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Lifelong Learning in a Global Perspective in SDGs and RVA Ichiro Miyazawa Programme Specialist UNESCO Bangkok Office

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Main Contents

1. Lifelong Learning in SDGs 2. Recognition, Validation and Accreditation 2


Life, Education and Learning ECE K12 HE 0

10

3rd Age

Work? 20

30

40

50

60

Lifelong Learning CLC?

70

80

90

100


Ten targets to achieve SDG4 and the Education 2030 Agenda 7 education targets of expected outcomes…

UNESCO EDUCATION SECTOR

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Ten targets to achieve SDG4 and the Education 2030 Agenda

…and 3 means of achieving these expected outcomes

UNESCO EDUCATION SECTOR

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Education targets/indicators within other SDGs Health and Well-being Target 3.7: By 2030, ensure universal access to sexual and reproductive health -care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes Gender Equality Global Indicator: Number of countries with laws and regulations that guarantee women aged 15-49 years access to sexual and reproductive health care, information and education Decent Work and Economic Growth Target 8.6: By 2020 substantially reduce the proportion of youth not in employment, education or training Responsible Consumption & Production Target 12.8: By 2030 ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature Climate Change Mitigation Target 13.3: Improve education, awareness raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning

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Literacy in EFA and Education 2030 FFA Education 2030 - Framework for Action (2016-

Education for All (2000-2015)

2030)

EFA (Basic Education for All) not part of MDGs (Goal 2: Universal Primary Education)  FFA part of SDGs (Goal 4: Inclusive and Equitable  MDGs and EFA: mainly for the Global South Quality Education and LLL Opportunities for all)  SDG & ED2030 FFA: Global  EFA Goal 4: • Improve levels of literacy (50 per cent)  SDG Target 4.6: for all adults • Achieve literacy and numeracy • Especially for women • For all youth and a substantial proportion of • Equitable access to basic and adults (both men and women) continuing education for all adults • At a proficiency level equivalent to formal • Perceived to focus only on the South basic education

• Global (universal) 7


3 out of 11 Global Indicators (Obligatory) minimum set of indicators for monitoring of the SDG4

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4.1 Proportion of youth and adults with information and

communications technology (ICT) skills, by type of skill

4.6.1

Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

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What do we mean by "lifelong learning"? The concept of lifelong learning is:  Based on emancipatory, humanistic and democratic values  Founded in the integration of learning and living  Covering learning activities • for people of all ages, • in all life contexts • through formal, non-formal and informal modalities  Meeting a wide range of learning needs and demands *Rethinking Education: Towards a global common good? (2015) is available at: http://unesdoc.unesco.org/images/0023/002325/232555c.pdf

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12


13


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“The element is the point at which natural talent meets personal passion. It is also an essential strategy for transforming education, business, and communities to meet the challenges of living and succeeding in the twenty-first century� 15


At 15 I set my heart on learning; at 30 I firmly took my stand; at 40 I had no delusions; at 50 I knew the Mandate of Heaven; at 60 my ear was attuned; at 70 I followed my heart's desire without overstepping the boundaries of right.

Confucius


Are We Lifelong Learners ? 17


How could an individual realize his/her potential?


How best could all human resources be developed?


What are the motivations of successful lifelong learners?


GDP per capita (Yi, $1990)

12000 ln Yi = .0492ln(ki) + 0.103Si 10000 8000

6000 4000 2000 0 0

2

4

6

8

10

Average Years of Schooling (Si) Using data from 146 countries from 1950-2010, Barro and Lee (2010) fit the curve displayed above. In the graph above, the red line segment represents the increase in per capita GDP associated with an increase in a hypothetical population’s average years of schooling from 4 to 6 years.


How much can countries gain from educating their out-of-school children?

$17.05 B

$6.52 B $1.76 B $0.47 B

2.0 % of GDP

Indonesia

1.7 % of GDP

0.70% of GDP

Thailand Philippines

$0.28 B

0.3% of GDP

1.9 % of GDP

Vietnam

Cambodia

$0.25 B 1.6 % of GDP

Lao PDR

$0.093 B

7.2 % of GDP TimorLeste


2. Recognition, Validation and Accreditation (RVA) 24


RVA and Lifelong Learning ? Master/ Doctor

Bachelor

Higher Secondary

TVET/ Polytech

NFE/LLL/Informal/CE Literacy + Numeracy

Basic Education

Skill training


RVA in the 2030 SDGs in the context of LLL  Create multiple flexible learning pathways  Make possible entry and re-entry point at all stages  Strengthen linkages between formal, nonformal and informal learning structures  Accredit knowledge and skills through nonformal and informal learning 26


RVA in the 2030 SDGs in the context of LLL  

Enable equitable access to post-basic education, and not only basic education as in the EFA agenda Focus on learning outcomes and skills relevant for personal , civic, social and employmentrelated development Promote diversity in the type of education in an equitable inclusive system. 27


Why and how is UNESCO involved?  Setting up of RVA systems and frameworks is still a work in progress in Member States  RVA has achieved a central place in NQF development  UIL collects data from countries on different sub-processes of RVA guidance and  counselling; mapping skills and, knowledge; assessment and accreditation  Evidence is collected from countries on: the uptake of RVA; benefits of RVA outcomes; use of formative and summative assessment. Use of different kinds of portfolio; and whether RVAL of non-formal and informal learning outcomes are becoming a part of education and training, of 28 enterprises, youth work and adult basic education.

LLL in global  
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