Comparative Group 4: Adult education and lifelong learning and the Sustainable Development Goals
participation, social inclusion, literacy
The UN has decided in 2015 to outset seventeen goals for global sustainable development until 2030. Although education was primarily indicated as an area to reach for better quality, it has a lot to do in order to get the other sixteen goals be realised, improved at a significant scale. This comparative working group will scrutinize how adult education and lifelong learning in the countries participants represent have started to move alongside sustainable development so as to realise relevant goals indicated by distinguished calls, manifestos, declarations, and strategies of international organisations, together with relevant examples of practice in the field, represented by stakeholders, so as to raise participation of and access for adult learners in the contexts of sustainable development.
Comparative research question
What can governments and relevant stakeholders do in collaboration with adult and lifelong learning for sustainability?
What issues related to sustainable development are relevant and currently influencing adult education and lifelong learning in your country (examples of good practice in different sectors (e.g schools, companies, NGOs, etc)?
Have UN sustainable development goals and the 2030 Agenda been addressed in your country by organisations, institutions of adult education, lifelong learning, HEIs, or beyond?
Has your government reacted/responded to UNESCO’s 3rd Global Report on Adult Learning and Education (GRALE3-2016), the UNESCO Recommendation on Adult Learning and Education (RALE-2015), or EAEA’s 2016 Manifesto for Adult Learning?
What actions can you report your government has done to raise participation, and affordable access to adult and lifelong learning?
Context of comparison
Comparison will focus on contexts of institutions/organisations, actions, regulations/laws and geographical contexts as national/regional/local.
However, we ask participating students to indicate at what level they see relevant actions to be indicated (e.g. local/regional, national or international grounds) according to comparable variables as actors, regulations/laws and policies.
Finally, we also ask our participating students to collect some relevant concrete examples by which they can explain the situation in their country/region/locality towards raising participation for better literacies to raise either employment, health and well-being, social, civic and community life.
This approach tries to enable students not just to relate to trends and issues, but also to reason what consequences can be drawn from the country-specific findings of theirs being put into comparison so as to find some similarities and differences across countries around the same topic.
Categories of comparison (selection for the transnational essay is based on participants research interests)
- Adult and lifelong learning for raising literacy for better health and well-being – actions, programmes, projects and initiatives, strategies, etc.;
- Adult and lifelong learning for raising literacy and skills for better employment and labour market – relevant actions, programmes, strategies, projects, and initiatives;
Adult and lifelong learning foe better social, civic and community life – relevant actions, programmes, projects, initiatives, strategies, etc.
Hinzen, Heribert – Schmitt, Slyvia (eds.) (2016) Agenda 2030 – Education and Lifelong Learning in the Sustainable Development Goals. International Perspectives in Adult Education 75. Bonn: DVV International (ISBN:978-3-942755-29-0)
Milana, Marcela – Nesbit, Tom (eds.) (2015) Global Perspectives on Adult Education and Learning Policy. 288 p. London: Palgrave Macmillan (ISBN:9781137388247)
Adult Education and Development (80/2013) – Post 2015. Bonn: DVV International (ISSN: 0342 7633)
UNESCO GRALE3 Report – Sources: www.ul.unesco.org
Global Education monitoring Report (2016) Education for people and planet: Creating sustainable futures for all - Source: http://gem-report-2016.unesco.org/en/home/
Dr. Violeta Orlovic Lovren
Dr. Violeta Orlovic Lovren is Associate professor in Department of Andragogy, Faculty of Philosophy, University of Belgrade. Her expertise is adult teaching, environmental adult education and sustainability. er research interests are focused on adult teaching strategies, implications of sustainability on adult and lifelong learning, sustainable development in universities, as well as the role of adult learning in increasing disaster risk resilience and quality of life in local communities. She is member of ESREA (European Society for Research on Education of Adults) and coordinator of the Board of the IUSDRP (Inter-University Sustainable Development Research Program) network for University of Belgrade, Serbia.
Prof. Balázs Németh, Pécsi Tudományegyetem, HUNGARY
Dr. Balázs Németh is a researcher in European adult and lifelong learning policy development and comparative adult education. He is an associate Professor and reader in adult Learning and education at the University of Pécs. He is also a founding member of the Hungarian Universities Lifelong Learning Network (MELLearN) and represents the University of Pécs in the European Universities Continuing Education Network (EUCEN) and in the European Association for the Education of Adults (EAEA). Further research topics of his are: Politics and Adult Education; Comparative Adult Education; History of --Modern European Adult Education from 1850 to 1950; Learning Cities and Regions.