What is happening around lifelong learning these days? How are countries making lifelong learning a reality? What are the latest developments in policy and practice? This is issue No 14, 16 September 2019, of the UIL Lifelong Learning Alert.
The draft National Education Policy (NEP) of India has many important suggestions to make higher education more purposive towards enabling India to achieve its constitutional vision and future aspirations. On the 150th birth anniversary of Mahatma Gandhi, for Dr Rajesh Tandon, UNESCO Co-Chair in Community Based Research and Social Responsibility in Higher Education, the draft NEP must be informed by Gandhi’s vision for higher education in India.
A team lead by Dr Katarzyna Borkowska (School of Interdisciplinary Studies, University of Glasgow, UK) has secured research funding from the Scottish Funding Council (SFC) under the aegis of its contribution to the University of Glasgow to develop projects associated with Global Challenges Research Fund (GCRF) research. The project entitled: ‘Gender Equality Starts at Home: Reducing Gender Inequalities in Botswana, Kenya and Tanzania’ brings together the following Co-Is:
- Dr Lavinia Hirsu (School of Education, University of Glasgow, UK)
- Dr Amina Kamando (University of Dar-es-Salaam, Tanzania)
- Dr Keneilwe Molosi-France (University of Botswana, Botswana)
- Dr Nancy Njiraini (Strathmore University, Kenya)
All of the international co-Is from the global south are former PhD students from the School of Education at the University of Glasgow.
The Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education is inviting applications for a tenure stream position at the rank of Assistant Professor with a specialization in Postsecondary Finance and Student Success to teach in the Higher Education program. The appointment will commence on July 1, 2020 or shortly thereafter.
Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals.