Adult Learning in a World at Risk: Emerging Policies and Strategies. Expectations and Prospects for the 21st Century As Voiced by Respondents to a 1996 UNESCO Questionnaire in Preparation for the Fifth International Conference on Adult Education (CONFINTEA V). CONFINTEA Background Document.

Autor/in	Giere, Ursula
Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Adult Learning in a World at Risk: Emerging Policies and Strategies. Expectations and Prospects for the 21st Century As Voiced by Respondents to a 1996 UNESCO Questionnaire in Preparation for the Fifth International Conference on Adult Education (CONFINTEA V). CONFINTEA Background Document.
Quelle	(1997), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-820-1082-1
Schlagwörter	Adult Education; Adult Learning; Adult Literacy; Agency Role; College Role; Cooperative Planning; Educational Cooperation; Educational Needs; Educational Objectives; Educational Planning; Educational Policy; Educational Strategies; Educational Technology; Educational Trends; Financial Support; Foreign Countries; Global Education; Government Role; Government School Relationship; Higher Education; Lifelong Learning; Literacy Education; Nongovernmental Organizations; Public Policy; Social Change; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; cooperation; Kooperation; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Politics of education; Bildungspolitik; Lehrstrategie; Unterrichtsmedien; Bildungsentwicklung; Finanzielle Förderung; Ausland; Globales Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Öffentliche Ordnung; Sozialer Wandel; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	Emerging adult education policies and strategies were studied through a survey of United Nations Educational, Scientific, and Cultural Organization (UNESCO) member states, nongovernmental organizations (NGOs), and social partners. Questionnaires were returned by 93 countries and 12 NGOs. The study focused on the following: social change and its impact on adult education since 1985; adult education around the world; trends in adult learning around the world; formal and nonformal adult basic education; adult literacy; adult learning and the technological revolution; vocational training for adults; education toward a culture of peace; education for a democratic, civil society; education and the all-round development of all individuals; formulation of a broader vision of adult learning; integration of adult learning into the lifelong learning system; the changing role of the state, universities, and NGOs; the strengthening of cooperative structures; new ways of financing adult education; and UNESCO's role in the future of adult learning. Despite differences in individual respondents' opinions regarding how adult education goals should be prioritized and reached, there was general consensus that adult learning must be integrated into the lifelong learning system and no longer viewed only as a second chance for disadvantaged individuals, a means of reaching the unreached, or tool to provide skills to the unskilled. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC