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Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world. It contributes to the development debate as well as discussiong what part adult education can play in reducing poverty and inequality. It consists of 7 case studies by adult educators and researchers involved in adult education programmes in Africa, Asia and Latin America. The introductory, linking and concluding sections draw out and highlight common issues and themes leading to conclusions about the potential of large-scale, mainly governmental, adult education programmes to effect social change.
Poverty and the inequalities associated with poverty have existed for centuries. The topic has experienced a revival of interest since recent "Make Poverty History Campaigns" have brought the stark realities of world inequalities to the fore. However, public policy documents rarely highlight the contribution that adult education can make towards poverty reduction. This omission perhaps reflects, in part, a lack of understanding of the nature of adult education as a tool for development. This book attempts to plug some of those omissions in understanding for policy makers, practitioners and researchers alike. Beginning with a conceptual analysis of poverty and its relationship to adult education, subsequent chapters offer a variety of international perspectives on issues related to adult education policy, research and practice for poverty reduction. They address one or more cross cutting themes of empowerment/consciousness raising, targeted community participation, sustainability, gender inequalities, social capital, multi-sectoral approaches, and context-based literacies education. These themes all share a common commitment to holistic, pro-poor interpretations of poverty. Some chapters highlight concerns and issues, others demonstrate what can be done if the commitment and political will to make a difference are present. A concluding chapter looks at future research agendas and possibilities.
Diploma Thesis from the year 2020 in the subject Pedagogy - School System, Educational and School Politics, Hertie School of Governance, language: English, abstract: This thesis specifically investigates incentive structures and the removal of barriers to enhance a more equal participation in adult education to prepare the workforce for upcoming challenges related to the future of work. It aims at contributing to this discussion and indicates how adult education policies can be used to possibly reduce socio-economic inequalities in accessing adult education and provide workers with the skills needed in the (future) labour market. This topic seems to be largely unexamined and no systematic cross-country comparison has been conducted in the past. While human capital accumulation in terms of primary education has been well investigated, research in the context of post-schooling phase, investigating the direct correlation between investing in (adult) education and its returns, largely remains a black box. Two European countries that are considered particularly affected by automation will be examined, namely Austria and Germany. Whereas in Austria, 16.6% of jobs are at high risk of automation and 29.7% at risk of significant change, the figures for Germany are slightly higher with 18.4% of jobs at high risk of automation and 35.8% at risk of significant change, compared to an OECD average of 14% and 32% respectively. Additionally, both countries share similar institutional structures and are therefore considered comparable. This thesis aspires to shed light on government intervention and the adult education market to possibly reduce social inequalities by setting incentives and removing barriers to enhance overall (and a more egalitarian) participation in adult education. Finally, it seeks to contribute to the scientific and societal debate as well as to provide approaches on how to design effective, efficient, and egalitarian adult education policies. The research
Adult Learning: A Design for Action: A Comprehensive International Survey contains the proceedings of the International Conference on Adult Education and Development held in Dar es Salaam, Tanzania, in June 1976, under the auspices of the International Council for Adult Education. The papers explore ideas and actions for carrying out a design for development that recognizes the centrality of adult education and of the participation of the people in development decisions. This book consists of 29 chapters and begins with a discussion on the role of adult education in development as well as expanded concepts of development for action. Case studies of adult education in a number of countries are presented, including Guinea Bissau, Hungary, Indonesia, Mozambique, Vietnam, and member states of the Arab League. The following chapters focus on the role of short cycle and community colleges in development; workers' participation for development; distance teaching alternatives in education and for development; and the impact of agricultural extension on development. This monograph will be of interest to educators and policymakers.