GENDERNESS IN NON-FORMAL / INFORMAL ADULT EDUCATION: EUROPEAN PRACTICES
Abstract
The review article is devoted to the problem of research and analysis of the state and development of adult learning and education (ALE) in the world that are conducted by international organizations, namely the Global Monitoring of Adult Learning and Education by the UNESCO Institute for Lifelong Learning. The areas and directions of monitoring that are being studied on a global level are considered in the article, and how the positive experience of the UNESCO member countries will contribute to further progress in the adult learning and education. The decision to regularly collect and provide essential information and analytical resources on the development of adult learning and education, focusing on the issues of participation in individual species, was approved in the "Belen Framework for Action" adopted by the UNESCO member states in 2009. On the basis of country reports there are explored the existing models of participation, examples of effective and ineffective practices in increasing overall participation in ALE, and, in particular, in reaching the most vulnerable and low-income groups. The results of the study of the ALE state at the global level are reflected in the series of "Global Reports on Adult Learning and Education".
It has been shown that the global monitoring is a tool for summarizing current changes and analyzing data that reflect the progress made in adult learning and education in five areas: policy; management; financing; quality; participation, inclusiveness and equality. While ALE can contribute to sustainable development, a healthier society, better employment and a more active citizenship, the analysis of monitoring data shows inequality of participation and lack of adequate progress in this sphere, lack of funding and lack of capacity for adult learning and education. The global monitoring of the state of adult learning and education is designed to draw the attention of all countries to the importance of mobilizing efforts and resources for the development of this field, which, in turn, will help to achieve the 17 Millennium Development Goals.
Key words: adult learning and education; global monitoring; Global Report on Adult Learning and Education; UNESCO Institute for Lifelong Learning.
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References
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References (translated and transliterated)
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Endepohls-Ulpe, M. (2012). Are males disadvantaged in the educational system? In search of the ‘boy problem’ in adult education. In J. Ostrouch-Kaminska, Ch. Fontanini, & Sh. Gaynard (Eds.). Considering gender in adult learning and in academia: (In)visible act. 53-64. Wrocław: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej [in English].
European Men’s Shed: official site. (2021). URL: http://menssheds.eu/ [in English].
Flinders, D., Nodding, N., Thornton, S. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry. 16(1), 33-42. DOI: 10.1080/03626784.1986.11075989 [in English].
Gender impact on adult education. (2011). ed. by S. Wang. Long Beach, USA: California State University. 1150. DOI: 10.4018/978-1-61692-906-0.ch023 [in English].
Golding, B. (2016). Critical reflection ns on the role of the Men’s Shed movement in changing perceptions about learning by older men in community setting. Contemporary Issues and Perspectives on Gender research in Adult Education. ed. by M. Maksimović, J. Ostrouch-Kamińska, K. Popović, A. Bulajić. Belgrade: ESREA, 173-187. URL: https://cutt.ly/DRLtJqM [in English].
Ostrouch-Kamińska, J., Vieira, C. (2016). Gender sensitive adult education: critical perspective. Revista Portuguesa de Pedagogia. 50-1, 37-55. DOI: https://doi.org/10.14195/1647-8614_50-1_2 [in English].
She figures 2018. (2019). Directorate-General for Research and Innovation. European Commission. 216. URL: https://cutt.ly/BRLylUy [in English].
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