Rethinking Literacy from a Lifelong Learning Perspective in the Context of the Sustainable Development Goals and the International Conference on Adult Education

Autor/inn/en	Hanemann, Ulrike; Robinson, Clinton
Titel	Rethinking Literacy from a Lifelong Learning Perspective in the Context of the Sustainable Development Goals and the International Conference on Adult Education
Quelle	In: International Review of Education, 68 (2022) 2, S.233-258 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanemann, Ulrike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-022-09949-7
Schlagwörter	Literacy Education; Lifelong Learning; Sustainable Development; Adult Education; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Nachhaltige Entwicklung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on how to achieve this within an explicit lifelong learning vision. The Seventh International Conference on Adult Education (CONFINTEA VII -- June 2022) is an excellent opportunity to rethink literacy from a lifelong learning perspective in order to fully tap its transformative potential in the achievement of the United Nations Sustainable Development Goals (SDGs). By using a theoretical framework of lifelong literacy, this article analyses the main challenges associated with applying the lifelong learning principle to literacy, in particular in the context of aligning CONFINTEA's review and improvement of adult learning and education (ALE) strategies with SDG processes. The authors demonstrate that a limited understanding of literacy as part of lifelong learning still prevails, and that literacy promotion suffers from ambiguity and dissonances. They also provide analyses of literacy policies, strategies and programmes that have been successful in adopting a lifelong learning approach, drawing out some important lessons on how this can be achieved. In particular, the authors argue, more attention needs to be paid to the demand side of a literate environment and to motivation, enabling continuity of learning by making literacy part of people's broader learning purposes. To contribute to the ongoing discussion on reframing literacy from a lifelong learning perspective in the context of the 2030 Agenda for Sustainable Development and the potential development of a new "framework for action" during CONFINTEA VII, this article offers three fundamental considerations that should inform policy and strategic planning with regard to conceptual orientation, programmatic responses and institutional connections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01