UNESCO ROLE IN ADULT EDUCATION POLICY DEVELOPMENT AT THE END OF THE XX CENTURY – THE BEGINNING OF THE XXI CENTURY
The article is based on an integrated analysis of key UNESCO documents (Recommendations of the International Conference on Adult Education CONFINTEA (1985, 1997, 2003, 2009), Global Reports on Adult Learning and Education (2009, 2013, 2016, 2019) that outlines the impact of evidence-based research on educational policy in supporting the development of educational policy in adult learning in the global ed-ucational environment at the end of the XX and at the beginning of the XXI century. It is found that the development of adult education is necessary due to the dynamics of social, scientific and technological improvement; changes in the content and nature of work and social activities of people; increased free time and opportunities for its effective use; labor market demands, the main requirements of which are to increase the competence and skills of the professional. Adult involvement in lifelong learning not only encourages meeting own needs, but also ensures self-fulfillment to a free choice of a place, time and a pathway of improvement. It is proved that since the 1970s up to now UNESCO has played a key role in shaping and disseminating the concept of lifelong learning in education policy. The concept, in essence, involves the restructuring of the existing education system and use of educational perspectives of adults externally the traditional education system in order to influence the development of different social groups and individual development of each person. The world has accumulated considerable meaningful experience in the development of the theory and practice of adult education, which is accumulated, disseminated and implemented through the activities of international organizations on a global scale, including UNESCO. This international organization generates ideas and builds educational policies that are based on reliable statistics and the results of global empirical research.
Organizaciya Ob’edinennyh Nacij po voprosam obrazovaniya, nauki i kul’tury. (2002). Rukovodstvo General’noj Konferencii. Parizh: YUNESKO.
Frumin, I. (1998). Vyzov kriticheskoj pedagogiki. Voprosy filosofii, 12, 60.
Furs, V. (2006). Social'naya filosofiya v nepopulyarnom izlozhenii. Vil'nyus: EGU.
Perspektivy: Chetvertaya mezhdunarodnaya konferenciya po obrazovaniyu vzroslyh, Parizh, 19-29 marta 1985 g. (1986). Voprosy obrazovaniya, 3, 116–136.
Burns, T., & Schuller, T. (2009). Evidence-informed policy in education: New opportunities and challenges. In R. Desjardins, & K. Rubenson (Eds.), Research of vs research for education policy: In an era of transna-tional education policy-making (pp. 58–73). Saarbrucken: VDM Verlag.
International Conference on Adult Education. (Ed.). (1997). Fifth international conference on adult educa-tion, Hamburg, Germany, July 14–18, 1997: Final report. Paris: UNESCO.
Kellner, D. (2003). Toward a Critical Theory of Education. Journal Democracy & Nature, 9(1), 51–64.
Medel-Anonuevo, C., Torres, C. A., & Desjardins, R. (2011). CONFINTEA VI follow-up: the challenges of moving from rhetoric to action. International Review of Education, 57(1–2), 1–8.
Torraco, R. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resources De-velopment Review, 4, 356.
Torres, C. A. (2015). From Hamburg to Belem: the limits of technocratic thinking in adult learning educa-tion. International Journal of Lifelong Education, 34(1), 22–31.
UIE. (1997). Adult Education. The Hamburg Declaration. The agenda for the future. Hamburg: UNESCO In-stitute for Education.
UIL. (2009). CONFINTEA VI: Belem framework for action. Harnessing the power and potential of adult learn-ing and education for a viable future (BFA). Hamburg: UNESCO Institute for Lifelong Leaning.
UIL. (2010). The Sixth International Conference on Adult Education (CONFINTEA VI) “Living and learning for a viable future: the power of adult learning”: Final Report. Hamburg: UNESCO Institute for Education.
UIL. (2016). The Third Global Report on Adult Learning and Education (GRALE III). Hamburg: UNESCO In-stitute for Lifelong Learning.
UIL. (2019). 4 Global Report on Adult Learning and Education: Leave no One Behind: Participation, Equity and Inclusion. Hamburg: UNESCO Institute for for Lifelong Learning
UNESCO. (1976). Recommendation on the development of adult education. Nairobi: UNESCO, 13 p.
Abstract views: 8 PDF Downloads: 0