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CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education 第五届国际成人教育大会马拉喀什框架与积极公民教育的挑战和紧迫性
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231207373
Mejai Bola Mike Avoseh
A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on “education and society” and on the “complete man” ( Faure et al., 1972 ). The complete man/woman is an “educated” citizen. In The Fifth Global Report on ALE, UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education.
从后视镜的角度看,公民教育和终身学习的成人学习与教育(ALE)在历史上一直很 突出,最早可以追溯到国际联盟,一直延续到联合国和教科文组织。国际联盟成立于 1920 年第一次世界大战之后,当时人类意识到通过暴力--炸弹和枪支--来解决争端表明缺乏公民教育。国联盟约》的核心是需要采用 "谈判和仲裁"。除国际成人教育会议外,教科文组织还利用其他论坛确认终身学习和公民教育的必要性。例如,《福尔报告》强调 "教育与社会 "和 "完整的人"(福尔等人,1972 年)。完整的人是 "受过教育 "的公民。在《第五次全球成人教育报告》中,教科文组织(2022a)将公民教育与增强成人变革能力的任务联系起来。本文以第七届国际成人教育大会(CONFINTEA VII)制定的《马拉喀什行动框架》(MFA)为背景,分析并提出积极的公民教育是人类可持续发展和全球变革的必要条件。我从广义上将教育概念化,使其包括本土的认知方式。此外,虽然积极的公民意识教育是本文的重点,但我认为终身学习、成人教育和公民意识教育之间存在对称关系。
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引用次数: 0
Introduction: Special Issue of Adult Learning CONFINTEA VII 导言:第七届国际成人教育大会特刊
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595241229782
Marcie Boucouvalas
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引用次数: 0
Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations 数字环境中的成人学习与教育:学习全球促进弱势群体数字扫盲和基本技能的努力
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231204089
Judith A. Alamprese
The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.
在 2022 年 6 月 15-17 日于摩洛哥举行的第七届国际成人教育大会(CONFINTEA VII)上,数字技术在成人学习与教育(ALE)中的普遍作用是整个会议讨论的突出主题。第七届国际成人教育大会采用混合形式,指定代表通过虚拟和现场两种方式参会,体现了全世界对数字技术的关注。为了突出数字化和数字技能的重要性,第七届国际成人教育大会不仅专门举行了一次全体会议,讨论 "数字环境中的成人学习与教育",而且还在 "为未来工作做好准备 "等其他会议上讨论了数字化的作用以及支持成人发展数字技能的必要性。第七届国际成人教育大会讨论了弱势群体在获取数字工具方面所面临的挑战,以及为解决这一数字鸿沟而提供更加公平的获取和专业发展的战略。本文介绍了从第七届国际成人教育大会以及国家、地区和地方层面的相关工作中汲取的经验,这些工作旨在支持成人学习者使用数字技术来发展他们的读写能力、计算能力和职业技能,以及对这些工作至关重要的资源。此外,还讨论了数据、研究和监测的必要性,以了解数字技术如何有效地促进成人学习和教育,以及如何帮助成人培养终身学习的文化。
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引用次数: 0
Review of CONFINTEA Resources 国际成人教育大会资源审查
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231211641
Christy M. Rhodes
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引用次数: 0
Developing and Sustaining Future Workforces: Focusing on Work and Learning 发展和维持未来的劳动力队伍:关注工作与学习
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231211910
Linda E. Morris
During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees’ shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur.
在第七届国际成人教育大会第 4 小组会议 "为未来工作做好成人准备 "期间以及整个会 议期间,与会者都在努力制定一个转型议程,即成人学习与教育(ALE)为未来工作场所 做好成人准备,教育被视为个人权利和共同利益,可持续发展是全球的当务之急。第七届国际成人教育大会的发言和对话 ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) 强调了所面临的挑战以及影响社会和塑造工作的各种因素,例如数字化转型、工业 4.0、向绿色经济过渡以及不断需要获得新技能。本文传达了与会人员对支持转型和可持续发展的新兴战略、政策和做法的共同观点、对实践的影响以及合作行动。其中反复出现的主题包括:(a) 新兴技术催生充满活力的未来工作场所,(b) 丰富的工作和发展新机遇,(c) 越来越重视获取、包容和解决全球问题,(d) 将工作场所作为学习场所,让学会学习和持续学习技能成为当务之急。
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引用次数: 0
Moving Forward in the Global Community: Reflections From CONFINTEA VII 在全球社会中前进:第七届国际成人教育大会的思考
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231171141
Christy M. Rhodes
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引用次数: 0
CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education 第七届国际成人教育大会和气候行动呼吁:明确成人学习和教育的作用
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/10451595231207352
Wendy Griswold
Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners’ understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education.
气候变化和气候教育涉及的不仅仅是气候和环境,因为我们的社会和经济体系既依赖于气候和环境,也受到气候和环境的影响。如果一些国家不重建其社会和经济体系,使之公平和具有包容性,我们就无法解决人类对全球气候和当地环境的影响。根据几份与成人学习和教育(ALE)以及气候教育相关的重要全球指导文件,成人教育工作者在培养能够参与气候和环境行动的学习者方面发挥着重要作用。然而,气候教育的定义和成人教育者的作用并没有得到很好的界定或明确。为了明确成人教育提供者如何促进学习者理解社会/政治、经济和自然系统如何相互交织,从而造成并延续对人类和我们赖以生存的世界的压迫、边缘化和破坏,有必要对全球指导文件进行仔细审查。本文分析了《马拉喀什行动框架》(MFA)、《可持续发展教育路线图》(ESD for Sustainable Development)等重要文件:2030 年可持续发展教育路线图》(ESD for 2030),以及国际成人教育理事会第七届国际成人教育大会重点报告。通过这一过程,从成人教育的角度澄清了气候教育的定义,并就成人教育提供者在 气候教育领域的明确作用提出了建议。
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引用次数: 0
Wanted: Adult Learners Planning to Become Physicians 招聘:计划成为医生的成人学员
IF 1.3 Q2 Social Sciences Pub Date : 2024-03-29 DOI: 10.1177/10451595241242724
Frances Scardino Wise
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引用次数: 0
Evaluating Digital Learning Platforms: The Role of LearningExpress Library in Adult Learning 评估数字化学习平台:LearningExpress 图书馆在成人学习中的作用
IF 1.3 Q2 Social Sciences Pub Date : 2024-03-14 DOI: 10.1177/10451595241235693
Michael Chambers
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引用次数: 0
Exploring Roots of Profound Moments: An Empirical Study 探索深刻时刻的根源:实证研究
IF 1.3 Q2 Social Sciences Pub Date : 2024-03-08 DOI: 10.1177/10451595241237784
Laura B. Holyoke, Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson
The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual’s fundamental perspectives, and been integrated into an individual’s life. Participants who the researchers felt had experienced highly memorable moments and demonstrated an introspective personality were purposefully selected. Interviews were conducted using a semi-structured interpretive phenomenological approach; interviews were transcribed, coded, analyzed, and considered in the analysis. Results from preliminary analysis indicate components of profound moments include acceptance, permeation, humanity, and change.
这项定性研究的目的是探索深刻时刻的组成要素。我们将 "深刻时刻 "暂时定义为有意或无意地持续浮现在意识中、改变了个人的基本观点并融入个人生活的经历。我们特意挑选了研究人员认为经历过非常难忘的时刻并表现出内省性格的参与者。访谈采用半结构化解释现象学方法进行;访谈内容经过誊写、编码、分析,并在分析中加以考虑。初步分析结果表明,深刻时刻的要素包括接受、渗透、人性和改变。
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Adult Learning
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