Bringing Together Monitoring Approaches to Track Progress on Adult Learning and Education across Main International Policy Tools

Autor/in	Stepanek Lockhart, Ashley
Titel	Bringing Together Monitoring Approaches to Track Progress on Adult Learning and Education across Main International Policy Tools
Quelle	In: International Review of Education, 68 (2022) 2, S.309-328 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stepanek Lockhart, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-022-09947-9
Schlagwörter	Adult Learning; Sustainable Development; Objectives; Policy; Adult Education; Methods + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Politik; Adult; Adults; Education; Adult basic education; Method; Methode
Abstract	This article critically examines how monitoring strategies currently track progress on country commitments to adult learning and education (ALE). These commitments are laid out in three main international initiatives and policy tools: (1) the Belém Framework for Action (BFA); (2) the 2015 Recommendation on Adult Learning and Education (RALE); and (3) relevant targets in the fourth Sustainable Development Goal (SDG 4). The two monitoring approaches tracking progress on these commitments are the "Global Report on Adult Learning and Education (GRALE)" and SDG 4 monitoring strategies for Targets 4.3 (quality vocational and tertiary education, including university), 4.4 (technical and vocational training), 4.5 (equal access), 4.6 (youth and adult literacy and numeracy), 4.7 (global citizenship and sustainable development) and 4.c (qualified teachers). The author of this article presents and reviews these two monitoring approaches, highlighting their strengths and weaknesses. Her analysis aims to identify opportunities for synergies that can support strengthening coverage and efficiency of ALE monitoring through more collaboration. Her suggested ways of bringing these two monitoring approaches closer together provide insights which will be valuable for informing upcoming discussions at the Seventh International Conference on Adult Education (CONFINTEA VII). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01