Lifelong Learning in Sustainable Development Goal 4: What Does It Mean for UNESCO's Rights-Based Approach to Adult Learning and Education?

Autor/in	Elfert, Maren
Titel	Lifelong Learning in Sustainable Development Goal 4: What Does It Mean for UNESCO's Rights-Based Approach to Adult Learning and Education?
Quelle	In: International Review of Education, 65 (2019) 4, S.537-556 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elfert, Maren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09788-z
Schlagwörter	Lifelong Learning; Sustainable Development; Civil Rights; International Organizations; Adult Education; Educational Objectives; Inclusion; Equal Education; Educational Quality; Educational Policy; Global Approach + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Nachhaltige Entwicklung; Bürgerrechte; Grundrechte; Zivilrecht; International organisation; International organisations; International organization; Internationale Organisation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational objective; Bildungsziel; Erziehungsziel; Inklusion; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Globales Denken
Abstract	This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium Development Goals (MDGs) focused on primary education, the SDGs, through SDG 4 which is devoted to education, call on Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". The inclusion of lifelong learning has awakened hopes for a stronger role of ALE in global education agendas and policies. In principle, the ten targets of SDG 4 open up clear possibilities for ALE. However, the author cautions that there is cause for scepticism that ALE, in particular human rights-based ALE, will receive more attention under the SDGs than it did under the MDGs. The article is structured into three sections. The first section traces the emergence of a rights-based approach to adult education as an international paradigm, with particular attention given to the role of UNESCO. The second section discusses how the rights-based approach to adult education has been contested by other actors in the field of education for development. In the final section, the author draws on recent empirical data to reflect on the role of ALE in the age of the SDGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01