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.

Efforts to Promote Sustainable Development through Education in Cambodia

2014 ◽  
pp. 672-684
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Environmental Education ◽  
Lifelong Learning ◽  
Life Skills ◽  
Peace Education ◽  
Education For All ◽  
Sustainable Society ◽  
Educational Activities ◽  
Cultural Contexts

This chapter provides an overview of how “Education for Sustainable Development” (ESD) is being promoted in Cambodia today through historical, social, and cultural contexts as part of the implementation of the goals of “Education for All (EFA),” from three perspectives: (1) acquisition/improvement of life skills; (2) enhancing environmental education; and (3) promotion of peace education and human rights education. It is worth noting here that although the educational activities conducted in Cambodia are not necessarily known as ESD, they certainly embody the concept of it. The chapter emphasizes that the positioning of EFA and ESD as essential lifelong learning is important to achieve a sustainable society.1

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.

scholarly journals New Directions In The Nigerian Educational System

2011 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Ayodele. O. Ogunleye
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Educational System ◽  
Quality Education ◽  
Human Right ◽  
International Human Rights ◽  
New Directions ◽  
International Human

In recent times, the Nigerian educational system has witnessed some drastic reforms. This paper highlights some of the major reforms that have taken place especially in response to a number of international human rights instruments that provide for education as a fundamental human right to all. The paper further discusses some of the challenges facing education in Nigeria and which is making it difficult for good quality education that is all empowering and capable of bringing about sustainable development to be achieved. Finally, it offered some suggestions on how to overcome these challenges.

scholarly journals The Nigerian Education Milieu in the SDG Era: The Roles, Values, Challenges and Prospects of ODL and Lifelong Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 140
Author(s):  
Adeyinka Olumuyiwa Osunwusi
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Sub Saharan Africa ◽  
Development Education ◽  
Human Right ◽  
Challenges And Opportunities ◽  
Development Goals ◽  
Sub Saharan ◽  
Nigerian Education

National governments are under increasing pressures to address issues surrounding sustainable development. Interestingly, considerable attention is shifting towards education, which has been widely recognized not only as a fundamental human right but also as a catalyst for sustainable development and a vehicle for confronting the challenges facing societies in terms of profound shifts in demographics as well as socio-economic, environmental and ecological realities. As a corollary, ODL and lifelong learning have equally been identified as constituting a force contributing to social and economic development.  As a member of the United Nations, Nigeria is committed to achieving not only the human rights enshrined in the Universal Declaration of Human Rights of 1948 but also the Global Goals, especially SDG 4 on equitable quality education. This paper examines the UNESCO Sustainable Development Goals and explores, based on a review of extant literature, the conceptual and theoretical dimensions of ODL and lifelong learning in the context of their role, values, challenges and opportunities. The paper also outlines current trends in the context of the Nigerian education system and suggests policy, strategy and institutional considerations for mainstreaming ODL and lifelong learning for the purpose of achieving SDG 4. The review of related literature included a search of both published and conference papers and deployed systematic procedures for an exploration of perspectives and ideologies on the key issues of the Global Goals, sustainable development, education for sustainable development (ESD), ODL, and lifelong learning. The study revealed that while the Global Goals are enjoying increasing buy-ins, progress towards achieving the SDGs – particularly Goal 4 – has been unimpressive in many countries, particularly in sub-Saharan Africa. The study also identified trends, challenges and opportunities for integrating ESD in education, ODL and lifelong learning in Africa in general and Nigeria in particular. Based on an evaluation and analysis of perspectives, the study concluded that Nigeria is still a long way to achieving the SDGs. A number of suggestions were made towards a reasonable achievement of sustainable development goal 4, including the importance of: strengthening relevant constitutional framework on education; providing supportive policy and institutional frameworks; and integrating the philosophies of sustainable development in education and training at all levels.

scholarly journals The Determinants of Access to Sanitation: The Role of Human Rights and the Challenges of Measurement

Water ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 1676
Author(s):  
Rebecca Schiel ◽  
Bruce M. Wilson ◽  
Malcolm Langford
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Field Data ◽  
Data Availability ◽  
Regression Analyses ◽  
Human Right ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

Ten years after the United Nation’s recognition of the human right to water and sanitation (HRtWS), little is understood about how these right impacts access to sanitation. There is limited identification of the mechanisms responsible for improvements in sanitation, including the international and constitutional recognition of rights to sanitation and water. We examine a core reason for the lack of progress in this field: data quality. Examining data availability and quality on measures of access to sanitation, we arrive at three findings: (1) where data are widely available, measures are not in line with the Sustainable Development Goal (SDG) targets, revealing little about changes in sanitation access; (2) data concerning safe sanitation are missing in more country-year observations than not; and (3) data are missing in the largest proportions from the poorest states and those most in need of progress on sanitation. Nonetheless, we present two regression analyses to determine what effect rights recognition has on improvements in sanitation access. First, the available data are too limited to analyze progress toward meeting SDGs related to sanitation globally, and especially in regions most urgently needing improvements. Second, utilizing more widely available data, we find that rights seem to have little impact on access.

scholarly journals The Intersectional Nature of Educational Inequality in the Global South - A Case of Papua New Guinea

2021 ◽  
Author(s):  
Norris Wangina
Keyword(s):  
Papua New Guinea ◽  
Education System ◽  
Educational Inequality ◽  
New Guinea ◽  
Learning Opportunities ◽  
Quality Education ◽  
Retention Rates ◽  
Education For All ◽  
Sustainable Development Goal ◽  
The World

<p>Since the ‘Education for All Agenda’ was ratified at the Jomtien conference in 1990, the world has moved to implementing the agenda. Papua New Guinea believes that education is the solution to its social, economic, and political problems, and in taking ownership of and working towards implementing the programme. However, Papua New Guinea’s education system concentrates on improving girls’, education and special education. This has resulted in improved enrolment numbers and higher retention rates nationwide but has failed to deliver quality education to all students specifically marginalised children of both genders. This essay argues that delivering quality education to all children should be addressed through an intersectionality approach. Firstly, intersectionality is defined and the ways that intersecting factors cause marginalisation and discrimination within different groups around the world and in Papua New Guinea are described. Secondly, the essay discusses how Papua New Guinea’s culture contributes to segregation. Finally, it discusses how Papua New Guinea can approach intersectionality issues and improve its education system to achieve Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and equitable education and to promote lifelong learning opportunities for all. </p>

scholarly journals Good Health, Quality Education, Sustainable Communities, Human Rights

2019 ◽  
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Sustainable Development Goals ◽  
Good Health ◽  
Quality Education ◽  
Peace And Justice ◽  
Development Goals ◽  
University Of Florence ◽  
The University ◽  
International Experts

The publication collects the contributions presented during the International Symposium of the Italian UNESCO Chairs (CONIUS) entitled Human Rights and Sustainable Development Goals 2030, which took place on 16 November 2018 at the University of Florence. The contributions of national and international experts address the Global Aims for Sustainable Development of the UNESCO including Sustainable Development Goals (SDGs) n. 3 Improvement of the ‘Global Health’, n. 4 ‘Quality Education’, n. 11 ‘Cities and Inclusive Human Sett lements’ and n. 16 ‘Peace and Justice’, using transdisciplinary and transnational perspectives and implemented through theoretical studies and good practices.

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