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Critical Overview of International Organisations in Adult Education

This online tutorial explores the main activities and impact of international organisations in the development of adult learning and education. It covers intergovernmental, non-governmental, and other international organisations, and discusses their roles in exchange of information, research, lobbying, professional development, and aid/development work.

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Critical Overview of International Organisations in Adult Education

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  1. Dr. habil Balázs Németh Online TutorialontheCriticalOverviewof International Organisations in the Development of Adult Learning and Education November – December 2018

  2. Introduction This set of slides provides a short structured description into main activities of international organisations in adult education We are going to group international organisations in adult education and demonstrate main activities of particular organisations representing international collaboration in ALE Also, it will point our some key issues which influence the activities of distinguished international organisations.

  3. International organisations: I. Intergovernmenntal organisations:- UNESCO- OECD- EU- World Bank- ILO II. Non-governmental Organisation:- EAEA- ICAE- ESREA- ISCAE- EUCEN- NVL III. Third type of International Organisations:- DVV International; - ASEM LLL; - USAid; - Churches

  4. Key Activities of International Organisations in Adult Learning and Education: • Exchange of Information • Research • Lobbying • Professional Development • Aid/Development Work

  5. Questionsforfurtherelaborationbasedonrelated text todescribeinternationalorganisations in adulteducation: • Do youagreewiththegroupingof internationalorganisations in adulteducationdescribed in theattached text? • Wouldyourecommendanyotheractivityfield/areaforinternationalorganisationstojointheones being described in theattached text? • Howwouldyoudescribetheimpact of internationalorganisations in adult and lifelonglearn?

  6. Reflectivetasks: • Pleasecollectwhatkind of internationalorganisationsoperate in your country todevelopadultlearning and educaion! • Pleasedescribetherole/impact of suchorganisations in thedevelopment of adult and lifelonglearning in your country! • Pleasecollecttwoexamples of goodpracticeswhicharebasedontheactivities, project work, collaboration, etc. of distinguishednternationalorganisations.

  7. EUROPEAN AGENDA FOR ADULT LEARNINGPriority areas for the period 2012-2014: 1. Making lifelong learning and mobility a reality;2. Improving the quality and efficiency of education and training;3. Promoting equity, social cohesion and active citizenship through adult learning;4. Enhancing the creativity and innovation of adults and their learning environments;5. Improving the knowledge base on adult learning and monitoring the adult learning sectorSource: Council Resolution on a renewed European agenda for adult learning. Council of the European Union. (20. 12. 2011.)http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C 2011:372:0001:0006:EN:PDF

  8. The Impact of UNESCO CONFINTEA VI (2009) „We are convinced and inspired by the critical role of lifelong learning in addressing global and educational issues and challenges. It is furthermore our conviction that adult learning and education equip people with the necessary knowledge, capabilities, skills, competences and values to exercise and advance their rights and take control of their destinies. Adult learning and education are also an imperative for the achievement of equity and inclusion, for alleviating poverty and for building equitable, tolerant, sustainable and knowledge-based societies.”Source: UNESCO (2009) Belém Framework for Action – CONFINTEA VI, UNESCO UIL, P. 2. http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/working_documents/Belém%20Framework_Final.pdf

  9. Impacts of iVET and cVET Surveys and of OECD PIAAC Work-based Learning orientations (CVET and on—the –job trainings impacts) (Source: Federighi, Paolo (2013) Adult and Continuing Education in Europe. Brussels: EC European Commission: - Skills Panorama http://euskillspanorama.ec.europa.eu CEDEFOP REFERNET network surveys on cVET and Skills Development, Skills Mismatch Source: http://cedefop.europa.eu Impact of OECD Skills survey and PIAAC Survey

  10. UNESCO Post-2015 and the Incheon Protocols

  11. Main points of the recommendation: • DEFINITION AND SCOPE • Aims and Objectives • Areas of action Policy Governance Financing Participation, inclusion and equity Quality IV. International cooperation UNESCORECOMMENDATION ON ADULT LEARNING AND EDUCATION (2015)

  12. The Impact of EAEA 2016 Manifesto for Adult Learning

  13. Some global issues – impact of UNESCO 758 million adults remain unable to read or write a simple sentence

  14. The 2030 Agenda: 17 SDG Goals and 169 Targets

  15. UIL’s Working Definition of LLL Lifelong learning is rooted in the integration of learning and living. It covers learning activities for people of all ages in all life-wide contexts and through a variety of modalities which together meet a wide range of learning needs and demands.

  16. Adult Learning and Education (ALE) • ALE is an indispensable component of lifelong learning and a fundamental and enabling human right. • ALE is an integral dimension of a balanced life course. • ALE is part of a holistic, inter-sectoral sustainable development agenda with the potential to offer multiple benefits and have lasting impact.

  17. Third Global Report on Adult Learning and Education (GRALE III) In addition to monitoring the Belém Framework for Action, GRALE III investigates the impact of ALE on health and well-being, employment and the labour market, and social, civic and community life. This reflects a shift towards the more holistic view of education and lifelong learning embedded in the 2030 Agenda for Sustainable Development.

  18. GRALE III – ALE has benefits for Individuals, Employers and for Societies Healthybehaviours & attitudes Longerlifeexpectancy Reduction in lifestylediseases Lowercosts for acutehealthcare Literacy & numeracy Life skills such asresilience & self-confidence Toleranceofdiversity Attention totheenvironment Socialcohesion Political participation Skills & employability Higher wages Job satisfaction & commitment Greaterproductivity & entrepreneurship Increasedtaxrevenues

  19. Four Policy Implications of the 2030 Agenda • To fulfill the right to education, governments need to provide all individuals with effective access to high-quality education and lifelong learning opportunities. • To ensure true lifelong learning, governments need to balance education spending along the life course. • To recognize the holistic nature of sustainable development, governments need to promote cross-sectoral coordination and budgeting. • Strongerpartnerships are required among all stakeholders.Lifelong learning needs to be part of the data revolution.

  20. Council of the European Union (2011) CouncilResolutionon a Renewed European Agenda for Adult Learning.2011/C 372/01 Brussels: Council of the EU • European Association for the Education of Adults (2016) Manifesto for Adult Learning inthe 21stCentury. Brussels: EAEA • European Commission (2016) New Skills Agenda 2016. Brussels: EC • European Commission (2016) Education and Training Monitor. Brussels: EC. Source: https://ec.europa.eu/education/sites/education/files/monitor2016_en.pdf • Gartenschlaeger, Uwe - Hirsch, Esther (eds.) Adult education in an interconnected world: Cooperation in lifelong learning for sustainable development Bonn: DVV International. International Perspectives in Adult Education; 71. • Larjanko, Johanni (ed.) Post-2015. Adult Education and Development 80/2013. • Lima, Licinio – Guimaraes, Paula (2011) European Strategies in Lifelong Learning. A Critical Introduction. – 5. UNESCO as a Policy Actor in Education. Leverkusen: Barbara Budrich • Milana, Marcella (2013) ‘Globalization, transnational policies and adult education. In: International Review of Education, 58.6. pp. 777-797 • Schemmann, Michael (ed.) (2016.) International Yearbook of Adult Education Köln:BöhlauVerlag Further Readings

  21. Milana, Marcela – Nesbit, Tom (eds.) Global Perspectives on Adult Education and Learning Policy. London: Palgrave Macmillan. • Organisation for EconomicCo-operation and Development (2013) Skilled for Life? Key Findings from the Survey of Adult Skills. Paris: OECD • Singh, J. P. (2011) United Nations Educational, Scientific, and Cultural Organization (UNESCO): Creating Norms for a Complex World. London/New York: Routledge • United Nations Educational, Scientific and Cultural Organisation (2016) New Recommendation on Adult Learning and Education. Paris: 2016. Source: http://uil.unesco.org/adult-learning-and-education/unesco-recommendation • United Nations Educational, Scientific and Cultural Organisation (2009) Belém Framework for Action. Harnessing the power and potential of adult learning and education for a viable future. Paris: UNESCO • United Nations Educational, Scientific and Cultural Organisation (2016) GRALE3 Hamburg: UIL Source: http://uil.unesco.org/adult-learning-and-education/global-report-grale/third-global-report-adult-learning-and-education Journals: International Review of Education; International Review of Lifelong Education European Journal of Education; Journal of Adult and Continuing Education - JACE Andragogical Studies; Adult Education and Development; International Perspectives of Adult Education; ASEMagazine RELA - European Journal for Research onthe Education and Learning of Adults ELM – European Lifelong Learning Magazine Further Readings

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