The "Global Report on Adult Learning and Education (GRALE)": Strengths, Weaknesses and Future Directions

Autor/inn/en	Boeren, Ellen; Rubenson, Kjell
Titel	The "Global Report on Adult Learning and Education (GRALE)": Strengths, Weaknesses and Future Directions
Quelle	In: International Review of Education, 68 (2022) 2, S.291-308 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boeren, Ellen) ORCID (Rubenson, Kjell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-022-09945-x
Schlagwörter	Adult Learning; Adult Education; Lifelong Learning; Program Evaluation; Educational Quality; Credibility; Evidence Based Practice; Sustainable Development + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Life-long learning; Lebenslanges Lernen; Programme evaluation; Programmevaluation; Quality of education; Bildungsqualität; Glaubwürdigkeit; Nachhaltige Entwicklung
Abstract	One of the core outcomes of the Sixth International Conference on Adult Education (CONFINTEA VI) held in 2009 was the Belém Framework for Action (BFA). Its signatories committed to monitoring the most recent development stages of adult learning and education (ALE) worldwide on a regular basis, and to present and assess results in a global report. Coordinated by the UNESCO Institute for Lifelong Learning, surveys have been conducted and documented in four "GRALE" reports over the past decade. A fifth report is currently being prepared for CONFINTEA VII, to be held in June 2022. This article critically analyses the project of compiling a "Global Report on Adult Learning and Education (GRALE)" at roughly three-year intervals. Drawing on an evaluative framework for research quality developed by Pär Mårtensson and colleagues, the authors of this article investigate to what extent the "GRALE" approach to monitoring and reporting on ALE so far has been (1) "credible" (e.g. based on rigorous research methodologies and methods); (2) "contributory" (e.g. relevant and applicable to practice, generalisable); (3) "communicable" (e.g. accessible, understandable and readable in terms of report structure); and (4) "conforming" (e.g. with ethical standards). The purpose of this evaluation is for it to serve as a contribution to enhancing the quality of monitoring approaches in the field of ALE. This is vital for working towards future directions of ALE which are shaped by a high-quality evidence base. Ultimately, this will not only make ALE more accessible, fair, diverse and effective, but will also add to insights on how to achieve the Sustainable Development Goals in a similar way, especially since ALE indirectly but fundamentally affects the success of all 17 goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01