The understanding of adult learning and education affirmed in GRALE 5 and at CONFINTEA VII is only the start – we must continue to make our voices heard, writes Christiana Nikolitsa-Winter
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 →
Without robust, high-quality and relevant adult learning and education programmes, we are in danger of neglecting our workforce and reducing the chances of a sustainable future, argues Paul Comyn of the International Labour Organization.
Adult learning and
education (ALE) serves multiple
purposes in many different local and national community contexts, one of which
is to support adults to develop the knowledge, skills and attitudes that will
enable them to look for and find work, either in paid employment or through
other livelihoods. Employability is a key concept that underpins the work of
the International Labour Organization (ILO), which it defines
as the ‘portable competencies and qualifications that enhance an individual’s
capacity to make use of the education and training opportunities available in
order to secure and retain decent work, to progress within the enterprise and
between jobs, and to cope with changing technology and labour market conditions.’
Repairing our broken relationship with the planet means radically rethinking how we understand the process of education and formation, argues Timothy D. Ireland
Grand international conferences such as CONFINTEA provide
an opportunity for the international community to weigh up what has and has not
been achieved in the previous decade or more and, on that basis, to agree to
new signposts and guidelines for the coming years. CONFINTEA VII will perhaps
go down in history as the conference which took place at one of the most
delicate and critical moments in recent history, since the beginning of the
series in 1949. While the sanitary crisis caused by COVID-19 has gained more
space in the press, the unravelling crisis which refuses to go away is that of
climate change and global warming. At times like this, education is generally
indicated as part of the solution. In 2022, there is a feeling that education
is no longer part of the solution but a major part of the problem: more of the
same will only deepen the crisis and aggravate our problems.
Over the last decades, we have seen what Paul Stanistreet calls the ‘depoliticization of education and the grim instrumentalism of neoliberal conceptions of its purpose and value’, in which the focus of education has no longer been that of preparing people for life but only for the world of work. In a similar vein, José Mujica, the former president of Uruguay, describes the process as that of transforming people into consumers and not into citizens, despite the ongoing discussion on global citizenship. The crux of the question is the relationship between the human and natural worlds, or between humanity and other forms of life. For the Brazilian Indigenous leader and philosopher Ailton Krenak, ‘Everything is nature. The cosmos is nature. Everything that I can think of is nature’. The world into which Indigenous people have resisted being incorporated is a world which has converted nature into ‘resources’ to be exploited in such a way that the market becomes ‘everything that is outside/beyond us’. Krenak returns to one of the concepts to which we have delegated the power of attempting to reduce human aggressions on the planet – sustainable development – which he describes as ‘a myth invented by the major corporations to justify the assault which they penetrate on our idea of nature’. The COVID-19 pandemic is not an externality but an organism of the planet, a virus, which has launched an attack on ‘the form of unsustainable life which we have adopted by our free choice’: a living example perhaps of what the English poet Tennyson called ‘Nature, red in tooth and claw’. We have developed a style of life which has become divorced from the living organism – Earth – characterized by its attempts to suppress diversity and to deny the plurality of forms of life, existence and habits. Continue reading →
We have reached a moment of potential transformation in adult education. We need to seize it, argues Paul Stanistreet
The next
year will be formative for the field of adult learning and education (ALE).
Preparations
are underway for the seventh International Conference on Adult Education (CONFINTEA
VII), in all likelihood in summer 2022. Meanwhile, the fifth Global Report on Adult Learning and
Education (GRALE) is being
finalized, to be published in late spring next year. Add to this UNESCO’s
Futures of Education commission, which will report at the end of this year, and
the fast-approaching midway point in the 2030 Agenda for Sustainable
Development, and it is clear that this is a moment of potential change in
education, and in adult education in particular, which I believe we need to
grasp. The enormous challenges presented by the COVID-19 pandemic, the changing
work environment, demographic shifts and, most critically, the climate crisis,
mean that more of the same is no longer an option we can responsibly pursue. Continue reading →
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
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 →
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
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 →
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 →
To truly achieve sustainable development, writes Norman Jackson, we must embrace, consciously and fully, our experiences and what we learn and become through them.
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 →
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
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 →
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
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 →