Priority one of the Marrakech Framework for Action (MFA) involves promoting adult learning and education (ALE) within a lifelong learning perspective. This article intends to describe how the MFA places lifelong learning into a new era of ascension that will be transformational towards ALE, sustainable development goals, the world promise of…

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring "inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all", attracted attention from the adult education…

Taking the United Nations' Sustainable Development Goal 4 (SDG4 - quality and equity in education and lifelong learning opportunities for all by 2030) as a global education policy, this article investigates the accompanying consensus politics. It shows how political consensus among 193 UNESCO member states over the national implementation of SDG4…

The purpose of this paper is to explore ways to cultivate learners who can take part in inquiry, discussion, and action toward realizing an equitable society from the perspective of the SDGs and ESD. After confirming the importance of dealing with the concept of and the issues around equity with consideration of the mutual interdependence among…

Among the 17 United Nations Sustainable Development Goals (SDGs), the fourth one is about ensuring "inclusive and equitable quality education" and promoting "lifelong learning opportunities for all". This goal (SDG 4) is subdivided into 10 targets, the sixth of which concerns youth and adult literacy and numeracy. This article…

The Commonwealth of Learning's Strategic Plan 2015-2021 sought to leverage open and distance learning (ODL) and contribute to the United Nations' Sustainable Development Goal 4 by generating three long-term outcomes: better organisational capacity in ODL, increased opportunities for quality learning, and improved sustainable livelihoods. This…

Higher education institutions and lifelong learning opportunities offer important skills and knowledge for developing the complex, sustainable, and integrated solutions that the Sustainable Development Goals (SDGs) require. Utilizing interview data from a retrospective study of 14 African alumni of a US public land-grant institution, this research…

Every four years, the International Office of Catholic Education (OIEC in French) organizes its World Congress as an opportunity for participants -- including school teachers and principals, to share their experiences and achievements, as well as the challenges they face. In June 2019, the Educatio Si Congress took place in New York in partnership…

Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems. Whilst the Millennial Development Goals focused attention on universal primary…

In 2015, the United Nations ratified the 17 Sustainable Development Goals, several of which concern education. Much of what is targeted for education follows from what has yet to be achieved per the Millennium Development Goals 15 years ago. The top three education priorities per the UN's Global Education First Initiative are: put every child in…

In an environment of rapid technological change, countries in the developed and developing worlds need to improve the population's skills and competences. Since 1992, education reforms and various education sector documents and policy frameworks have been implemented to improve quality of education by getting more children into school through the…

The 1976 Master Plan for Ohio has been shaped by the new challenges and new conditions of declining growth and expansion, changing enrollment patterns, demands for higher education from groups not previously served, the need for and advent of new programs and innovative forms of instruction, and the changing requirements of society itself. The…

The Continuing Engineering Studies Division (CES) of ASEE is described. Includes lists of the purposes and characteristics of CES, types of learning situations, and climate essential for learning on the job. Also includes educational and professional characteristics of the CES learner. (TS)

This paper presents an outline of the University of the Air, a new Japanese educational institution which (1) makes use of a combination of radio, television, and study centers for university-level education; (2) is aimed at upper secondary school graduates and the general public interested in pursuing higher education; (3) will constitute a…

The purpose of this report is to clarify the concept, main features, and objectives of the "recurrent education" issue and to spell out the implications that this approach will have for educational and socio-economic policy making. It is suggested that acceptance of the "recurrent education" proposal implies not only a major turning point in…