Lifelong learning and the SDGs

The SDG Global Festival of Action shows exactly why lifelong learning matters to the SDG agenda, argues Paul Stanistreet

© SDG Action Campaign

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

Making hope possible: Democracy, sustainability and lifelong learning

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

© UIL

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

Making the most of lifelong learning

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

© Asian Development Bank

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

Indigenous knowledge matters

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

A family affair: Recognizing the potential of intergenerational learning

Adult participants in a family and intergenerational literacy and learning course in the Gambia @UIL

Qiongzhuoma Heimbel explains how family and intergenerational literacy and learning programmes can improve literacy rates around the world

Despite a rise in literacy rates in the last quarter of a century, more than 781 million adults around the world still lack basic reading and writing skills. Low levels of literacy prevent people from securing decent work and improving their lives. The 2014 United Nations General Assembly resolution, Literacy for life: Shaping future agendas, reaffirmed literacy as ‘a foundation for lifelong learning, a building block for achieving human rights and fundamental freedoms, and a driver of sustainable development’. In response, Member States began promoting more basic adult literacy programmes, especially for disadvantaged groups.

Quite often, the motivation for the adult learners who take part in these programmes is to improve their literacy skills in order to support their children’s learning. These adults, many of whom have never been to school or dropped out, understand that literacy can lead to a better life for their children. However, despite a desire to see their children progress at school, many parents who see themselves as ‘uneducated’ or ‘illiterate’ are reluctant to take part in learning programmes. Continue reading

Resources of hope: Why community libraries matter

Former UIL scholar Karma Lhazom, Country Director of READ Bhutan, reading with a group of school children at a community library in eastern Bhutan. © READ Bhutan

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

Lifelong learning and the Sustainable Development Goals

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