Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education?

The future for all people in Africa lies in the provision of quality education, promotion and sustaining of lifelong learning. This chapter critically examines quality education, lifelong learning, and a learning society for Africa's sustainable development. Issues pertaining to quality education and lifelong learning are ever evolving and may not be completely addressed at any one time, hence the need for win-win solutions from within and without Africa. The chapter provides evidence-based guidance on how to implement rigorous approaches to quality education as an effective lifelong learning strategy to advance Education 2030 agenda and the Sustainable Development Goal (SDG4).

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Lifelong learning for quality education: exploring the neglected aspect of sustainable development goal 4

International Journal of Lifelong Education ◽

10.1080/02601370.2017.1398489 ◽

2017 ◽

Vol 36 (5) ◽

pp. 509-511 ◽

Cited By ~ 13

Author(s):

Sue Webb ◽

John Holford ◽

Steven Hodge ◽

Marcella Milana ◽

Richard Waller

Keyword(s):

Sustainable Development ◽

Lifelong Learning ◽

Quality Education ◽

Sustainable Development Goal ◽

Development Goal

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COVID-19 as a Catalyst for Digital Lifelong Learning and Reskilling

Advances in Research ◽

10.9734/air/2021/v22i130282 ◽

2021 ◽

pp. 21-27

Author(s):

Ileana Hamburg

Keyword(s):

Sustainable Development ◽

Lifelong Learning ◽

Entrepreneurship Education ◽

Sustainable Development Goal ◽

Development Goal ◽

The Sustainable Development ◽

Face To Face ◽

Country Level ◽

Critical Skills ◽

Learning Platforms

Due to COVID-19 and following social distancing many face-to-face business as well as educational activities have been replaced by digital ones. Progress towards the Sustainable Development Goal 4 (SDG4) to achieve quality education for all and lifelong learning will stagnate. But the radical changes within education due COVID-19 also open the way for new forms of lifelong learning by using e-learning platforms - digital lifelong learning. This paper is based on literature review as well as work of the author within the Study Group Lifelong Learning and projects. It presents first critical skills required in the next years for reskilling and methods and pedagogies that should be included into education and training. Secondly the necessity and advantages of digital lifelong learning during and after COVID-19 pandemic and how Sustainable Development Goal 4 (SDG 4) will be supported are shortly described. Thirdly how digital lifelong learning methods can be used in entrepreneurship education and some lifelong skills developed within projects worked by the author as well as used methods are discussed. Some conclusions and recommendations are given i.e., entreprene urship educators should be better trained and critical in their methods and educational agencies should foster digital frameworks for entrepreneurship education. Research studies are necessary to know how entrepreneurship educators have embedded digital lifelong learning into their lessons, including positive and negative experiences, and if exists a correlation between a country level of COVID-19, country economic situation, digitalization and digital lifelong learning/entrepreneurship education.

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Lifelong Learning in Nepal: Contexts and Prospects

AMC Journal ◽

10.3126/amcj.v1i1.33480 ◽

2020 ◽

Vol 1 (1) ◽

pp. 121-132

Author(s):

Kapil Dev Regmi

Keyword(s):

Sustainable Development ◽

Educational Policy ◽

Lifelong Learning ◽

Educational Needs ◽

Learning Opportunities ◽

Quality Education ◽

Sustainable Development Goal ◽

Development Goal ◽

The Sustainable Development

After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly non-formal and informal modes of learning as key components of lifelong learning.

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