Skip to main content
SpringerLink
Log in

Lifelong Learning for Sustainable Development—Is Adult Education Left Behind?

  • Chapter
  • First Online:
Handbook of Lifelong Learning for Sustainable Development

Part of the book series: World Sustainability Series ((WSUSE))

Abstract

The adoption of the SDGs in 2015 was welcome as the truly global agenda that should meet the challenges related to people and the planet and ensure sustainable peace and prosperity. For the first time, lifelong learning is adequately incorporated and elaborated as an important part of SDG4. On the other hand, adult education is not even mentioned, except as a peripheral addition to the indicator providing the number of people that should acquire new skills, and in the literacy target. This paper argues the thesis that lifelong learning is adopted as the frame, concept, and learning philosophy, but adult education, within the field of practice and as an inherent part of the implementation of this concept, is highly neglected. The fact that adult education has also “disappeared” from other major international documents and programs influences not only the achievements of the educational goals, but jeopardizes the implementation of all other SDGs. A various aspects of the relations between adult education and sustainable development are analyzed in this paper. The argument is that sustainable development on the local, national, and global level is not possible without acknowledging the intersectoral character of adult education. That requires an adequate place in contemporary policy creation as well as the attention of experts in adult education and sustainability, in order to provide solid and just conditions for achieving the agreed upon goals.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The Global Monitoring Report is the main instrument for assessing global progress toward achieving the EFA goals. It is an analytical, evidence-based report monitoring progress toward EFA and education-related Millennium Development Goals. It tracks progress and identifies effective policy reforms and best practice in all areas relating to EFA. In May 2015, GMR received a mandate from the World Education Forum to begin monitoring the post-2015 education goal and targets, adopted by the UN, and since then, it has changed its name to the Global Education Monitoring Report.

References

  • Adams, B., Bissio, R., & Judd, K. (2016). Measuring accountability: The politics of indicators. Spotlight on Sustainable Development 2016. Retrieved from http://www.socialwatch.org/node/17302

  • Almazan-Khan, M. L. (2000). Does EFA stand for “except for adults”? Adult Education and Development, 54. Retrieved from http://www.iiz-dvv.de/index.php?article_id=644&clang=1

  • Anderson, D. (2008). Productivism, vocational and professional education, and the ecological question. Vocations and Learning, 1, 05–129.

    Article  Google Scholar 

  • Barros, R. (2012). From lifelong education to lifelong learning: Discussion of some effects of today’s neoliberal policies. RELA European Journal for Research in the Education and Learning of Adults, 3(2), 119–134.

    Article  Google Scholar 

  • Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the Democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3,4), 169–180.

    Article  Google Scholar 

  • Borg, C., & Mayo, P. (2005). The EU memorandum on lifelong learning. Old wine in new bottles? Globalisation, Societies and Education, 3(2), 203–225.

    Article  Google Scholar 

  • Boshier, R. (1998). Edgar Faure after 25 years: Down but not out. In J. Holford, P. Jarvis, & C. Griffin (Eds.), International perspectives on lifelong learning (pp. 3–20). London: Kogan Page.

    Google Scholar 

  • Cann, O. (2015). How can the development goals be achieved? World Economic Forum, Geneva. Retrieved from https://www.weforum.org/agenda/2015/09/how-achievable-are-the-sustainable-development-goals/

  • Clair, R. (2003). Words for the world: Creating critical environmental literacy for adults. In D. Clover & L. Hill (Eds.), Environmental adult education: Ecological learning, theory, and practice for socio-environmental change (pp. 69–78). San Francisco: Jossey-Bass.

    Google Scholar 

  • Clover, D., Jayme, O. B., Follen, S., & Hall, B. (2010). The nature of transformation: Environmental adult education. Victoria: University of Victoria.

    Google Scholar 

  • Dehmel, A. (2006). Making a European area of lifelong learning a reality? Some critical reflections on the European Union’s lifelong learning policies. Comparative Education, 42(1), 49–62.

    Article  Google Scholar 

  • Duchs, G. (2013). A European area of adult education. The European Union and the objective of a learning society. Retrieved from http://feeca.org/wp-content/uploads/2013/01/Europa-lernen-A-European-Area-of-Adult-Education.pdf

  • Edwards, R. G. (2007). From adult education and lifelong learning and back. In D. N. Aspin (Ed.), Philosophical perspectives on lifelong learning (pp. 70–85). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Fejes, A. (2006). Constructing the adult learner: A governmentality analysis. Linköping: Liu-Tryck.

    Google Scholar 

  • Field, J. (2000). Lifelong learning and the new educational order. Stoke on Trent: Trentham Books.

    Google Scholar 

  • Fien, J., & Maclean, R. (2009). Introduction: The legacy of the Bonn declaration. In J. Fien & R. Maclean (Eds.), Work, learning and sustainable development—opportunities and challenges (Vol. 8, pp. xix–xxxv). ‎Bonn: UNESCO-UNEVOC.

    Chapter  Google Scholar 

  • Filho, L. W., Manolas, E., & Pace, P. (2015). The future we want. International Journal of Sustainability in Higher Education, 16(1), 112–129.

    Article  Google Scholar 

  • Gilroy, P. (2012). Lifelong learning: A language game in search of its own rules. In D. N. Aspin, J. D. Chapman, K. Evans, & R. Bagnall (Eds.), Second international handbook of lifelong learning (pp. 51–60). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Gough, S., & Scott, W. (2008). The politics of learning and sustainable development. In R. V. Farrell (Ed.), Education for sustainability. Encyclopedia of life support systems (EOLSS). Retrieved from http://www.eolss.net

  • Gustavsson, B. (1995). Life-long learning reconsidered. In J. Klasson et al. (Eds.), Social change and adult education research (pp. 89–100). Linkoping: Linkoping University.

    Google Scholar 

  • Holford, J., & Milana, M. (2014). Introduction. European adult education policy in question. In M. Milana & J. Holford (Eds.), Adult education policy and the European Union: Theoretical and methodological perspectives (pp. 1–13). Rotterdam: Sense Publishers.

    Google Scholar 

  • Jakobi, A. (2009). International organizations and lifelong learning. From global agendas to policy diffusion. London: Palgrave Macmillan.

    Book  Google Scholar 

  • Johnston, R. (2000). Community education and lifelong learning: Local spice for global fare? In J. Field & M. Leicester (Eds.), Perspectives on lifelong learning. Education across the lifespan (pp. 12–28). London: Routledge Falmer.

    Google Scholar 

  • Kinnari, H., & Silvennoinen, H. (2016). Lifelong learning as a technology of governmentality. In ECER 2016, leading education: The distinct contributions of educational research and researchers. Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/37630/

  • Lindberg, C. (2009). Education for sustainable development—A necessity for shaping the future. In LLine (Vol. XIV, No. 1, pp. 8–15). Helsinki: KVS Foundation.

    Google Scholar 

  • McLaren, P. (1999). Traumas do capital: Pedagogia, politica e praxis no mercado global. In L. H. da Silva (Ed.), A escola cidada no contexto da globalizaçao (pp. 81–98). Petropolis: Vozes.

    Google Scholar 

  • Milana, M. (2012). Political globalization and the shift from adult education to lifelong learning. RELA European Journal for Research in the Education and Learning of Adults, 3(2), 103–117.

    Article  Google Scholar 

  • Milana, M., Holford, J., & Mohorčič Špolar, V. (2014). Editorial Adult and lifelong education: Global, national and local perspectives. Globalisation, Societies and Education, 12(1), 1–9.

    Article  Google Scholar 

  • Mohorčič Špolar, V., & Holford, J. (2014). Adult learning: From the margins to the mainstream. In M. Milana & J. Holford (Eds.), Adult education policy and the European Union. Theoretical and methodological perspectives (pp. 35–52). Rotterdam: Sense Publishers.

    Google Scholar 

  • Nicoll, K., & Edwards, R. (2004). Lifelong learning and the sultans of spin: Policy as persuasion? Journal of Education Policy, 19(1), 43–55.

    Article  Google Scholar 

  • Orlović Lovren, V. (2012). Sustainable development and lifelong learning conceptions—Two frames for one view on adult education. Andragogical studies, 1(2012), 9–22.

    Google Scholar 

  • Orlović Lovren, V. (2015). Integrating sustainability into the curriculum of adult education studies: A journey across disciplines. In W. Leal-Filho, L. Brandli, O. Kuznetsova, & A. M. F. Paco (Eds.), Integrative approaches to sustainable development at university level: Making the links (Vol. XII, pp. 307–320). Berlin: Springer.

    Google Scholar 

  • Orlović Lovren, V., & Pejatović, A. (2015). The role of adult educators in fostering learning for community resilience in perspectives on community practices. In S. Krasovec-Jelenc & D. Stefanc (Eds.), Living and learning in community (pp. 238–247). Ljubljana: Ljubljana University Press, Faculty of Arts, Department of Educational Sciences and ESREA.

    Google Scholar 

  • Pisano, U., Lange L., Berger, G., & Hametner, M. (2015). The sustainable development goals (SDGs) and their impact on the European SD governance framework, preparing for the post-2015 agenda. ESDN Quarterly Report, Nr. 35. Vienna: ESDN.

    Google Scholar 

  • Popović, K. (2014). Evropska i globalna politika obrazovanja odraslih – koncepti, paradigme i pristupi. [European and global adult education policy – Concepts, paradigms and approaches]. Beograd: Institut za pedagogiju i andragogiju, Društvo za obrazovanje odraslih.

    Google Scholar 

  • Popović, K. (2015). MDG and EFA—From the mud to the stars and back: What went wrong? A reminder. In U. Gartenschlaeger & E. Hirsch (Eds.), Adult education in an interconnected world. Cooperation in lifelong learning for sustainable development (pp. 65–76). IPE, International Perspectives in Adult Education. Bonn: DVV International.

    Google Scholar 

  • Popović, K. (2016). Adult education and her main challenges. Volwassenenleren. Retrieved from http://volwassenenleren.nl/adult-education-and-her-main-challenges/

  • Popović, K., & Maksimović, M. (2016). Critical discourse analysis and lifelong learning. In A. Pejatović, R. Egentemeyer & M. Slowely (Eds.), Contribution of research to improvement of adult education quality (pp. 277–295). Belgrade: Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, University of Wuerzburg, Dublin City University.

    Google Scholar 

  • Sachs, J. (2012). From millennium development goals to sustainable development goals. The Lancet, 379(9832), 2206–2211.

    Article  Google Scholar 

  • Schuller, T., & Watson, D. (2009). Learning through life. Inquiry into the future for lifelong learning. Leicester: NIACE.

    Google Scholar 

  • Schwandt, T., Ofir, Z., Lucks, D., El-Saddick, K., & D’Errico, S. (2016). Evaluation: A crucial ingredient for SDG success. Briefing IIED. Retrieved from http://betterevaluation.org/en/resources/discussion-paper/IIED-Briefing-Eval-Crucial-SDG

  • Scott, W., & Gough, S. (2003). Sustainable development and learning: Framing the issues. London: Routledge Falmer, Taylor & Francis Group.

    Book  Google Scholar 

  • Sustainable Development Solutions Network (SDSN). (2014). An action agenda for sustainable development—Report for the UN Secretary General. Retrieved from www.unsdsn.org

  • The Danish Institute for Human Rights. (2016). Human rights in follow-up and review of the 2030 agenda for sustainable development. Copenhagen: Denmark’s National Human Rights Institution.

    Google Scholar 

  • Torres, R. M. (2002). Lifelong learning in the North, education for all in the South. In C. Medel-Anonuevo (Ed.), Integrating lifelong learning perspectives. Hamburg: UNESCO Institute for Education.

    Google Scholar 

  • Torres, R. M. (2004). Lifelong learning in the South. Critical issues and opportunities for adult education. Stockholm: Swedish International Development Cooperation Agency.

    Google Scholar 

  • Torres, R. M. (2016). ‘Rethinking education’ and adult education. At ICAE Regional consultations. Retrieved from http://otraeducacion.blogspot.rs/2016/08/rethinking-education-and-adult-education.html

  • Tuckett, A., & Popović, K. (2015). Plus ça change, plus c’est la même chose: Adult literacy since 2000—a civil society perspective. Andragoške studije, 1(2015), 25–40.

    Google Scholar 

  • UIL. (2010). Global report on adult learning and education 1. (GRALE): Key messages and executive summary. Hamburg: UNESCO Institute for Lifelong Learning.

    Google Scholar 

  • UIL. (2016b). Adult learning and education recommendation 2015. Hamburg: UNESCO Institute for Lifelong Learning.

    Google Scholar 

  • UIL/UNESCO. (1997). Adult education. The Hamburg Declaration. The agenda for the future. Hamburg: UIL/UNESCO.

    Google Scholar 

  • UN. (2002). The millennium development goals. Retrieved from http://www.unmillenniumproject.org/goals

  • UN. (2015a). The millennium development goals report. New York: United Nations.

    Google Scholar 

  • UN. (2015b). Transforming our world: The 2030 agenda for sustainable development. New York: GA United Nations.

    Google Scholar 

  • UNESCO. (1990). Environmental education. Geneva: UNESCO/UNEP International Environmental Education Programme.

    Google Scholar 

  • UNESCO. (2014). Roadmap for implementing the global action programme on education for sustainable development. Paris: UNESCO.

    Google Scholar 

  • UNESCO. (2015). Education for all 2000–2015: Achievement and challenges. GMR 2015. Paris: UNESCO.

    Google Scholar 

  • UNESCO et al. (2015). Incheon declaration education 2030: Towards inclusive and equitable quality education and lifelong learning for all. Retrieved from https://en.unesco.org/world-education-forum-2015/incheon-declaration

  • UNESCO&UIL. (2016a). Adult learning and education recommendation 2015. Hamburg: UNESCO Institute for Lifelong Learning.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department for Andragogy, Faculty of Philosophy, University of Belgrade, Čika Ljubina 18-20, 11070, Belgrade, Serbia

    Violeta Orlović Lovren & Katarina Popović

Authors
  1. Violeta Orlović Lovren
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Katarina Popović
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Violeta Orlović Lovren .

Editor information

Editors and Affiliations

  1. Faculty of Life Sciences, HAW Hamburg, Hamburg, Germany

    Walter Leal Filho

  2. Centre for Environmental Education and Research, University of Malta, Msida, Malta

    Mark Mifsud

  3. Centre for Environmental Education and Research, University of Malta, Msida, Malta

    Paul Pace

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Cite this chapter

Orlović Lovren, V., Popović, K. (2018). Lifelong Learning for Sustainable Development—Is Adult Education Left Behind?. In: Leal Filho, W., Mifsud, M., Pace, P. (eds) Handbook of Lifelong Learning for Sustainable Development. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-63534-7_1

Download citation

Publish with us

Policies and ethics

Search

Navigation