T. Košmerl, Marta Gontarska, Yeonjoo Kim, Paula Cristina
{"title":"帮助推迟最后的呜咽:波兰、葡萄牙和斯洛文尼亚国家能源和气候计划中的成人学习和可持续发展教育","authors":"T. Košmerl, Marta Gontarska, Yeonjoo Kim, Paula Cristina","doi":"10.5937/andstud2001053k","DOIUrl":null,"url":null,"abstract":"The article compares discourses of the National Energy and Climate Plans (NECPs) of Poland, Portugal and Slovenia concerning the role of adult learning and education for sustainable development. NECPs are analysed through a theoretical proposal based on Escobar's (2005) and Krause's (2010) contributions, establishing three approaches to development and adult learning and education: a) a progress-oriented and aware citizen approach; b) a global, critical and transformative approach; and c) an active global and local participatory approach. Main conclusions highlight a progress-oriented and aware citizen approach in the EU-initiated NECPs. Additionally, a top-down approach is evident in the policy documents, as well as an alignment with the liberal theory of development without a deeper reflection on local contexts, evidencing a marginal role of adult learning and education.","PeriodicalId":229688,"journal":{"name":"Andragoske studije","volume":"77 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Helping to postpone the last whimper: Adult learning and education for sustainable development in the National Energy and Climate Plans of Poland, Portugal and Slovenia\",\"authors\":\"T. Košmerl, Marta Gontarska, Yeonjoo Kim, Paula Cristina\",\"doi\":\"10.5937/andstud2001053k\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article compares discourses of the National Energy and Climate Plans (NECPs) of Poland, Portugal and Slovenia concerning the role of adult learning and education for sustainable development. NECPs are analysed through a theoretical proposal based on Escobar's (2005) and Krause's (2010) contributions, establishing three approaches to development and adult learning and education: a) a progress-oriented and aware citizen approach; b) a global, critical and transformative approach; and c) an active global and local participatory approach. Main conclusions highlight a progress-oriented and aware citizen approach in the EU-initiated NECPs. Additionally, a top-down approach is evident in the policy documents, as well as an alignment with the liberal theory of development without a deeper reflection on local contexts, evidencing a marginal role of adult learning and education.\",\"PeriodicalId\":229688,\"journal\":{\"name\":\"Andragoske studije\",\"volume\":\"77 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Andragoske studije\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5937/andstud2001053k\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Andragoske studije","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5937/andstud2001053k","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Helping to postpone the last whimper: Adult learning and education for sustainable development in the National Energy and Climate Plans of Poland, Portugal and Slovenia
The article compares discourses of the National Energy and Climate Plans (NECPs) of Poland, Portugal and Slovenia concerning the role of adult learning and education for sustainable development. NECPs are analysed through a theoretical proposal based on Escobar's (2005) and Krause's (2010) contributions, establishing three approaches to development and adult learning and education: a) a progress-oriented and aware citizen approach; b) a global, critical and transformative approach; and c) an active global and local participatory approach. Main conclusions highlight a progress-oriented and aware citizen approach in the EU-initiated NECPs. Additionally, a top-down approach is evident in the policy documents, as well as an alignment with the liberal theory of development without a deeper reflection on local contexts, evidencing a marginal role of adult learning and education.
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