Global Perspectives on Adult Education and Learning Policy (original) (raw)
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Adult Education in the global context
Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA).
Adult Education Policies: Basic Dimensions according to the International discourse
2019
The development of policies aimed at educating and developing citizens is of crucial importance as a result of the particular contemporary societal characteristics, the global demographic changes, the intense rhythm of immigration, the rapid development of technology and the increase in the unemployment rate. This research, through the analysis of the text "Third World Report on Adult Learning and Adult Education (UNESCO, GRALE III, 2016), comes to explore the key dimensions of adult education policies. The methodology used to investigate the material is the qualitative analysis and in particular the methodological tool of thematic analysis with the contribution of thematic networks. The analysis of the text shows that policies supporting adult education should be universal, holistic, inclusive and without exclusions. A second dimension concerns the need for the Member States to modernize their policies, to control and evaluate their implementation. The proportion of public funding in the field of adult education constitutes a challenge, since it remains fairly low in the government's investment priorities, which seem to give priority to other areas, such as health, infrastructure and social welfare. Moreover, it appears that all countries do not interpret international policies in the same way. Thus, policies are sometimes used as a general frame of reference and sometimes as well-established practices. These practices could be implemented by governmental organizations, research institutes, civil society organizations, trade unions and other agents. Finally, governments, in cooperation with regional and local authorities and services are called to broaden their policies and strengthen adult learning and education. Towards this direction, the development of the mobility and participation of trainees in programs such as ARION, Comenius, Grundtvig, Erasmus and Erasmus plus is absolutely of major importance (UNESCO, 2016).
European Journal for Research on the Education and Learning of Adults, 2012
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2017
Adult education and lifelong learning are becoming international phenomena, which have a strong influence on its professionals. The 2016 Würzburg Winter School ‘Comparative Studies in Adult Education and Lifelong Learning’ analyzed this and identified influences on policy at local, national and international levels. It further analyzed the internationalization of adult education and identified the emergence of different dimensions of professionalism in adult education.
Globalisation, democracy and adult learning
1999
The field of adult learning and education has a rich and diverse history, and those of us working in the field are privileged to be able to draw on a range of traditions. This paper identifies some of these traditions, describes some features of globalisation and analyses its impact on adult learning and education. Drawing on the findings of a large-scale project which looks at programme trends and patterns in one city in Aotearoa/New Zealand in the 1980s and 1990s in the light of government policies, the paper examines whether we are losing touch with some of these traditions as a consequence of increasing globalisation. In particular my concern is that democratic traditions may be lost as corporations and governments seek to reduce the scope of adult learning programmes and as those of us working in the field find ourselves driven to conform with neo-liberal policies that rest on ideologies of instrumental rationalism and abstract individualism. The paper concludes by reviewing key policy initiatives and posing questions concerning possibilities for the future.
Reimagining adult education and lifelong learning for all: Historical and critical perspectives
International Review of Education, 2022
This paper explores the future of adult education and lifelong learning from different historical and contemporary van¬tage points. It starts from a premise that the international adult education community is poised at a pivotal historical juncture. Looming large are the educational impli¬cations of climate change, environmental degradation and unsustainable lifestyles; widening social and economic divisions; weakening democratic institutions and pro¬cesses; outbreaks of war, conflict and hate crimes; massive shifts in technology, glo¬balisation and workplace relations; and migration movements and intergenerational demographic trends. This essay asks: Can the adult education community find the wherewithal to address the unprecedented forces impacting communities and countries – indeed, the future existence of our planet? Can the adult education movement mobilize the political will and financial resources, and reimagine its purpose and trajectory in the coming decades? To address these questions the international adult education community should begin reimagining the purpose, vision, scale and scope of lifelong learning for adults. The essay puts forward a series of suggestive guideposts to facilitate dialogue and debate. These include: (1) a ret¬rospective look at the ambitious visions of the adult education community in the aftermath of the Second World War, when the foundational concept of “fundamental education” (UNESCO 1949a) held sway; (2) possible openings to reposition adult education and lifelong learning in light of the ongoing integration of the agendas of global development, education and sustainability; and (3) notable insights and ideas emerging from the African experience and perspective of adult education and lifelong learning. Drawing on insights from the Special Issue, for which this essay served as an introduction, the authors also formulate a succinct set of recommendations for adult learning and education going forward
Political globalization and the shift from adult education to lifelong learning
European Journal for Research on the Education and Learning of Adults, Vol.3, No.2, 2012, pp. 103-117
This article reflects on the shift in vocabulary from (adult and continuing) education to (lifelong) learning and the ideological and purposive orientations it carries. It does so by critically addressing the changes occurred in policy discourses concerned with the education of adults after WWII at transnational level. The main argument is that the shift in vocabulary has been favoured by an increased voice acquired by transnational and inter-states entities (i.e. OECD, UNESCO, EU) in educational matters, however in combination with a change in political emphasis, at least within the European Union, from creating jobs opportunities towards securing that citizens acquire marketable skills. While both trends seems to point at the demise of the nation state as a guarantor for social justice, more research is needed to deepen our understandings of the interplay between transnational and nation-state levels; thus the article concludes by suggesting a research agenda to move in this direction.
International Journal of Development Education and Global Learning, 2021
This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is ad...