Literacy, Lifelong Learning and Sustainable Development

Autor/in	McKay, Veronica
Titel	Literacy, Lifelong Learning and Sustainable Development
Quelle	In: Australian Journal of Adult Learning, 58 (2018) 3, S.390-425 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Literacy; Lifelong Learning; Sustainable Development; Learning Activities; Program Descriptions; Empowerment; Adult Learning; Racial Segregation; Foreign Countries; Social Change; Student Attitudes; Literacy Education; Outcomes of Education; Family Relationship; Friendship; Health; Knowledge Level; Health Behavior; Child Rearing; Child Health; Income; Social Integration; South Africa + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Life-long learning; Lebenslanges Lernen; Nachhaltige Entwicklung; Lernaktivität; Adulte education; Adult training; Erwachsenenbildung; Rassentrennung; Ausland; Sozialer Wandel; Schülerverhalten; Lernleistung; Schulerfolg; Freundschaft; Gesundheit; Wissensbasis; Health behaviour; Gesundheitsverhalten; Kindererziehung; Einkommen; Soziale Integration; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Sustainable Development Goal (SDG) 4 calls on countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Sub-goal 4.6 aims to ensure that all youth and a substantial proportion of adults of both genders achieve literacy and numeracy, with literacy being regarded indispensable not only for the achievement of SDG 4 but also for the other 16 SDGs, specifically those relating to health and wellbeing, gender equality, active citizenship, income generation and responsible consumption and production. However, the potential of achieving literacy can only be reached if it is approached from a lifelong learning perspective; therefore literacy learning activities should be offered as part of a lifelong learning framework. This article describes how the Kha Ri Gude Literacy Campaign in South Africa, conceptualised within a lifelong learning framework, extended its literacy curriculum to engender agency and empowerment among the national target of adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. It examines how, through conceptualising literacy curricula content around the (local, national and international) development goals, it is possible to use literacy instruction as a catalyst to effect transformation and social change. The article draws on the mixed methods approach followed by the research to show learners' perceptions of the social, economic and developmental opportunities afforded by literacy acquisition. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01