The role of adult learning and education in the Sustainable Development Goals

Grotlüschen, A; Belzer, A; Ertner, M; Yasukawa, K

The role of adult learning and education in the Sustainable Development Goals

Grotlüschen, A Belzer, A Ertner, M Yasukawa, K

Permalink

Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: International Review of Education

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (647.12 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Grotlüschen, A
dc.contributor.author	Belzer, A
dc.contributor.author	Ertner, M
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289
dc.date.accessioned	2024-03-26T06:06:00Z
dc.date.available	2024-03-26T06:06:00Z
dc.identifier.citation	International Review of Education
dc.identifier.issn	0020-8566
dc.identifier.issn	1573-0638
dc.identifier.uri	http://hdl.handle.net/10453/177192
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a <jats:italic>grounded theory</jats:italic> approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.</jats:p>
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	International Review of Education
dc.relation.isbasedon	10.1007/s11159-024-10066-w
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	The role of adult learning and education in the Sustainable Development Goals
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
dc.date.updated	2024-03-26T06:05:59Z
pubs.publication-status	Published online

Abstract:

AbstractThe Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a grounded theory approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/177192