Izobraževanje državljanov za aktivno demokracijo
Primerjalne perspektive iz Indije in Nigerije
DOI:
https://doi.org/10.4312/as/19866Ključne besede:
aktivno demokratično državljanstvo, učenje in izobraževanje odraslih, državljanska vzgoja, Indija, NigerijaPovzetek
V raziskavi smo primerjali programe učenja in izobraževanja odraslih za spodbujanje aktivnega demokratičnega državljanstva v Indiji in Nigeriji, pri čemer smo se osredotočili na cilje učenja in izobraževanja odraslih, nacionalne izobraževalne politike in na glavne izzive, s katerimi se sooča državljansko izobraževanje odraslih. Teoretični okvir raziskave predstavlja integracija več različnih usmeritev na področju državljanstva ter vključuje liberalnodemokratično, komunitarno in republikansko tradicijo. Metodologija je obsegala analizo dokumentov izbranih politik in poročil. Ugotovitve poudarjajo dosežke in izzive, s katerimi se državi soočata pri spodbujanju državljanskega udejstvovanja. V Indiji so elementi aktivnega demokratičnega državljanstva vključeni v širše programe socialno-ekonomskega razvoja, v Nigeriji pa so pri spodbujanju aktivnega demokratičnega državljanstva ključnega pomena formalni in neformalni izobraževalni sistemi. V obeh državah obstajajo sistemske ovire, kot so omejena dostopnost, politična nestabilnost in družbeno-kulturne ovire. Članek tako ponuja vpogled v vloge, ki jih pri spodbujanju aktivnega demokratičnega državljanstva v gospodarstvih v razvoju in večkulturnih državah igrajo programi za učenje in izobraževanje odraslih ter vladne politike.
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Avtorske pravice (c) 2025 Taiwo Isaac Olatunji, Vivek Kumar Chahar, Dare Rilwan Amusa, Adeyanju Adeonipekun, Ali Abdulrahman Saad
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