دورية أكاديمية
Rethinking Literacy from a Lifelong Learning Perspective in the Context of the Sustainable Development Goals and the International Conference on Adult Education
| العنوان: | Rethinking Literacy from a Lifelong Learning Perspective in the Context of the Sustainable Development Goals and the International Conference on Adult Education |
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| اللغة: | English |
| المؤلفون: | Hanemann, Ulrike (ORCID |
| المصدر: | International Review of Education. Apr 2022 68(2):233-258. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Literacy Education, Lifelong Learning, Sustainable Development, Adult Education, Conferences (Gatherings) |
| DOI: | 10.1007/s11159-022-09949-7 |
| تدمد: | 0020-8566 |
| مستخلص: | Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on how to achieve this within an explicit lifelong learning vision. The Seventh International Conference on Adult Education (CONFINTEA VII -- June 2022) is an excellent opportunity to rethink literacy from a lifelong learning perspective in order to fully tap its transformative potential in the achievement of the United Nations Sustainable Development Goals (SDGs). By using a theoretical framework of lifelong literacy, this article analyses the main challenges associated with applying the lifelong learning principle to literacy, in particular in the context of aligning CONFINTEA's review and improvement of adult learning and education (ALE) strategies with SDG processes. The authors demonstrate that a limited understanding of literacy as part of lifelong learning still prevails, and that literacy promotion suffers from ambiguity and dissonances. They also provide analyses of literacy policies, strategies and programmes that have been successful in adopting a lifelong learning approach, drawing out some important lessons on how this can be achieved. In particular, the authors argue, more attention needs to be paid to the demand side of a literate environment and to motivation, enabling continuity of learning by making literacy part of people's broader learning purposes. To contribute to the ongoing discussion on reframing literacy from a lifelong learning perspective in the context of the 2030 Agenda for Sustainable Development and the potential development of a new "framework for action" during CONFINTEA VII, this article offers three fundamental considerations that should inform policy and strategic planning with regard to conceptual orientation, programmatic responses and institutional connections. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1337320 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0020-8566 |
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| DOI: | 10.1007/s11159-022-09949-7 |