Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

Autor/inn/en	Walters, Shirley; Yang, Jim; Roslander, Peter
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1
Quelle	(2014), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1190-4
Schlagwörter	International Organizations; Lifelong Learning; Role; Counseling; Guidance; Foreign Countries; Educational Policy; Grounded Theory; Program Descriptions; Semi Structured Interviews; Economic Progress; Educational Development; Informal Education; Qualitative Research; Ethiopia; Kenya; Namibia; Rwanda; Tanzania + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Life-long learning; Lebenslanges Lernen; Rollen; Counselling; Beratung; Ausland; Politics of education; Bildungspolitik; Economic growth; Wirtschaftswachstum; Bildungsentwicklung; Informelle Bildung; Nichtformale Bildung; Qualitative Forschung; Äthiopien; Kenia; Ruanda; Tansania
Abstract	This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for Lifelong Learning in 2010". The methodology used in the study is inspired by grounded theory which involves the use of systematized data collection and analysis procedures to generate, develop and derive inductively contextualized theory about a phenomenon. Through desk research and field work, the study team has selected examples of lifelong learning policy and programmes in the five participating countries. The report reflects on the porous boundaries that exist between the sectors and highlights six key issues that affect the operationalization of lifelong learning, namely: (1) conceptual understandings of lifelong learning; (2) recognition of learning achievements; (3) the role of counselling and guidance; (4) teachers and facilitators; (5) financial resources, and infrastructure; and (6) coordination among stakeholders. The lessons learned from the study are summarized in ten concrete recommendations for further action and reform. If adapted to local contexts, these recommendations can be implemented fully or partly in many other countries. Appended are: (1) List of Interviewees; and (2) Semi-Structured Questions for the Fieldwork. A bibliography is also provided. (ERIC).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01