ALE for change and a future worth living in

We will only achieve the Sustainable Development Goals if we focus more policy attention on adult learning and education. CONFINTEA VII could be a catalyst for this change, argues Rajesh Tandon

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Over the past 12 months of the pandemic, millions of citizens around the world have ‘unlearned’ old ways of being, while learning new behaviours. For rural communities in India, lockdown created greater reliance on local sources of food, water and preventive health care. For urban communities, the restrictions caused huge disruption as people’s very lives and livelihoods depend very largely on mobility, ‘out-sourcing’ and co-habitation. Millions of workers returned to their families in rural areas as employment was suddenly cut off. Many millions acquired digital hardware for the first time and learned to ‘get online’.

Families, communities and societies continue to learn new ways of being in order to navigate the changes affecting them. These new ways of being, in effect, create new changes in communities and societies. If change is inevitable and necessary for the evolution of life and community, so too is the criticality of learning to navigate change. Continue reading

The role of ALE: Our stories, our voice

Work on promoting adult learning and education is expanding and there are some encouraging signs. With the 2030 Agenda for Sustainable Development approaching its half-way point, next year’s seventh International Conference on Adult Education (CONFINTEA VII) will be a pivotal moment, writes Christiana Nikolitsa-Winter

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This week, more than 300 representatives of civil society organizations and other stakeholders met online to kick off a five-year global campaign to promote adult learning and education (ALE) and make it more visible. We are ALE’ aims to strengthen the voice of ALE and enable civil society organizations to speak with one voice in their advocacy.

It is one of a number of positive interventions aiming to move ALE up the agenda of national and international education policy. This is essential, as, across the globe, investment in ALE is shrinking and action on ALE on the decline, despite what the pandemic has taught us about its value and usefulness. In many places around the world, the great work of previous decades in building a strong ALE sector is being undone. Continue reading

Achieving our potential: Libraries, literacy and learning throughout life

Libraries are a great resource when it comes to learning, says Stephen Wyber of the International Federation of Library Associations and Institutions.

Stuttgart library, Germany

When we talk about infrastructure, we tend to think of roads, railways, cables and other physical networks crossing the landscape, enabling economic activity and growth. But the term can be extended to other areas that provide people with ways to achieve their goals, such as culture, research, and, of course, learning.

This blog looks at the last of these – the infrastructure for learning, throughout life. In particular, it considers the role of libraries both as providers of support and as partners and platforms for others, and looks at how to make the most of the unique characteristics of libraries as public, non-commercial, well-known and trusted community spaces. Continue reading

It’s time to embrace not just the lifelong but the life-wide dimension of learning

To truly achieve sustainable development, writes Norman Jackson, we must embrace, consciously and fully, our experiences and what we learn and become through them.

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Humankind has always engaged in lifelong learning, but it has meant different things at different points in time. This will always be the case. In this period of rapid transformation, contemporary society obliges people to learn and to keep on learning throughout their lives. The world is complex, hyper-connected and increasingly turbulent. It is also fragile, and cannot be sustained if we carry on using it in the way we have.

The idea that lifelong learning can be harnessed in the service of preserving our presence on this fragile planet is gaining more traction among sustainability’s strategic planners. Remedies to the myriad threats to our survival can be found in the United Nations’ 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs). Education has its own goal – SDG 4 – which calls on countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (UN, 2015). SDG 4 advocates a new role for education: to educate the world in ways that encourage behaviours that support sustainable development. Continue reading

COVID-19: ‘This programme saved my life’

Family literacy programmes can be a lifeline for disadvantaged parents and caregivers who are struggling to support their children’s learning during the pandemic, write Anna Kaiper-Marquez and Esther Prins

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A recent New Yorker/ProPublica article chronicled the immense challenges facing children in poverty who are studying remotely during the pandemic. Shemar, a 12-year-old in Baltimore, Maryland (USA), lived with his grandmother. Having completed little schooling in then-segregated South Carolina, his grandmother was unable to get online or supervise Shemar’s online schoolwork. She is not alone: millions of caregivers – across all socio-economic strata – have struggled to monitor and guide their children’s education during the pandemic. 

What if this grandmother and other caretakers had access to family literacy programmes where they could further their own education, such as digital or print literacy, while also learning how to support their children’s education? Family literacy programmes are not a panacea to fix poverty, racism, under-funded schools, the digital divide, and other causes of educational inequalities. Yet they do have great potential to serve as a community resource and educational safety net for families like Shemar’s. Continue reading

COVID-19: Building a sustainable and just future for all

While the long-term impact of COVID-19 on education will be dramatic, the future will be much more precarious if we do not focus on building systems for lifelong learning that safeguard quality and inclusiveness, writes Per Magnusson

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The COVID-19 pandemic has unleashed an unprecedented global crisis affecting societies and communities in a multitude of ways for which few of us were prepared.

Closing schools has been part of the strategy to mitigate the spread of the novel coronavirus in almost all countries around the world. With a peak of 1.5 billion children out of school in April, the number is still estimated to be around 1.2 billion, or 70 per cent of total enrolled learners (13 May). Even if many countries have simultaneously introduced programmes to allow for continuity of learning and distance learning, in varying levels of digitalisation, we can be certain this will not compensate for the learning lost when schools and education institutions are up and running in ‘normal’ times.

The school closures will undoubtedly have long-term effects for both individuals and societies. We also know that school closures will have an even more intense impact for girls, especially from the poorest and most vulnerable groups because they are the ones most exposed to domestic violence and sexual harassment, including pregnancies and early marriages. Continue reading

Adult education 2.0

As preparations begin for the seventh International Conference on Adult Education (CONFINTEA VII) in 2022, Daniel Baril, Chair of UIL’s Governing Board, argues that we need a new generation of adult learning and education policies

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In matters of adult learning and education, we live in paradoxical times. On the one hand, learning needs are diversifying and adult education resources cover a wide spectrum of learning possibilities, formal, non-formal or informal. On the other, adult education policies strive to mobilize all available educational resources to answer different learning needs. That is why I think that a new generation of adult learning and education policies is needed, policies that would aim to draw on all educational resources to answer a wide array of learning needs.  

In my view, in our new century, two phenomena are shaping adult education. First, we are witnessing a new social demand for knowledge and competencies. In all countries, literacy and basic skills remain a major educational need and, overall, work-related training is prioritized. But, beyond those important learning domains, we can observe a wider demand stemming from many spheres of people’s daily life. In its research and normative work, UNESCO has referred to some of those growing learning needs: education for health and well-being, education for sustainable development, education for citizenship, digital skills and human rights education. The so-called twenty-first century skills are also an example of an expanding social demand for learning. Continue reading

Making the global goals our own

Global citizenship education should be central to efforts to encourage people to take ownership of the Sustainable Development Goals and make the next 10 years a true ‘Decade of Action’, writes Christiana Nikolitsa-Winter

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The start of the last decade of the 2030 Agenda for Sustainable Development provides an important moment for reflection on what we have achieved to date and how far we have still to go in achieving the 17 Sustainable Development Goals (SDGs). The Secretary-General of the United Nations, António Guterres, took the opportunity to call for a ‘Decade of Action’ to accelerate sustainable solutions to ‘the world’s biggest challenges, ranging from poverty and gender to climate change, inequality and closing the finance gap’. He emphasized action on three levels: global, securing greater leadership and resources for the SDGs; local, embedding solutions in policies, budgets and regulatory frameworks; and people, in order to generate an ‘unstoppable movement’ for transformation.

Progress has been made on many fronts since the SDGs were launched in 2015, with governments integrating them into national strategies, and civil society and young people, in particular, increasingly involved in lobbying for change. The opportunities are enormous, but there remain some substantial challenges. Among these are social and economic exclusion, poverty, violence, radical extremism, cybercrime and fake news, pollution and climate change. Responding to these challenges demands individuals who are tolerant and able to live cooperatively with others, who judge critically, who are ethical users and producers of digital information, and who are actively involved in finding solutions to these problems, both locally and globally. This is why the importance of global citizenship education (GCED) is increasingly recognized. It represents a means for individuals to learn to be active in a culture of human rights, justice, democratic values and sustainability. Continue reading

The new learning frontier

As he begins his first term as Chair of the UIL Governing Board, Daniel Baril reflects on the implications of technological transformation for adult learning and education

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In my first contribution to the UIL blog, and as I reflect on global issues for adult learning and education as new Chair of the UIL Governing Board, I would like to share a high-level analysis of what I consider a major and new educational challenge. In my view, we are entering a new learning frontier, principally characterized by the fact that human and machine are learning side by side and together. This ‘human-machine learning interface’, as it was described in a recent UNEVOC document, is characteristic of the so-called fourth industrial revolution that is dawning upon us.

In this context, the education landscape is being rapidly and deeply transformed before our eyes by technological forces, and especially by the computational and digital dimensions of those forces. Among other things, new technological means are widely distributed within the population and social arrangements are being transformed by them. In our world now, any two learners are just a click of the mouse away. The questions of the place and pace of artificial intelligence (AI) in education are symptomatic of those changes pressuring our educational world. In a recent forum on this topic, organized by UNESCO in June 2019, parameters for the policy debate were proposed. They are testimonies to the nature and the magnitude of the changes taking place. In particular, AI has the potential for ‘reshaping the core foundations of education, teaching and learning’. Unlocking that potential will move the frontier of our learning world. Continue reading

Leave no one behind: Fighting poverty through lifelong learning

Konstantinos Pagratis reflects on how education can support the global struggle to end poverty

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Last week, the world marked the International Day for the Eradication of Poverty, an opportunity to reaffirm its commitment to Sustainable Development Goal (SDG) 1 – to end poverty in all its forms everywhere – and to highlight the complex, multidimensional nature of the challenges we face in achieving it.

Education is not a silver bullet when it comes to ending poverty, but it has a crucial role to play, both in securing SDG 1 and in fulfilling the commitment made by Member States in signing up to the 2030 Agenda for Sustainable Development: to leave no one behind.

UNESCO believes that the fight against poverty demands the strengthening of individuals’ capacities through education, which represents a source not only of employment but also of pride, dignity and agency. As Audrey Azoulay, the Director General of UNESCO, observes, ‘for each year a girl spends in the classroom, her future income will increase by 10 to 20 per cent’. Continue reading