Can Lifelong Learning Be the Post-2015 Agenda for the Least Developed Countries?

Autor/in	Regmi, Kapil Dev
Titel	Can Lifelong Learning Be the Post-2015 Agenda for the Least Developed Countries?
Quelle	In: International Journal of Lifelong Education, 34 (2015) 5, S.551-568 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2015.1070209
Schlagwörter	Lifelong Learning; Developing Nations; International Organizations; Equal Education; Educational Quality; Literature Reviews; Agenda Setting; Goal Orientation; Leadership Role; Human Capital; Models; Foreign Countries + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Developing country; Developing countries; Entwicklungsland; International organisation; International organisations; International organization; Internationale Organisation; Quality of education; Bildungsqualität; Zielorientierung; Zielvorstellung; Humankapital; Analogiemodell; Ausland
Abstract	This paper discusses what approaches to "lifelong learning" should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have proposed that "providing quality education and lifelong learning" is an overarching post-2015 education agenda. It is an important breakthrough since "lifelong learning" has been recommended; however, it is not clear what understanding(s) of lifelong learning has been articulated in those documents. How have those recommendations addressed the issues and challenges of the LDCs? In this paper, I review literature on lifelong learning and analyse major documents related to the post-2015 education agenda, especially the one prepared by UN High Level Panel. I conclude that unless the LDCs are given a leadership role for setting their goals--according to their contextual realities--the post-2015 millennium initiatives, such as "lifelong learning" as a new educational agenda, will make no sense. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01