Lifelong learning has a key role to play not only in achieving SDG 4 on education but also in creating a climate in which progressive change is possible, writes Paul Stanistreet
Last week, the Comparative International
Education Society (CIES) convened in San Francisco for its annual conference,
which this year focused on ‘Education for Sustainability’.
Jeffrey Sachs, the economist, UN adviser and
sustainability advocate, gave the keynote lecture. He demanded urgent action to
address the challenges of sustainability and specifically to deliver on the 2030
Agenda for Sustainable Development targets for education. Without a major
change of pace or direction, he warned, the targets for Sustainable Development
Goal (SDG) 4 would not be met.
Sachs is right to urge educators to ‘raise
their voices’ and’ fight harder for resources’. However, the contribution of
education to the sustainable development agenda will not be realized simply by raising
more taxes from the very wealthy or by demanding or securing more funding for
schools, important though this is. We need to think too about the role of
education in shifting the cultural and intellectual climate to a place where political
will can be moved and meaningful change in the face of powerful, entrenched
interests is possible. Continue reading →
Lifelong learning has a major contribution to make to helping countries such as Greece rise to the development challenges they face. But, far too often, it is overlooked, writes Christiana Nikolitsa-Winter
In Greece, my native country, high unemployment and the ongoing financial crisis are combining with mass population movements of migrants and refugees to create huge development challenges for the country. Greece is also undergoing major demographic changes, with its ageing population reducing the number of young people entering the labour market and obliging those already in the workforce to work for longer and move between jobs more often.
These facts point to an urgent need for a much stronger investment in lifelong learning, and particularly in adult education. By supporting adult education and adopting lifelong learning as the key educational paradigm for inclusive and sustainable learning societies, nation states can build populations that are resilient, adaptable, creative and highly skilled. Yet, in far too many cases, lifelong learning and adult education continue to be neglected.
A recent report from the Organisation for Economic Cooperation and Development (OECD), Getting skills right: Future-ready adult learning systems, shows that Greece’s adult learning system performs poorly across several dimensions of the Priorities of Adult Learning (PAL) dashboard. The PAL dashboard indicates that my country has the weakest overall performance in terms of coverage of job-related adult learning. In addition, according to Eurostat, only a few adults re-skill through adult education courses in Greece. In 2017, less than 5 per cent of 25 to 64 years olds participated in such courses. Where these courses are offered, often they are often under-resourced and ill-equipped to address the challenges faced by these students. Continue reading →