Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

2017 ◽  
pp. 26-30
Author(s):  
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Quality Education

scholarly journals MOOCS for Lifelong Learning, Equity, and Liberation

2021 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Formal Education ◽  
Educational Experiences ◽  
Learning Opportunities ◽  
Quality Education ◽  
Education For All ◽  
Human Right ◽  
Global Initiatives

Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.

scholarly journals Quality management in educational organizations

2016 ◽  
Vol 6 (7) ◽  
Author(s):  
Juhani Anttila
Keyword(s):  
Quality Management ◽  
Lifelong Learning ◽  
Formal Education ◽  
Learning Opportunities ◽  
Point Of View ◽  
Quality Education ◽  
Educational Organizations ◽  
Main Driver ◽  
Global Vision ◽  
Basic Quality

Quality education is the main driver for the lifelong learning of people and the development of the organizations and society. Accordingly, also UNESCO's global vision for education towards 2030 is endeavoring to "˜ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. From the quality point of view, the existing situation is however very fragmented. A great variety of organizations provide formal and non-formal education for lifelong learning to people having very different needs and expectations, and the education providers and experts are not very aware of the general professional quality concepts and practices. Very recently the international standardization committee ISO/PC 288 has started the work of harmonizing quality management in the educational organizations with the other organizations of the society by using the common professional approach. This new standardization will challenge all educational organizations, because it requires the adoption of the general basic quality concepts and quality management structures and practices. This will enable educational organizations to demonstrate their ability to provide consistently education to the requirements and strive for enhancing satisfaction of the involved parties.

Lifelong Learning in Nepal: Contexts and Prospects

AMC Journal ◽  
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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