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

Posted on February 9, 2021 by Katja Römer

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 →

At the tipping point: Education in the age of COVID-19

Posted on January 29, 2021 by Katja Römer

The COVID-19 pandemic could come to be seen either as an important turning point for humanity or a huge missed opportunity, a landmark in the decline of human civilization. The choice, in the end, is ours, writes Paul Stanistreet.

As the 51^st World Economic Forum (WEF) meets virtually to discuss rebuilding trust, making ‘crucial’ choices and reforming systems in the context of the agenda WEF founder Klaus Schwab describes as the ‘great reset’, it is clear that we are living through times of profound change and challenge, in some respects unprecedented in human history.

And whether you welcome this for reasons of social justice and the promotion of equity and equality, or see as it a threat to entrenched systems of advantage that must be carefully, and, if necessary, coercively, managed, it is clear that the COVID-19 pandemic has created a rare moment in the human story when we have an opportunity to read the map, change direction and do things differently. Continue reading →

COVID-19: Challenges and opportunities in prison education

Posted on October 13, 2020 by Paul Stanistreet

The pandemic has exacerbated the challenges facing already over-stretched prison services around the world, but the crisis is also an opportunity to do things differently, particularly in prison education, write Marie Macauley and Lisa Krolak on International Day of Education in Prison

An inmate chooses a book from the prison library. HMP Wandsworth, London, United Kingdom.

With more than 11 million people in prison worldwide and prison populations increasing rapidly, many prisons around the world were already at crisis point, unable to provide basic services such as education, when the pandemic struck. The crisis has highlighted the challenges prisons face, but it is also providing impetus for change.

Education in prison can provide prisoners with the opportunity to learn new skills and give them a renewed sense of purpose. Research has shown that prisoners who participate in education and training programmes are less likely to return to prison. They are also more likely to find employment on release.

Most countries provide formal primary and secondary education and vocational training to prisoners free of charge. Some countries provide access to higher education, whether through distance-learning or in the prison, at the prisoners’ own expense or financed by private grants. Prison libraries also play a key role in enabling access to information and reading materials to inmates. Continue reading →

COVID-19: It’s time to prioritize adult education

Posted on September 24, 2020 by Paul Stanistreet

While adult education has been pushed further to the margins during the pandemic, its potential contribution to the creation of healthier, happier and more inclusive societies has never been clearer, argues Jamila Razzaq

The long-term impact of the COVID-19 pandemic on education and learning remains to be seen. It is clear, however, that, across the world, formal systems of education have not been able to reach every learner in this crisis. Underlying structural issues in terms of priorities, roles and delivery models for education systems and services have been exposed by the crisis. Ineffectual and under-resourced mechanisms for alternative pathways to learning, inadequate connection between homes and schools, missing links between education and other social services, and under-developed practice in self-directed learning have all been highlighted in the search for viable solutions in the current situation.

In some parts of the world, learning from home through online and distance learning became the new norm during lockdown, as teaching and learning activity in physical classrooms became impossible to maintain. This shift in provision has opened up the possibility of further development and investment in alternative, non-formal and family-based learning pathways. The solutions adopted during the pandemic can be integrated into education systems to ensure learners have greater opportunities to learn through multiple pathways. Continue reading →

COVID-19: A perilous time for adult education

Posted on September 7, 2020 by Paul Stanistreet

As governments implement plans for post-pandemic recovery, the emphasis on getting children back to school risks further marginalizing adult learning and education. Now, more than ever, it is critical that we preserve a comprehensive understanding of the right to education, argues Daniel Baril

As we try, slowly and uncertainly, to emerge from the pandemic, governments are defining the framework for socio-economic recovery. The deconfinement of society, the reopening of businesses, jump-starting economic growth, mass-producing a vaccine and preparing for a possible second wave of infection are all priorities.

Education is on the agenda too, as governments revise and resume school protocols. Restarting formal schooling for children and young people is, without any doubt, urgent. Last month, 275 former world leaders, economists and business leaders stressed the potentially catastrophic consequences of locking children and youth out of learning for any longer, particularly for the most vulnerable among them. Moreover, as economic recovery action plans are implemented, protecting and increasing funding for education will be fundamental in the months and years ahead. Continue reading →

COVID-19: Re-connecting higher education to lifelong learning

Posted on August 3, 2020 by Paul Stanistreet

In the post-pandemic world, institutions of higher education must find holistic approaches to re-connect with society around them, integrating a lifelong learning approach into their core missions of teaching, research and service, argue Budd Hall and Rajesh Tandon

The disruption caused by COVID-19 to the everyday life of citizens around the world over the past six months has made it clear that that the future will entail new definitions of normal life. Most dramatically affected is the formal education system, from primary and secondary to tertiary.

What also became obvious is that local leaders, supported by local communities, found local solutions to deal with the virus, solutions that relied on local experiences, local knowledge and local resources. As schools shut down, and with digital access in many communities weak, mobile smartphones, small study circles and ‘travelling’ tutors were appropriately galvanized to support the learning of young and old alike, outside classrooms and campuses. Suddenly, the compartments of life, study, work and leisure became meaningless divisions, and learning, studying, cooking, caring and chatting were inter-mingled, almost seamlessly and effortlessly. Continue reading →

COVID-19: Act now to prevent a lost generation of learners

Posted on June 8, 2020 by Paul Stanistreet

Jamal Bin Huwaireb reflects on the challenges posed by the COVID-19 pandemic to lifelong learning in the Arab region

The Arab region, in common with many other parts of the world, faces significant challenges in achieving lifelong learning, notably high levels of illiteracy and education systems damaged by poverty and conflict. The toppling of governments during the ‘Arab Spring’ and conflict between and within countries have destroyed education systems in Iraq, Syria, Libya and Yemen, while seriously damaging opportunities for learning in other Arab countries. The COVID-19 pandemic is now undermining the economic activity on which individuals, families and communities depend. While people are struggling to earn, they cannot use their resources to learn. And, without learning, they are condemned to a life focused on subsistence only, with young people increasingly exposed to the temptations of criminal behaviour and terrorism.

Communities and governments seek to provide social support in the form of health and education, as well as routes to gainful employment or entrepreneurship for youths and young adults. Even in wealthy countries, there are challenges in providing sufficient resources for health, education and employment. The pandemic is placing yet more strain on budgets and institutions, and creating additional challenges and demands. Continue reading →

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

Posted on May 22, 2020 by Paul Stanistreet

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 →

COVID-19: Working together to get everyone learning

Posted on May 20, 2020 by Paul Stanistreet

Sarah Anyang Agbor reflects on the challenges posed by COVID-19 in Africa and asks how lifelong learning can help the continent respond

Lifelong learning has an essential part to play in shaping the future of our societies. This ambition is reflected in the African Union’s Agenda 2063 vision of ‘an integrated, prosperous and peaceful Africa driven by competent citizens able to play in the global arena’. One of the aspirations of Agenda 2063 is to catalyze an education and skills revolution and actively promote science, technology, research and innovation, with the ultimate aim of building knowledge, human resources, capabilities and skills for Africa’s future. By making universal, lifelong access to quality education a reality, it aims to drive Africa’s economic and technological transformation.

The spread of COVID-19 across Africa has prompted countries to introduce mitigation measures such as border closures and social distancing. These interventions are having a negative impact on already-weak health and education systems, not to mention supply chains, markets and food systems. The lockdown has also affected day-to-day social life in African, particularly in rural areas where means of online communication is limited. Continue reading →

COVID-19: The future of open online learning

Posted on May 18, 2020 by Paul Stanistreet

The COVID-19 crisis has made online distance learning the new norm for many. It has also prompted stakeholders to be more creative and agile, in ways that could make open and online learning better and more inclusive, writes Jonghwi Park

COVID-19 has been with us for a little over four months now. Its impact on the world in that time has been remarkable and unprecedented – a third of the world’s population have been living under lockdown, as many as 91 per cent of school students have faced schools closures in April, and 195 million people are projected to lose their jobs.

Few areas of human life are untouched by the crisis. From techniques to prevent back pain when working from home to the challenges of home schooling, the demand for new knowledge has created an urgent need for learning, unlearning and relearning to deal with new normalcies. For those at risk of losing their jobs, reskilling or upskilling is not a choice but a necessity. Many of us face a steep learning curve in adapting to these new circumstances. This new learning, while undoubtedly challenging, is, however, critical if we are to emerge from this crisis into a better future. Continue reading →

ONLY CONNECT

A blog from the UNESCO Institute for Lifelong Learning

Tag Archives: lifelong learning