成人学习和教育在可持续发展目标中的作用

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anke Grotlüschen, Alisa Belzer, Markus Ertner, Keiko Yasukawa
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引用次数: 0

摘要

联合国于 2015 年启动的可持续发展目标(SDGs)确立了到 2030 年要实现的雄心勃勃的目标,包括教育领域的目标。可持续发展目标 4 的重点是确保 "全纳和公平的优质教育,促进全民终身学习机会",它吸引了成人教育部门的关注,因为成人学习与教育(ALE)在实现该目标方面可以发挥作用,而且可持续发展目标有可能提高成人学习与教育的知名度和支持力度。本文报告了在八个案例研究国家(澳大利亚、巴西、印度、约旦、吉尔吉斯斯坦、南非、泰国和乌克兰)开展的一项研究,该研究探讨了成人学习与教育在终身学习中的作用。研究采用了巨型、宏观、中观和微观的理论框架,探讨了相关文献,研究了成人学习与教育的支持和挑战,以更好地了解其在帮助实现可持续发展目标 4 方面的潜力。我们采访了来自八个国家的 27 位可持续发展教育专家,并采用基础理论方法进行了数据分析。研究结果表明,虽然可持续发展目标 4 并不是这些国家开展可持续发展教育活动的强大推动力,但这些活动都集中在可持续发展目标 4 所针对的相同问题上。分析还指出,对正规和非正规成人学习与教育活动的政策支持并不平等,成人学习与教育网络和协会在实现可持续发展目标 4 中一些最雄心勃勃的具体目标方面可以发挥关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The role of adult learning and education in the Sustainable Development Goals

The role of adult learning and education in the Sustainable Development Goals

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a grounded theory approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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