Examining the Application of the Lifelong Learning Principle to the Literacy Target in the Fourth Sustainable Development Goal (SDG 4)

Autor/in	Hanemann, Ulrike
Titel	Examining the Application of the Lifelong Learning Principle to the Literacy Target in the Fourth Sustainable Development Goal (SDG 4)
Quelle	In: International Review of Education, 65 (2019) 2, S.251-275 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09771-8
Schlagwörter	Lifelong Learning; Sustainable Development; Literacy; Numeracy; Objectives; Equal Education; Educational Quality; Inclusion; Educational Opportunities; Trend Analysis; International Organizations + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Nachhaltige Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Goal definition; Zielsetzung; Quality of education; Bildungsqualität; Inklusion; Bildungsangebot; Bildungschance; Trendanalyse; International organisation; International organisations; International organization; Internationale Organisation
Abstract	Among the 17 United Nations Sustainable Development Goals (SDGs), the fourth one is about ensuring "inclusive and equitable quality education" and promoting "lifelong learning opportunities for all". This goal (SDG 4) is subdivided into 10 targets, the sixth of which concerns youth and adult literacy and numeracy. This article examines the current discursive landscape around SDG target 4.6, to determine the extent to which it reflects the lifelong learning perspective guiding the Education 2030 "Framework for Action". SDG target 4.6 envisages a minimum proficiency level in literacy and numeracy which is equivalent to the level achieved upon successful completion of basic education. The author's analysis unpacks "lifelong literacy", and discerns three closely interrelated dimensions, namely (1) literacy as a lifelong learning process; (2) literacy as a life-wide process; and (3) literacy as part of sector-wide reforms towards lifelong learning systems. Although available documentary evidence is still limited, the author identifies a number of broad trends, many of which do not give cause for optimism. She argues that an expanded vision of literacy has not yet taken hold. There is still a long way to go before literacy (and numeracy) are tackled from a lifelong learning perspective, which would potentially have a transformative effect on the achievement of the SDGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01