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Cards can be printed one at a time as a member joins, or in a batch at the end of the week for mailing. Plastic cards can be printed (and encoded) to a purpose-built card printer, or simply use a standard A4 printer, then cut, fold and laminate Still the most popular ID system, cards are simple to use and have an additional promotional advantage when handed to a new member Bookings information can be published on the internet for access by your customers via eleisure, our online bookings portal. A Diary Mode lets you view and book in advance and also to create Block Bookings, making invoicing simpler to administer. The ability to handle many types of facilities such as exercise classes, sun beds, sports halls, rooms, courts, appointments, ski slopes, gym halls and equipment hire and switch between many activities at any one time, makes this program a leader in its field. It will enable you to set-up schedules for courses of many different types, all with various pricing structures and timetables. Designed also to complement the membership and booking systems for the enrolment of students and the allocation of rooms or activity areas. Restrictions, such as qualifications and payment can be enforced to control the level of a student's course booking. Changing schedule becomes very easy since the system calculates the penalties and charges associated with the move. Users can integrate their badges or awards scheme within the system and sell them though the till. Certificates can also be printed for successful students. At the end of a course an automated procedure allows correspondence to participants by email or letter informing them of their progress and next course. It is designed to operate with a touch-screen monitor and thermal receipt printer for fast-track throughput in a variety of situations. 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It further draws attention to recent trends in Asia that could potentially facilitate a successful adoption of leisure education. Calls are made for further investigation of perceptions of leisure education and its practices internationally. Keywor ds: Asia; education; leisure; leisure education Introduction This paper, which is simultaneously a call for contrib utions to a forthcoming special issue on leisure education in the Wor ld Leisure Journal, has its origins in the many questions raised during two seminars organised b y the Education Commission of the W orld Leisure Organization during the World Leisure Congres ses held in Quebec, 2008, and in Korea, 2010. T riggered by the speakers’ presentations of position papers on leisure education, participants from the interna tional community were querying the meaning of leisure education and raising questions about its practices internationally. These queries were indeed timely and triggered the authors, who have been actively inv olved in advocating for leisure education in their own contexts, to examine whether and to w hat extent the queries ha ve been answered. This paper is not meant to provide an exhaustive re view of all viewpoints and initiatives but, rather, to draw attention to some core issues embedded in leisure education. Specifically, the paper will look at the way leisure education has been defined, its declared aims and goals, the appr oaches to its implementation, and its advocacy and practice. R eferences will be made to both Western and Asian perspectiv es, all being aven ues along which contributors to a special issue (see the call for papers a t the back of this issue) might want to present their own ideas. Terminology and definition: what is it about. The term leisure education consists of two words representing tw o significant domains of life, namely leisure and educa tion.Leisure has been described, among other ways, in terms of time, activity and experience. F or example, when the term education is combined with a specific area, it mainl y refers to a precise course of study that has its own pedago gy and set of materials and which is usually offered in schools (e.g. music education and art education). At first glance, leisure and education seem contradictory. After all, leisure is commonly associated with freedom and relaxation and mostly with unstructured activities; whereas education is associa ted with learning, very often in a structured way, and may not be perceived as related to freedom. Y et a deeper examination points to the range of possible relationships between leisure and educa tion. Thus, for exam ple, Parker (1979) link ed leisure and education in an educational philosophy w hich regards preparation f or full and satisfying leisure life as one of the aims of education. The connection between leisure and education lies in ensuring that the learning activities undertak en by students are enjoya ble and thus contain elements of leisure.A number of scholars ha ve linked leisure and education through the learning process involv ed in both. It is more akin to learning than schooling. The beginning and end of a school day may be punctua ted with a bell. This is evident in the studies of leisure and learning in higher education in Hong Kong and China. Students ’ accounts of their leisure and learning experiences demonstrated that leisure spreads o ver a wide spectrum of areas. While learning is an activity that occupies the lives of those y oung people, leisure was found to be related to learning not only b y its definition but also because it forms the basis for coherent student study groups (Sivan, 2003). Similarly,,, (2007) found that taking golf classes helped develop social skills among university students. The learning process created common ground f or student interaction. The question, however, is whether this potential is being utilised in today ’ s educational settings, since these settings are known to be instrumental, geared towards prepara tion for work. Whereas the sta ted aims of schooling in W estern societies include the development of a wide range of skills beyond those relevant to work, it is interesting to note an increased emphasis on work-based abilities in both secondary and higher education (Harris, 2005; Pesa vento, 2003). If this is the case, is leisure education in W estern societies at risk. Aims: are we too idealistic.The need for leisure education was later explored by Brightbill (1961) and Brightbill and Mobley (1977), who argued that entering the leisure-centred society raises the need to prepare individuals to live satisfying and meaningful liv es in their free time.R eams have been written and discussion flourishes today on the possible dangers to a society beset with so much free time. An extensive review and anal ysis by Veal (2009) further attests to this failed prediction. On a macro level, one could easily question the rel evance of leisure education in societies which are not leisure-centred. These aims are rather idealistic, long term, and difficult to measure. Moreover, leisure use perceived as optimal in the case of one person would not necessaril y be regarded as such for another. Finally, there may be differences rel ated to personal attributes as well as various contextual factors. Whereas some of the central aspects of the optimal leisure experience ha ve been identified, there is also need to examine their circumstances as well as the processes leading to their realisation (Klieber, 1999).People find optimal leisure lifestyles thr ough involvement in leisure activities that individually and in combina tion enable them to realise their human potential, leading thereby to self-fulfilment, enhanced wellbeing and quality of life (Stebbins, 2000). Stebbins (1998) has further pro vided information on how to embark on activities tha t could supply these benefits, acknowledging that this information may not be appr opriate in contexts outside North America.It is conceiva ble that people who are relatively satisfied with their leisure experience would score highly on measures of the subjective quality of life. However, a question that remains unanswered is the extent to which quality of life can be enhanced in objective terms. Could leisure education have an influence on external conditions such as housing quality, income level or access to health services, for example. We ha ve yet to examine the objective conditions of people ’ s lives and the particular characteristics of their local milieu. The above ideals, which were used as the ultimate goals of leisure education, are difficult to define and thus open to different interpretations, w hile also being difficult to measure. It w ould be useful to further examine these aims and, where possible, produce more refined and measura ble outcomes. It has been noted that both dimensions of quality of life can be positively influenced b y leisure service professionals (Mundy, 1998). This can be achieved by providing good quality leisure programmes, facilities and services, and by developing personal leisure knowledge and skills. The goals of leisure education ha ve been related to individuals and their society. It is through leisure education that people can better understand themselves and the role of leisure in their lives, and act upon this understanding to bring about desirab le changes to their use of leisure (Mundy, 1998). Other personal goals of leisure education include the enhancement of self-initiative and self-reliance, ability and responsibility in time planning (Fache, 1995), and inclination and capacity for contemplation (Morgan, 2006). Nevertheless, several ha ve been discussed. Other goals include the encouragement of social contact and integration in networks of friends (Fache, 1995), the enhancement of individuals ’ relationships with their society (, 2007) and the promotion of social harmony (, 2008).The question remains as to how it can be achieved and possib ly measured. A distinction has been made between the extrinsic and intrinsic determination approaches to leisure education, linking the former with societal gains and the latter with personal benefits. Therefore, leisure education should involv e the transmission of these pre-determined sets of leisure values and attitudes. The intrinsic determination approach, on the other hand, refers more to leisure as an individual phenomenon and focuses on the dev elopment of individuals ’ abilities to act independently in their leisure time. Regarding leisure as a uniquel y human experience, Mundy argues that leisure education should focus first on the individual, which implies the emplo yment of the intrinsic determination approach. She believes that the extrinsic determination approach to leisure educa tion may not be as effective nowada ys, because of the wide range of conflicting values in society and the difficulty of differentiating between right and wrong decisions. At the same time, recent observations by Chinese scholars shed new light on some elements of this approach to leisure educa tion. Su (2006), for example, discusses the role of leisure education in cultivating a leisure culture that could in turn contribute to the development of a harmonious society. Leisure culture develops people ’ s sense of belonging to their society, enhancing their interest in taking part in its social affairs and their ability to be more open and tolerant in interacting with others. Referring specifically to China, (2007) point to sports leisure education as a significant part of leisure education among students. They maintain there is a need for leisure education to ex ert a positive influence on students ’ sports behaviour and to dev elop students ’ abilities to deal with stress and over-dependence on adults. There are three main perspectives of leisure educa tion: content, process and context. Content The content perspective focuses on the subject matter, which inv olves the supply of information and knowledge, the teaching of skills and the provision of opportunities for participation in recrea tional activities (Mundy, 1998).Klieber (2001) has argued for the potential contribution of leisure education as an intervention in developmental transitions and tasks over the lifetime. T aiwanese scholars recommend employing leisure education in different stages commensura te with people ’ s stages of development. For exam ple, (2003) has suggested a developmental approach to leisure education for w omen. Yu (2000) maintains that lifelong education is a significant part of leisure education. (1992) has also called for lifelong continuing leisure education that combines leisurely educational environments with specific learning contents. There is no consensus as to which perspective lies a t the heart of leisure education.