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4th Global report on adult learning and education – Leave no one behind: Participation, equity and inclusion: edited by UNESCO Institute for Lifelong Learning, UNESCO Institute for Lifelong Learning (UIL), 2019, ISBN 978-92-820-1233-8 (electronic version)

Authors:
PIMA BULLETIN Number 30, May 2020
https://pimamembers.wixsite.com/network
Reecting on GRALE 4 the global report on adult learning and
education in the midst of Climate Crises and COVID-10 Shirley
Walters
ferris@africa.com
Introduction

    !   "  
  "#   $!      $      %      &
  '!  $  ()*      (*+  ,$  #        
-. #"   ,$
!'$
-   /$ 0$-.    /0  - -   
1          0"  2"    344*#  
-.'!'-
--!
'!$-$!#
"'-% "-''-
5#"$ .!6  #
     .-    $  
7#
0"2""3433,
$8",$$-
!#) --
!0"2"" !-!#
In the context of major socio-economic-ecological crises, what do we need
to do to use this opportunity?
Background to the GRALE 4 Report
! '! (3 !   (*%*   ' 
"-$.-
0"#       $$      $$  
'          9  -'  !#  "  344*  
0"2" Belem Framework for Action (/0-#
$/0#
5      -  $    344*#    -    5&'
.                  #    3  -
$34(::34(;#%- 
34(*#
%  $/0'$
$     Recommendation on Adult Learning and Educatio
--!,$34()#
<
!
        '$  '
.
 $$!'=.
'$()*$%#"
          $      
 9  #     $
/0.!$ 5#0% `Leave no-
one behind: participation, equity and exclusion’#  >'  &  1
-      $        1  34:4    
  ?'$      (+    ?'$  
?#%  ! '
?% >- $  ' @ @! 
  $              @!
1#" '?$
 '! -& @! -.
$- $$#
%-'!1%'!
..'$ !'
:5' -$/0<
8!
'
0
A!
8 @!
!  ' -! 
1#$
5$
!$#83-
.-   -   .-  -!  $# "
-5/0 !
9-&$#
Key ndings on the monitoring of GRALE 4
    -  .-$                !  
$'$?#B-' $-
$,$C! 
@'$D#
 ?%-$ 
?E!#
$$!! /.3434 
()*  ,$          '      /0    
#
Policies<-$'$
 !''$.#
Governance -      -  $    -
$'$+)F#
Participation<&$'$ 
 $    # ' '  
,$    -                
'7@#5
   $' #!
  -      -        -
 $!#&@!
C!C-E'
  ,$  G .-G  
    '  #      $      
'.- -'  '#
'5$<.
  '      $      #    
      $      $  !$.
#
Financing<H $
        5      !  
5#"$!&$.
$        !        '
#"! -!3IF
5
% (+F34()#
5' ,$ 
 (%F
 ( #   -&
$  ,$              
#  ,        !  $
  -  $$
/0 -'5$$ 
-# $
!$'$#
@!5
$!#,$.-
$-=57!
-  ! .-  $ 
-!#" J$
$'9-J
!!#
Quality
# "   
$E$'$@!'&!#
"--$'$<'
7      $    +)F  
# "  E '   ,$  
$'  &'        #  ,$  
          $!$      
$@! 9&'
#
Partial coverage of ALE<,$'$$
!      .         
'$  2#   5  '  -    $
$!'! --.
5-!#!&
&&$$!&!#
Data on ALE participation,   $    ,$  
$
&?'$? !!$
   .!     9# 
$ K $'    
--!C'?%
  '  -    34:4      
?'$#.!-$
$$' # 
   $ 
'#
Fault lines
!5
%'''
'$#5!"#"$
&$$  
      '  .  !  #  '    
=$
<
!
        '$  '
.
 $$!'=.
$         for $C
$'?#
   5    '! -!   
$$      9    # $
          
'7 $!#@ 5.!
-$E$!$$>$'1#
"$E$--.5'!-
 '  !    6- $ #
   3434      .  
-9!$@#
$$<&.
$ '5
#!-#
"= !$
-
$  ,$ #  - @   
@! $'$.-
   $  '  '      $  $'
#/!'5'! 
    '!  .-  !  -    '    5    #  
$#
Paradoxical position of ALE
$""  
H$ 0$ H0 ? 
$'
  $     @! $
$ $' 
5  "  "      -  $    -.    -
!# /    !      $$$    @
$K!-
#"-:4!5$$$
'!-L$734!
$$$$-0
#/!34() 0 
'   !    $ 0 7 
--@! $#   . 
?#
    $       
88#"
34() 8  !  !   
$$$$?'$-
  '#  B-'      $!   1  
-8/#
H  '$            =    
 -?'#H
34(I   '$      ?              
'$  -      $$!    >      1#  "
    !  '#  !  !  -  $    
$<>'$1 
$$.7
$'-!.LB.34() M
?N#!K.-$!$
-&$ $. $ '#/
$.O#
$$ 2"?&(*$
-  .!    !  $'  &$&
!#
Response to the absence?
%     
! $ -$  $#   .-
   $  @7 -.
    !  -    $      $
$'      # "        $      $  
'$!$'$<$-!
'    $! $   =# "
-  -        -.    $!  
 <$ !$
!# $ $  - 
 #P
$      $      $    
 $!- <! 
 '$
'. C $'#"
     $$!   ' =
# '  ! 
-$  $ $
#$$
 -'!.#
To overcome this absence, could we as civil society organisations and
networks, step into the breach and develop a proposal to monitor globally
popular-liberal-community education? What would this entail and who
may be interested to explore this possibility?
    $  ''  9$    $    -  -!  ##
$H.'$
L#
'6$'$'!
  $!        -          $!      
  $ E 1  9& @! 
$$  $ - # "-
'!$''.'
$!!#,!-
-@E =
  '!    5          &
$#
9   0"2"" 
3433, $EP
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Hickel, J. (2015). The problem with saving the world. The Jacobin. Retrieved from
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Rubenson, K. Boeren, E. and Stepanek, A. (2020), Towards a changed discourse
on adult learning and education (ALE): a critical examination of the role of the
Global Report on Adult Learning (GRALE) program. Working paper for seminar at
postponed conference in Vancouver 2020.
UNESCO Institute for Lifelong Learning (UIL) (2019) Global Report on Adult
Learning and Education 4, UIL, Hamburg: Germany.
Walters S. and Watters K. 2017 ReDecting on the Global Report on Adult Learning
and Education in the ‘Post-Truth Society’ in Adult Education Quarterly: A Journal
of Research and Theory, USA https://doi.org/10.1177%2F0741713617700675
Article
This article critically examines how monitoring strategies currently track progress on country commitments to adult learning and education (ALE). These commitments are laid out in three main international initiatives and policy tools: (1) the Belém Framework for Action (BFA); (2) the 2015 Recommendation on Adult Learning and Education (RALE); and (3) relevant targets in the fourth Sustainable Development Goal (SDG 4). The two monitoring approaches tracking progress on these commitments are the Global Report on Adult Learning and Education (GRALE) and SDG 4 monitoring strategies for Targets 4.3 (quality vocational and tertiary education, including university), 4.4 (technical and vocational training), 4.5 (equal access), 4.6 (youth and adult literacy and numeracy), 4.7 (global citizenship and sustainable development) and 4.c (qualified teachers). The author of this article presents and reviews these two monitoring approaches, highlighting their strengths and weaknesses. Her analysis aims to identify opportunities for synergies that can support strengthening coverage and efficiency of ALE monitoring through more collaboration. Her suggested ways of bringing these two monitoring approaches closer together provide insights which will be valuable for informing upcoming discussions at the Seventh International Conference on Adult Education (CONFINTEA VII).
Article
Full-text available
This study was aimed at creating an effective model of the educational ecosystem in a singularity environment. The study is based on a system of general scientific methods of scientific knowledge, in particular, the method of expert assessment, the method of analogy and comparative analysis. The experts, with the support of facilitators, visualized the possible future of education as a symbiosis of individual and collective learning paths that connect learners with many learning spaces and educational opportunities. To ensure the operability of such a model of the educational ecosystem, it is necessary to create tools and processes that support personal and collective learning and development throughout life, including: processes and tools that help determine the goals of learners; educational processes integrated into the educational trajectory and developing various aspects of personal and collective existence through holistic educational experiences, including play and co-creation; processes and tools that measure 78 ©2020 The authors and IJLTER.ORG. All rights reserved. learning outcomes; educational spaces and technologies that help to combine personal and collective educational trajectories, coordinating individual educational needs with the evolving needs of communities. These processes can be integrated into "ecosystem" systems of educational process management (in which personal and collective learning paths can be combined, and which connect learners with many learning spaces and educational opportunities).
Towards a changed discourse on adult learning and education (ALE): a critical examination of the role of the Global Report on Adult Learning (GRALE) program’. Working paper for seminar at postponed conference
  • K Rubenson
  • E Boeren
  • A Stepanek