Naproti vseživljenjskemu učenju in temu, da se nikogar ne pusti ob strani

Razmišljanje o vlogah ključnih nosilcev izobraževanja odraslih za trajnostno prihodnost

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/19463

Ključne besede:

sektor za izobraževanje odraslih, ekosistemi vseživljenjskega učenja, ključni nosilci izobraževanja odraslih, sredstva za izobraževanje odraslih in vseživljenjsko učenje, učenje za trajnostno prihodnost, prehod v vseživljenjsko učenje

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

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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.

Global Education Monitoring Report Team. (2015). Education for All 2000-2015: Achievements and challenges: EFA Global Monitoring Report 2015: Summary. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000232565.locale=en

Government of India. (2024, February 13). Official document regarding ULLAS. Department of School Education and Literacy, Ministry of Education. https://nilp.education.gov.in/nilp/assets/downloads/DO_letter.pdf

Kopecký, M., Šerák, M., & Sycha, M. (2024). Adult education as a weak policy priority in the Czech national context: Searching for the reasons. In M. Milana, P. Rasmussen, & M. Bussi (Eds.), Research Handbook on Adult Education Policy (pp. 289–303). Edward Elgar Publishing. https://doi.org/10.4337/9781803925950.00031

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Singh, S. (2020). 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. (2024a). Promoting action or licensing inaction? International influences on Indian policy of adult education. In M. Milana, P. Rasmussen, & M. Bussi (Eds.), Research Handbook on Adult Education Policy (pp. 164–180). Edward Elgar Publishing. https://doi.org/10.4337/9781803925950.00021

Singh, S. (2024b). Towards an invisible marginalisation of disadvantaged adult learners? Analysing the resource mobilisation strategies of the EU member states for achieving the European Education Area, 2025. Journal of Adult and Continuing Education, 14779714241234532. https://doi.org/10.1177/14779714241234532

Singh, S., Ehlers, S., Lacher, S., Balappagari, D., Bulugu, J., & Adebo, D. (forthcoming). Resource mobilisation strategies for the education of adults and the influence of international organisations. Andragogical Studies.

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 (Eds.), Erwachsenenbildung in internationaler Perspektive (pp. 97–112). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv2whxcn7.10

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

UNESCO Institute of Lifelong Learning. (2022b). CONFINTEA VII Regional Preparatory Conference for Europe and North America. Priorities, challenges and recommendations. https://unesdoc.unesco.org/ark:/48223/pf0000380787.locale=en

Objavljeno

22. 10. 2024

Kako citirati

Singh, S. (2024). Naproti vseživljenjskemu učenju in temu, da se nikogar ne pusti ob strani: Razmišljanje o vlogah ključnih nosilcev izobraževanja odraslih za trajnostno prihodnost. Andragoška Spoznanja, 30(2), 15-38. https://doi.org/10.4312/as/19463