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
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.
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 →
Konstantinos Pagratis reflects on how education can support the global struggle to end poverty
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 →
As we mark World Environment Day 2019, Jennifer Kearns-Willerich argues that lifelong learning must be at the heart of our efforts to live sustainably
The significant gap between where we are today and where we want to be by 2030 is nowhere more evident that on the issue of climate change.
As the 2016 Global Education Monitoring Report, Education for people and planet: Creating sustainable futures for all, observed, the 2030 Agenda for Sustainable Development’s call for ‘urgent action on climate change’ to ‘support the needs of the present and future generations’, is some way from being heeded, with environmental sustainability a still-distant prospect and the gears of policy still seemingly stuck in neutral when it comes to the climate crisis.
Education and lifelong learning, the report contended, have a central role to play ‘in the creation of a green and inclusive economy with sustainable models of production and consumption, and new and retooled sectors, industries and jobs’. They also have an important part to play in changing hearts and minds and galvanizing political will. Continue reading →
The SDG Global Festival of Action shows exactly why lifelong learning matters to the SDG agenda, argues Paul Stanistreet
As young people around the world raise their voices to call for action on
climate change, the Sustainable
Development Goal (SDG) Global Festival of Action seems especially timely.
This important annual event, which is taking
place in Bonn, Germany, is intended to bring together and galvanize campaigners
on the SDGs to redouble their efforts, forge new partnerships and, above all,
take action to support the global movement for sustainability. The festival
encourages leaders from governments, local authorities, international
organizations and civil society to work closely with activists, youth
advocates, the creative industry and the private sector in scaling up their
efforts to make a difference to this critical agenda.
The event sends an important message: unless
people are prepared to take action themselves – to campaign, lobby, make changes
in their own lives and in their communities, and hold their governments to
account for the promises they have made, and do so in a coordinated, coherent
way – we will not achieve the SDGs. Continue reading →
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 →
Malak Zaalouk, Chair of UIL’s Governing Board, explains why lifelong learning is at the heart of the UN’s 2030 Agenda for Sustainable Development – and why it should be central to the plans and policies of nation states
Sustainable Development Goal (SDG) 4 puts lifelong learning at the heart of the global education policy-making agenda by enjoining Member States to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.
This is already important recognition. However, we have yet to fully realize the potential contribution of lifelong learning either to SDG 4 or to the wider 2030 Agenda for Sustainable Development. This demands the development of inter-sectoral solutions to challenges such as social exclusion, poverty, climate change, mass migration and technological transformation.. Continue reading →
To coincide with International Mother Language Day, UIL’s journal, IRE, is celebrating the resilience of the world’s Indigenous peoples and the contribution of Indigenous knowledge to sustainability. Its editor, Stephen Roche, explains
Today, 21 February, UNESCO and its global partners celebrate International Mother Language Day, this year on the theme of ‘Indigenous languages matter for development, peace building and reconciliation’. I am very proud to announce that, to coincide with International Mother Language Day, the International Review of Education – Journal of Lifelong Learning (IRE) will publish a special issue on ‘Indigenous knowledges as vital contributions to sustainability’.
This issue began to take shape in late 2016, when I approached Miye Tom – a Native scholar from the United States who had recently published with us – with the suggestion that she put together a proposal for a special issue on Indigenous education and knowledge. Together with two highly qualified and motivated scholars, Elizabeth Sumida Huaman and Teresa McCarty, she suggested that we not only make the special issue about Indigenous knowledge, but also approach Indigenous authors to write it. Continue reading →
Lisa Krolak on the critical role community libraries play in promoting literacy development and lifelong learning
All over the world, libraries serve as proactive community and learning spaces that directly address the needs of children, youth and adults. They are constantly evolving and responding to social, cultural, economic and political changes in their environment. Community libraries, in particular, have demonstrated great potential in supporting literacy development and lifelong learning through diverse services and successful outreach activities. But what is it that make community libraries so effective?
Community libraries are established, owned and managed by and for a specific community, clearly based on community needs. They represent one of many alternative library models that have emerged since the 1970s. In comparison to public libraries, community libraries are often small and usually not supported by government funds. They do not primarily target the mostly literate, urban populations, but rather develop diverse ways to provide various learning opportunities to marginalized populations. This is done not only by providing access to reading materials, but also by offering literacy training and linking literacy activities to practical livelihood concerns. Continue reading →
UIL Director David Atchoarena on the challenge of raising the profile of lifelong learning and realizing its potential contribution to the 2030 Agenda for Sustainable Development
Earlier this month I attended the Global Education Meeting in Brussels, Belgium, to join with colleagues from across the world in reviewing progress towards the commitments on education made in the 2030 Agenda for Sustainable Development.
The Brussels Declaration, the outcome document of the meeting, acknowledged the ‘fundamental role’ of lifelong learning as a key driver of sustainable development and reinforced the commitment of Member States to the eradication of illiteracy through formal and non-formal education and training. Continue reading →