Adult Learning and Education as a Response to Global Challenges: Fostering Agents of Social Transformation and Sustainability

Autor/inn/en	Schreiber-Barsch, Silke; Mauch, Werner
Titel	Adult Learning and Education as a Response to Global Challenges: Fostering Agents of Social Transformation and Sustainability
Quelle	In: International Review of Education, 65 (2019) 4, S.515-536 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09781-6
Schlagwörter	Adult Education; World Problems; Social Change; Sustainable Development; Role of Education; Student Attitudes; Adult Students; Adult Educators; Teacher Attitudes; Researchers; International Organizations; Educational Policy; Equal Education; Foreign Countries; Partnerships in Education; Finland; Ghana + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weltproblem; Sozialer Wandel; Nachhaltige Entwicklung; Bildungsauftrag; Schülerverhalten; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Researcher; Forscher; International organisation; International organisations; International organization; Internationale Organisation; Politics of education; Bildungspolitik; Ausland; Hochschulpartnerschaft; Finnland
Abstract	This article explores the potential of adult learning and education, its pivotal role in addressing social transformation and promoting global-local partnerships, and its relationship to the issue of sustainability. The authors' conceptual setting helps to reveal the closely connected yet contested and always power-related perspectives of adult learners, adult education practitioners, academic researchers and intergovernmental organisations under the auspices of a required "great transformation". The article provides a critique of indicators, monitoring exercises and needs-assessment procedures while exploring accountability and the mandate of adult learning and education in not only "raising," but also "hearing," voices as part of a partnership dialogue on equal terms. The authors suggest a framework for systematising and connecting conceptual approaches to sustainability. They then propose transferring this framework to the domain of education policy tools (e.g. the United Nations Sustainable Development Goals) and applying it to adult learning and education (ALE) as a contributing factor to sustainability. Two examples, one from Finland and one from Ghana, serve to illustrate the components of the suggested framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01