The contribution of lifelong learning to development – personal and communal
The six articles contained in this year’s first issue of the International Review of Education – Journal of Lifelong Learning (IRE 64:1, Feb 2018) remind us that the forms, uses and values of education are as diverse as the human societies on Earth. Not only is there no one size to fit all; the shapes and sizes of learning that best fit each individual or society are themselves constantly changing. This makes for a landscape of learning that can be bewildering and exhilarating; even both at the same time. If there is a single lesson we can draw from the contributions in this issue, it is that we must never cease to re-examine, re-evaluate and re-design the modes, forms and applications of learning. In this way, we demonstrate that inclusivity, equity and sustainability are not points of arrival, but lodestars to guide us.
Perspectives of literacy and learning from around the world
The first article presents case studies of five adult literacy facilitators (ALFs) in Ethiopia, exploring their backgrounds and how they increase their effectiveness as teachers.
Next is a research note, entitled “An adult learner’s learning style should inform but not limit educational choices”, which critically examines existing research on the usefulness of considering students’ learning styles in adult education.
The third article, offering perspectives from Kashmir, examines the challenge conditions of protracted conflict pose for young people and national education systems.
The fourth article analyses why Internet-based e-learning as well as universities’ creation of smaller “satellite campuses” have had limited success in widening higher education participation in rural communities in England. As an alternative, the author proposes an “anchor institution” model.
The fifth article examines international and intergenerational variations in literacy skills gaps in different countries, using multilevel and multisource data from the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) and survey data from UNESCO’s third Global Report on Adult Learning and Education (GRALE 3).
The final article examines the strategies employed by the Nigerian National Commission for Nomadic Education towards making education accessible to nomads.
These articles offer us experiences and developments of literacy and learning in various educational contexts shaped by specific economic, political, geographical and ethnic conditions.