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In 2015, the UN declared "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" as one of the Sustainable Development Goals (SDGs) to be achieved by 2030. Lifelong learning has been regarded as the global goal of education; however, it is not clear what lifelong learning, as a policy idea, means to different countries. This paper problematizes this policy idea by drawing a contrast between two key terms lifelong learning and lifelong education and argues that there has been an increasing emphasis on the former. The policy implication of the emphasis on lifelong learning over lifelong education is that learning opportunities are increasingly provided by private institutions and individuals are expected to manage time and resources for their learning. Because of socioeconomic inequalities not all adults are equally able to afford learning opportunities. The paper concludes that the SDGs may not be achieved by economically poor countries unless national governments take responsibility for ensuring lifelong learning opportunities for all.
Kapil Dev Regmi is a lecturer at the Department of Educational Studies at the University of British Columbia in Vancouver, Canada. His PhD research focused on the relevance of lifelong learning policy for the economically poor countries of the global south. He has published several peer-reviewed papers that inform policymakers working at national level and supranational organizations such as the Organization for Economic Cooperation and Development (OECD), the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) regarding the development of contextually specific educational plans and policies for underprivileged people and their communities.
Researching and Analyzing Adult Education Policies
An Introduction to the Topic
Theories and Theoretical Concepts in Adult Education Policy Research
Research interests and methodological approaches of policy analysis in adult education research
"Lifelong learning opportunities for all" : Who pays for it?
Regulation and Financing of Continuing Higher Education in England and Spain
A Comparison of Adult Education Governance Structures in National Contexts
An Analysis and Critique of U. S. Adult and Workforce Education Policy
in a Historical Perspective
Lifelong Learning Policies in Thailand: A Comprehensive Analysis and Reform Recommendations
Review: Classroom Behaviour Management in Further, Adult and Vocational Education
Rezension: Rekrutierungserfahrungen und -strategien von KursleiterInnen und TrainerInnen