GRALE 5 shows that although progress has
been made, notably in the participation of women, the picture overall remains
uneven. Vulnerable groups, those who stand to benefit most from learning
opportunities, are the least likely to access them. The education of migrants,
refugees and displaced people remained a low priority for most countries, while
around two-thirds of countries reported no improvements in the participation of
people with disabilities or prisoners. Some countries reported that participation
of rural populations had declined, while participation of older adults had decreased
in 38 of the 159 surveyed countries. Continue reading →
Lifelong learning can empower individuals, support sustainable economic growth and contribute to just societies. That is why the EU is focused on making it a right for all, writes Maya Ivanova of the European Commission
to lifelong learning is an investment in our future – an investment that pays
dividends many times over by helping people to maintain and acquire skills, to
participate fully in society and to manage successfully transitions in the
labour market. Today, European Union (EU) countries are firmly committed to
making the right to lifelong learning a reality for all. The road ahead hides hurdles,
but also opportunities. Having embarked on a journey towards universal access
to lifelong learning, the EU can offer insights valuable beyond the continent.
The world of work is undergoing a
fundamental shift. Although it is not easy to picture exactly the jobs of the
future, understanding the driving forces
that shape our tomorrow can help us prepare for the challenges ahead. Continue reading →
The challenges facing education demand responses that are genuinely transformative. But how should we understand transformative education and what can we do to promote it, asks Katarina Popović.
caused by the COVID-19 pandemic inspired a wave of new and revived concepts, ideas
and practices in education. The need for a new approach had been highlighted in
response to the 2030 Agenda for Sustainable Development and our likely
failure to deliver against Sustainable Development Goal (SDG) 4 on
education by 2030. Continuing educational disparities and exacerbated gaps and
setbacks underscore the urgent need to promote adult education and lifelong
learning for all.
One of the
ideas born out of this sense of urgency is ‘transformative education’, which
UNESCO defines as teaching
and learning ‘geared to motivate and empower happy and healthy learners to take
informed decisions and actions at the individual, community and global levels’.
The concept dominates discussions about post-crises education and is perceived
as a panacea for many of today’s problems in education.