THE ROLE OF ACTIVITY-BASED LEARNING AS A PATH TO SKILL DEVELOPMENT FOR MARGINALIZED GROUPS IN LIFELONG LEARNING

Abstract

Marginalization refers to individuals or groups living at the margin of society, often between social classes or cultural groups, without being fully integrated. It is a major subject in cultural anthropology, focusing on ethnic groups and their social situations. Lifelong learning is the continuous development of an individual's educational potential through state and public institutions, tailored to their individual and societal needs. Activity-based learning is a best way to learn anything. A hands-on approach and action-based learning allows students to examine and gain knowledge from the activity (learning by doing). These includes seminars, workshops, mind mapping, brainstorming, presentations, written work, peer review, lectures, seminars, speed dating with older students, and introspection. The aim of the study is to discusses how activity-based learning help marginalised group to develop their skill in lifelong Learning. In this Study, a qualitative research approach was used and followed documentary analysis method. In conclusion researchers have found that activity-based learning plays a very effective role in skill development. It provides marginalized group with various type of effective education through activities and help them apply it in their real lives, helping to increase lifelong learning and improving the economic aspect.