Delivering Lifelong Learning for Sustainable Development in Southern Africa: Problems and Prospects

Autor/in	Maruatona, Tonic L.
Titel	Delivering Lifelong Learning for Sustainable Development in Southern Africa: Problems and Prospects
Quelle	In: International Journal of Lifelong Education, 31 (2012) 4, S.377-395 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2012.663800
Schlagwörter	Stellungnahme; Lifelong Learning; Foreign Countries; Sustainable Development; Educational Policy; Centralization; Educational Planning; Participative Decision Making; Democracy; Cultural Pluralism; Global Approach; African Culture; Reflection; Citizen Participation; Poverty; Acquired Immunodeficiency Syndrome (AIDS); Botswana; Namibia; South Africa + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Ausland; Nachhaltige Entwicklung; Politics of education; Bildungspolitik; Centralisation; Zentralisierung; Bildungsplanung; Demokratie; Kulturpluralismus; Globales Denken; Africa; Culture; Afrika; Kultur; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Armut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10