Adult Education and Lifelong Learning Within UNESCO: CONFINTEA, Education for All, and Beyond

Duke, Chris; Hinzen, Heribert

doi:10.1177/104515951102200404

Cited by 11 publications

(3 citation statements)

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“…Adult education is a concern worldwide because “lifelong learning is a key for economic and social development” (Duke & Hinzen, 2011, p. 18). In Saudi Arabia, there has been a clear commitment to shifting from an oil-based economy to a focus on higher education and this requires that learners who have left school before completing have opportunities to return to school.…”

Section: Discussionmentioning

confidence: 99%

Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia

Aljohani

Alajlan

2020

Adult Learning

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This study’s main purpose was to identify adult learners’ motivation to pursue learning at Saudi Arabia’s Yanbu adult-education schools. The study also investigates if there is a difference by gender, by age, and among learners in terms of their internal and external motivation to learn. The study’s theoretical framework came from Knowles’ theory of andragogy. A survey consisting of a self-administered questionnaire was used. The study population included all adult learners ( n = 463) at the Yanbu adult-education schools in Saudi Arabia. The results revealed the importance of the five motivators (social contact, family togetherness, social stimulation, cognitive interest, and religious stimulation) for adult learners at Saudi Arabia’s Yanbu adult-education schools. However, this study indicated that adult learners are more motivated internally than externally. Therefore, teachers should pay attention to the internal factors more than the external factor to keep up with their students’ level of motivation.

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Section: Discussionmentioning

confidence: 99%

Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia

Aljohani

Alajlan

2020

Adult Learning

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“…"Lifelong learning" focuses more on the individual learning that takes place throughout the life course, whereas "lifelong education" focuses on the systemic provision of education to meet educational needs through the life course, for example, early childhood education, schooling, vocational education, higher education, adult education, and so forth (see Duke and Hinzen 2012). Lifelong learning has become a conceptual framework and philosophy through which all structure of education for individuals are organized.…”

Section: Lifelong Learning: a Conceptual Clarificationmentioning

confidence: 99%

Lifelong Learning and Career Progression of Women in Nigeria

Dosunmu¹,

Dichaba²

2020

The Education Systems of Africa

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To date lifelong learning has in turn taken on empowerment perspective for women in developing countries in view of the occurrence of adult illiteracy among women. Studies have shown that lifelong learning focused mostly on improving adult literacy across African regions (UNESCO, Literacy and education for sustainable development and women's empowerment. UNESCO Institute for Lifelong Learning, Hamburg, 2014). Therefore, research conducted on lifelong learning beyond improved adult literacy has been limited. Recently UNESCO institute for lifelong leaning (2014) focuses on the central importance of improved literacy for women through lifelong learning. However, this study focuses on women who are literate, and in fact many of the women are in possession of at least a bachelor's degree. The intention of this study was to use a broader conception of lifelong learningone beyond the limitations of literacy. The aim of the study was to investigate how lifelong learning may facilitate the

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“…This complexity often leads to market-oriented goals being prioritised over the holistic development of individuals and communities, potentially neglecting critical and emancipatory aspects of education (Lima & Guimarães, 2011). At the same time, lifelong learning is also described as a public good and a human right for all (Duke et al, 2021). However, adult education (AE) is often given the least attention in the context of lifelong learning, as several studies confirm (International Council for Adult Education [ICAE], 2020).…”

Section: Introductionmentioning

confidence: 99%

Spodbujanje enakopravnosti dostopa v nemškem izobraževanju odraslih

Lacher

2024

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This article examines how access to adult education (AE) in Germany meets the principle of “Leaving No One Behind” and explores the dynamics and challenges of the sector. It categorises AE into company-based AE, individual vocational AE, and non-vocational AE, and examines the complexities and challenges of mobilising resources for these sectors. Using Schuetze’s (2009) theoretical framework on the financing of lifelong learning, this study critically examines the allocation of resources within the German AE landscape. Drawing on current policy documents and recent research, the analysis highlights key policy adjustments needed to ensure equitable access to AE for all. While Germany has made progress in certain areas, the research points to partial compliance with the principle of “Leaving No One Behind” and highlights persistent inequalities that are inadequately addressed by existing policies. This article calls for more inclusive and comprehensive approaches and emphasises the need for a strategic mobilisation of resources.

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Adult Education and Lifelong Learning Within UNESCO: CONFINTEA, Education for All, and Beyond

Cited by 11 publications

References 0 publications

Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia

Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia

Lifelong Learning and Career Progression of Women in Nigeria

Spodbujanje enakopravnosti dostopa v nemškem izobraževanju odraslih

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