Higher education institutions are responding to globalisation in various ways. This study describes and analyses challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web-based master's program. The key issue was how to develop programs in a way that is fair for the different countries involved. The focus of the paper is on tensions between local and national contexts, rules and resources and the creation of a common global program. 'Agency', 'structure' and 'frame factor' are used as analytical concepts to help understand the dynamics of the collaboration and the character of the program.
Social movements in South Africa, often organized around class‐related issues, provide rich material to illustrate how class, intertwined with other social categories, shapes organizational and educational practices.
South AfricaDuring the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to 'manage' the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We argue for a view of NQFs as a work-inprogress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.
This article contextualizes and reviews the third global report on adult learning and education (ALE) released by UNESCO in 2016. The authors suggest that it is a visionary document, which is articulated through the bringing together of data from a range of areas that are usually kept apart. They recognize the report as a bold attempt to project what role ALE plays, or could play, within a holistic philosophy and approach to lifelong learning. They argue that given the ambitious nature of the task, and the inevitable tensions and contradictions that exist within a report of this nature, the report both fails to present a robust picture of ALE and succeeds as an advocacy document toward achievement of the Sustainable Development Goals. They recognize that the political and pedagogical work undertaken by the third Global Report on Adult Learning and Education is at an early stage. Alongside this work, they argue for the importance of the broader nonformal and informal ALE, including popular education, as a means of challenging the "post-truth society.
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