Onkraj izobraževanja

Spremembe politike od sektorja izobraževanja odraslih do ekosistemov vseživljenjskega učenja (1972–2022)

Avtorji

  • Shalini Singh Univerza za znanost in tehnologijo v Megalaji, Center za vseživljenjsko učenje, Indija; Univerza Helmuta Schmidta, Hamburg, Nemčija

DOI:

https://doi.org/10.4312/as/16287

Ključne besede:

ekosistemi vseživljenjskega učenja, politični okviri, institucionalizacija v izobraževanju in učenju, prehodi in spremembe politik, učenje in izobraževanje odraslih

Povzetek

Cilj članka je opredeliti tranzicije, do katerih prihaja na makro ravni globalnih politik, in sicer prehod od izobraževanja odraslih do vseživljenjskega učenja ter posledično prehod od izobraževalnega sektorja do ekosistemov vseživljenjskega učenja. Za analizo dokumentov mednarodnih organizacij smo uporabili Ehlersov model in politične okvire ter tako izpostavili dva premika: prvi je prehod iz izobraževalnega sektorja v ekosisteme vseživljenjskega učenja, drugi pa prehod sektorja izobraževanja odraslih v učenje in izobraževanje odraslih znotraj okvira vseživljenjskega učenja. Oba prehoda sta zaradi pogojev za dodeljevanje sredstev neizogibna in učečim se ponujata ogromno priložnosti, a se to skozi njihovo nesodelovanje ne potrjuje. Zainteresirani akterji v izobraževanju odraslih lahko torej ta prehoda spodbudijo s pozitivnim pristopom do novih priložnosti ter hkrati izrazijo pomisleke neslišanih učečih se ali pa se spremembam uprejo in tako dolgoročno izginejo zaradi pomanjkanja relevantnosti in posledične izgube sredstev za delovanje.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Archer, D. (2022). Avoiding pitfalls in the next International Conference on Adult Education (CONFINTEA): Lessons on financing adult education from Belém. International Review of Education, 68(2), 195–211. https://doi.org/10.1007/s11159-022-09946-w

Barros, R. (2012). From lifelong education to lifelong learning: Discussion of some effects of today’s neoliberal policies. European journal for Research on the Education and Learning of Adults, 3(2), 119–134. https://doi.org/10.3384/rela.2000-7426.rela0071

Benavot, A., Hoppers, C. O., Lockhart, A. S., & Hinzen, H. (2022). Reimagining adult education and lifelong learning for all: Historical and critical perspectives [Special issue on Strengthening the future of adult education and lifelong learning for all: Building bridges between CONFINTEA and the SDGs]. International Review of Education, 68(2), 165–194. https://doi.org/10.1007/s11159-022-09955-9

Biesta, G. (2022). Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education. International Review of Education, 68(5), 655–672. https://doi.org/10.1007/s11159-021-09921-x

Conway, D., Chang, D., & Jackson, J. (2022). I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education. Medical Teacher, 44(7), 702–706. https://doi.org/10.1080/0142159X.2022.2055456

Denholm, J., Hinzen, H., Németh, B., & Phuoc, K. (2022). CONFINTEA VII – advocacy and engagement for adult learning and education: Editorial introduction [Special Issue on CONFINTEA]. PIMA Bulletin, 44, 5–9. https://cradall.org/sites/default/files/pima-bulletin_44-opt.pdf

Ehlers, S. (2019). The rise of a learning regime in Europe: Transnational policy terms mapped and discussed. In T. Fristrup (Ed.), Socially engaged practices in museums and archives (Fornvårdaren 38, pp. 17–68). Jamtli Förlag.

Elfert, M., & Draxler, A. (2022). The Faure report: 50 years on – Editorial introduction. International Review of Education, 68(5), 637–654. https://doi.org/10.1007/s11159-022-09981-7

Eurostat. (2023). Adult learning statistics. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Adult_learning_statistics

Grotlüschen, A., Belzer, A., Ertner, M., & Yasukawa, K. (2023). A certain shift? How the position of adult education within lifelong learning weakens although longitudinal shows its benefits. Buildung und Erziehung, 76(4), 369–383. https://doi.org/10.13109/buer.2023.76.4.369

Hill, L., Rogers-Shaw, C., & Carr-Chellman, D. (2023). But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education. Adult Learning, 34(2), 59–67. https://doi.org/10.1177/10451595231159430

Ireland, T., & Spezia, C. (2014). Adult education in retrospective: 60 years of CONFINTEA. UNESCO. https://eric.ed.gov/?id=ED561053

Jackson, P. (n.d.). A prehistory of the Millennium Development Goals: Four decades of struggle for development in the United Nations. UN Chronicle. https://rb.gy/iu7o53

Jarvis, P. (2014). From adult education to lifelong learning and beyond. Comparative Education, 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832

Kallen, D., & Bengtsson, J. (1973). Recurrent education: A strategy for lifelong learning. OECD Publishing. https://files.eric.ed.gov/fulltext/ED083365.pdf

Karger, T., Kalenda, J., Kalenda, S., & Nováková, R. (2022). Legitimisation of non-participation in adult education and training: The situational logic of decision-making. International Journal of Lifelong Education, 41(3), 277–293. https://doi.org/10.1080/02601370.2022.2057606

Knoll, J. (2014). The history of the UNESCO International Conferences on Adult Education – From Helsingor (1949) to Hamburg (1997): International education policy through people and programmes. In T. Ireland & C. Spezia (Eds.), Adult Education in Retrospective: 60 years of CONFINTEA. UNESCO. https://eric.ed.gov/?id=ED561053

Milana, M. (2012). Political globalization and the shift from adult education to lifelong learning. European journal for Research on the Education and Learning of Adults, 3(2), 103–117. https://doi.org/10.3384/rela.2000-7426.rela0070

Organisation for Economic Co-operation and Development. (2019). Learning compass 2030: OECD Future of Education and Skills 2030: Conceptual learning framework. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_concept_note.pdf

Organisation for Economic Co-operation and Development. (2020). Increasing adult learning participation: Learning from successful reforms, getting skills right. OECD Publishing. https://doi.org/10.1787/cf5d9c21-en

Rubenson, K., & Elfert, M. (2019). Examining the “weak field” of adult education. In A. Fejes & E. Nylander (Eds.), Mapping out the Research Field of Adult Education and Learning (Lifelong Learning Book Series 24, pp. 15–31). Springer. https://doi.org/10.1007/978-3-030-10946-2_2

Sabatier, P. A. (Ed.). (2007). Theories of the policy process. Westview Press.

Singh S. (2017). Transnational comparative studies as sources for research: How scientific, how relevant? International Journal of Multidisciplinary Educational Research, 6(8), 113–133.

Singh, S. (2020a). From Global North-South divide to sustainability: Shifting policy frameworks for international development and education. International and Multidisciplinary Journal for Social Sciences, 9(1), 76–102. https://doi.org/10.17583/rimcis.2020.4923

Singh, S. (2020b). International large-scale assessments, the Global Alliance to Monitor Learning (GAML) and adult education systems. Zeitschrift für Weiterbildungsforschung, 43, 275–289. https://doi.org/10.1007/s40955-020-00161-4

Singh, S. (2023). The transitions from sectors of adult education to systems of lifelong learning: The role of the OECD and the World Bank in facilitating policy change. In J. Lövgren, L. Sonne, & M. N. Weiss (Eds.), New challenges – new learning – new possibilities: Proceedings from the 9th Nordic Conference on Adult Education and Learning (pp. 199–221). LIT Verlag. https://doi.org/10.52038/9783643916587

Singh, S. (2024). Promoting action or licensing inaction: International influences on Indian adult education. In M. Milana, P. Rassmusen, & M. Bussi (Eds.), Research Handbook on Adult Education Policy. Edward Elgar Publishing.

Singh, S. (forthcoming). A framework for policy analysis and issues of internationalisation. In S. Singh, T. Fristup, L. Sonne, & S. Ehlers (Eds.), Internationalisation @ Home. Novus Publishing.

Singh, S., & Ehlers, S. (2019). Recognition of prior learning: Policy analysis from Denmark and India. Andragoška spoznanja/Studies in Adult Education and Learning, 25(1), 69–87. https://doi.org/10.4312/as.25.1.69-87

Singh, S., & Ehlers, S. (2020). Employability as a global norm: Comparing transnational employability policies of OECD, ILO, World Bank Group, and UNESCO. In R. Egetenmeyer, V. Boffo, & S. Kröner (Eds.), International and Comparative Studies in Adult and Continuing Education (pp. 131–147). Firenze University Press. https://doi.org/10.36253/978-88-5518-155-6.09

Singh, S., & Ehlers, S. (2024). Challenging the Matthew effect through individual learning accounts? Case studies from Denmark and France. Andragoška spoznanja/Studies in Adult Education and Learning, 30(2). https://doi.org/10.4312/as/16289

Singh, S., Ehlers, S., & Košmerl, T. (2023). Transitions in the policies for the education of adults: Comparing the funding regimes in Denmark and Slovenia. In L. Formenti, A. Galimberti, & G. del Negro (Eds.), New Seeds for a World to Come: Policies, Practices and Lives in Adult Education and Learning: 10th ESREA Triennial Conference (pp. 265–270). Ledizioni. https://doi.org/10.5281/zenodo.8017866

Singh, S., Schiller, S., Anand, N., Ehlers, S., & Moiz, A. (2023). The World Bank’s role in shaping the education of adults: Comparing the policy choices of the World Bank and India. In L. Breitschwerdt, J. Schwarz, & S. Schmidt-Lauff (Eds.), Comparative research in adult education: Global Perspectives on participation, sustainability and digitalisation (pp. 71–90). Wbv Publikation.

Singh, S., Schmidt-Lauff, S., & Ehlers, S. (2022). Transitions from adult education sectors to lifelong learning systems: A Comparative Study from Denmark, Switzerland, Germany and the European Education Area. In. A. Grotlüschen, B. Käpplinger, G. Molzberger, & S. Schmidt-Lauff (Eds.), Erwachsenenbildung in internationalen Perspektiven: Grenzen und Chancen (pp. 97–112). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv2whxcn7.10

UNESCO Institute of Lifelong Learning. (n.d.-a). Collection of lifelong learning policies and strategies. https://uil.unesco.org/es/node/3210

UNESCO Institute of Lifelong Learning. (n.d.-b). International Conference on Adult Education (CONFINTEA): Creating a platform for collaboration. https://www.uil.unesco.org/en/adult-education/confintea

UNESCO Institute of Lifelong Learning. (2016). Recommendation on adult learning and education, 2015. UNESCO; UIL. https://unesdoc.unesco.org/ark:/48223/pf0000245179.locale=en

UNESCO Institute of Lifelong Learning. (2022). CONFINTEA VII Marrakech Framework for Action: Harnessing the transformational power of adult learning and education. https://unesdoc.unesco.org/ark:/48223/pf0000382306

UNESCO. (1972). Third International Conference on Adult Education, Tokyo, 25 July-7 August 1972: Final report. https://unesdoc.unesco.org/ark:/48223/pf0000001761

UNESCO. (1976). Records of the General Conference: Nineteenth session: Nairobi, 26 October to 30 November 1976: Volume I. UNESCO.

UNESCO. (2015). Education for all 2000-2015: Achievements and challenges [EFA Global Monitoring Report 2015]. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000232205

World Bank. (2022). Education finance watch 2022. https://thedocs.worldbank.org/en/doc/5c5cdd4c96799335e263023fa96db454-0200022022/related/EFW-2022-Dec21.pdf

Objavljeno

18. 04. 2024

Številka

Rubrika

Znanstveni prispevki

Kako citirati

Onkraj izobraževanja: Spremembe politike od sektorja izobraževanja odraslih do ekosistemov vseživljenjskega učenja (1972–2022). (2024). Andragoška Spoznanja, 1-23. https://doi.org/10.4312/as/16287

Podobni članki

1-10 od 808

Lahko poskusite tudi zaženi napredni iskalnik podobnosti za ta članek.