TOWARDS FORMAL LIFELONG LEARNING

UNDERSTANDING SELF MOTIVATED LEARNING TOWARDS FORMAL LIFELONG LEARNING EDUCATION NORFADZILAH ABD RAZAK NOOR AZLINA MOHAMAD YUNUS NOR LELA AHMAD FACULTY BUSINESS MANAGEMENT UNIVERSITI TEKNOLOGI MARA, CAMPUS PUNCAK ALAM, SELANGOR, MALAYSIA

INTRODUCTION Lifelong learning education is a phenomenon that challenges to improve the employee’s quality of work and life. In essence, formal lifelong learning is activities that take place in formal educational institutions that leads to some form of accreditation or qualification. Formal learning is hierarchically structured, chronologically graded educational system and moving from primary school level through the university. In addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training are provided to employees.

INTRODUCTION The importance of formal lifelong learning in organizational context, is to improve employees career future development, enhances social inclusion, active citizenship, personal development, and competitiveness. However, the issues that need to be addressed in the discussion of formal lifelong learning is the lack of awareness of formal lifelong learning education and low self learning motivation for employees to embark on formal lifelong learning.

ISSUES IN LIFELONG LEARNING Thus, it is critical in ensuring the success of the nation’s economic development and produce quality labor force. According to the New National Agenda, lifelong learning should be in the mainstream for education systems in achieving the national and human capital development. This explains that enhancing education through lifelong learning will improve the quality of working professionals.

ISSUES IN LIFELONG LEARNING One of the main issues of lifelong learning is lacking of awareness and participation from people. People do not realize the advantages and opportunities available for them as embark on lifelong learning. People are not exposed to the opportunity and the benefit they will gain from continuing their study. They have the mindset that education end when they graduated and get a job after they are finished with their study.

ISSUES IN LIFELONG LEARNING Next is inadequate financial support. People perceived that financial constrain is one of the challenges for people to embark on their lifelong journey. Some of them believe it is unaffordable to pay the fees of study and liable for the expenses during their studied. More than that, there are limitations such as scholarship and student loan offered for them. This has prevented many individuals from pursuing their interest in lifelong learning education.

ISSUES IN LIFELONG LEARNING Situational or environment that enforce or drive people to embark on this journey. institutional that closely related to those practices and procedures that exclude or discourage adults from participating in organized learning activities; physical and material barriers such as costs of learning includes of tuition fees, indirect transport, books, equipment, childcare, lack of time, and lack of information structural barriers such as lack of appropriate education or training opportunities, and constraints of the benefit system.

ISSUES IN LIFELONG LEARNING dispositions related to the attitudes and self -perceptions about oneself as a learner negative attitudes to learning, lack of confidence or lack of motivation given reasons why people, lack of awareness and participate in lifelong learning education. The mental barriers mean people had set in their mind set such as poor family culture of learning, low aspiration, low self-esteem, and bad childhood experience of learning as the barriers for them to further their study.

OBJECTIVE OF STUDY The objective of this study is to understand the fundamental reasons or influences for people to embark on the lifelong learning education. This study ideally to analyze theory and literature review that related to forces of lifelong learning education among the adults.

NATURE OF FORMAL LEARNING IN MALAYSIA In Malaysia context, there are four institutions of formal learning for lifelong learning. There are polytechnics, community colleges, public university, open and distance learning institution. It takes different level of formal recognition that includes certificates, diplomas at polytechnics and community colleges. The program either can be short course or full courses to be offered to the individual.

ADULT LEARNING THEORY

MOTIVATION THEORY Theory of self determination initially determines the quality of a person’s motivation to predict the outcomes such as psychological health and well-being, effective performance, creative problem solving, and deep or conceptual learning.

MOTIVATION THEORY Extrinsic motivation Extrinsic force an individual to achieve their own interest rather than full satisfaction with their performance. Hence, satisfaction is not a result of the activity itself, but rather from the extrinsic consequences to which the activity leads. Extrinsic motivation requires tangible or verbal rewards. The actions that cause the attainment of rewards that are externally imposed, including material possessions, salary, additional bonuses, feedback and evaluations from others, fringe benefits, and prestige.

MOTIVATION THEORY Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures or reward. intrinsic motivation is concern to individual internal interest to be meaningful in their life. It focuses to an individual value and belief. Intrinsic motivation is related to the emotional, feeling of satisfaction, belongliness, or relationship oriented.

REWARDS Fundamental reward defined as any strengthened behaviors followed immediately by a positive reinforce. Positive reinforce means the effort of an individual to achieve the desired outcomes. the relation of employees’ effort is increased when rewards are offered. The rewards directly increase and influence individual behavior to take a particular action to achieve the outcomes. The importance of rewards is to recognize excellent job performance, provide feedback, make it easier to get work done, encourage employees to be more productive and help management achieve their goal

CONCLUSION As a conclusion, lifelong learning is defined as a continuous learning for adult with purpose to improve their skill, knowledge and ability. Moreover, gain a new experience and for career development that is required by the organization. Recently, the issues of lifelong learning become the challenges in the workplace. It seems challenges the human capitals that are more knowledgeable and expert to be a valuable asset to organize. The highest educational qualification of individual in an organization, there is more demand on the workforce. Thus, lifelong learning is a platform and strategy for an individual is marketable in the workplaces. However, this study identified several constraints to Malaysia’s adult or employees to embark on lifelong learning. Thus, this study recommend in the future to investigate with involved participation of adult employees to investigate the actual factors influencing formal lifelong learning. The discussion can use theory used in this study to extend the finding to understand the factors to determine the lifelong learning

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