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,
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 →
de la COVID-19 a provoqué une crise sanitaire mondiale sans précédent accompagnée
de graves secousses socio-économiques. Plus que
jamais, l’éducation se retrouve au cœur de tout développement durable. La résilience
des systèmes éducatifs à travers le monde est attendue tant les nouveaux défis se
révèlent complexes et difficiles à relever.
L’UNESCO, qui a un rôle central à jouer, a réagi
dans l’immédiateté en renforçant ses programmes éducatifs et en incitant toutes
les parties prenantes à devenir plus créatives et plus agiles.
cette perspective, les gouvernements se sont engagés à mettre en place des
systèmes et des réformes permettant d’assurer
le droit à l’éducation et de généraliser l’enseignement et la qualification
pour tous. 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 →