The current state of social engagement, public and private, in our society, requires urgent attention. An observation of the discourse around us results in three apparent issues. First, it is easy to see our dialogue as divisive wherein the voicing of personal opinions is seen as an attack rather than an opportunity for debate or dialogue. Second, the expression of differing values creates enemies of the “right” and “wrong” person rather than opportunities for mutual respect. Third, and perhaps the most important, is the general lack of discourse itself.
To lighten your mood during these uncertain times, we bring you an overview of goodness. In this newsletter you'll find inspiring individuals, tips to beat the lockdown blues, poetry, intellectual entertainment and important dates for your diary. For once we're grateful for global warming, as the sun in Glasgow is definitely keeping us afloat. Hope you are all well in your part of the world,
The work of the German Volkshochschulen as adult education centers suffers from the Corona pandemic. Most centers are closed, and to turn around and have all the face-to-face courses on-line in a short time is not possible. However, the number of on-line courses like for languages is growing.
We are delighted to invite you to attend our first ever virtual Informal Literacy Discussion, which we are privileged to be hosting in partnership with the UNESCO Chair in Adult Literacy and Learning for Social Transformation at the University of East Anglia, UK on 6th May at 12 noon BST.
The Coronavirus, Capitalism and Inequality webinar series continues with a webinar about women from the global south on the frontline of the coronavirus crisis. We hope you can join us on Thursday 23 April at 1pm to hear and put your questions to our speakers from the Philippines and South Africa.
These case studies are diverse in style, length and content. They approach this significant subject from different contexts and directions. They are presented here in the authors’ own words and ways of seeing, edited only for ease of reading and understanding.
Together they make a valuable contribution to a theme increasingly important for the evolution and effective development of adults’ and communities’ learning in a time of rapid and disruptive change. Their diversity may make it harder for governments and lobbyists at different levels to say what should be done there.
However, they pose essential questions about what study circles mean to different countries, how they are evolving, and the different kinds of utility that they offer There is no doubt that we are moving deeper and faster into a certain global crisis that has implications for all as it is a time where globalisation, digitalisation, migration and demographic change are moving and shaking our people and societies.
What roles are there for study circles, for community learning centres, for learning cities and regions – all trying to get close to lifelong learning and related policies, strategies or even systems in this context? Where are we with this discussion in the arena and agenda of the Sustainable Development Goals (SDG), especially when we do want to contribute to more than to goal four as quality education?
These cases and their review show also that study circles may be helpful to be a viable source for the much needed debates on all the seventeen goals in a meaningful and participatory way by the people themselves.short url link | Autres
In the twenty-first century non-professional tutors, including teenagers, have an important role to play in the development of contemporary skills among the older population. The aim of the seminar is to describe the instructional design for teenage tutors' instruction in order to prepare them to become a facilitator for older persons’ in e-skill learning.
The timely and provocative articles by Shirley Walters and Han Soonghee in PIMA Bulletin No 26 raise fundamental questions about what kind of society we should aspire towards, and the role of adult learning in achieving such a society.
The right to education has become an increasingly visible feature of international educational policy debates and a foundation for state education policy itself over the last three decades. The emergence of Human Rights Education (HRE) as both a concept and an educational programme in its own right has been seen as a central condition for the realisation of the right to education. Successive Scottish Governments have expressed a commitment to the promotion of a society that is inclusive and respects, and realises, the rights of all people.
The publication in December 2018 of the recommendations of the First Minister’s Advisory Group on Human Rights Leadership outlines an ambitious programme for the further incorporation and realisation of human rights in Scotland including economic, social, and cultural rights such as the right to education. One feature of such a commitment, we might reasonably posit, ought to be the realisation and implementation of HRE within Scottish educational policy. However, serious questions have been raised in the literature about how successful current attempts to incorporate HRE within the Scottish education system have been.
The paper analyses the current status of HRE in Scotland in order to highlight a number of concerns with how well HRE is realised is within Scottish education policy and practice before identifying potential ways forward. In doing so, it will highlight three areas of deficiency in the current strategy for implementing Human Rights Education in Scotland. These are:
- the incorporation of HRE within the Scottish curriculum;
- levels of confidence and preparedness of teachers in implementing HRE;
- a lack of clarity surrounding HRE both as a concept and programme of education.
Further, it argues that the current political climate in Scotland offer significant opportunities for addressing these issues relating to the political ambition for Scotland to show leadership in the realisation of human rights. Finally, a number of steps that can be taken in order to improve the realisation of HRE within Scottish education and the necessity of doing so if the Scottish government is serious about both strengthening the realisation of human rights in Scotland as well as being a human rights leader are presented.
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On behalf of the School of Education and UNESCO RILA and CR&DALL we are delighted to invite you to participate in the next conference of the European Society for Research on the Education of Adults (ESREA) Migration, Transnationalism and Racisms Network, which will take place 22-24 April 2020, at the University of Glasgow. Featured below and attached, you will find the call for papers – abstracts should be submitted by 15 November 2019.