While the United Nations’ Agenda 2030, signed in 2015, places attention on the topic of sustainable development for the future generations, at the same time the European Commission has prioritized these 17 strategic development goals as the basis for its policies. States’ actions are directed transversally by the sustainability of the human condition – from employment, through the construction of work, justice and rights, to migrations and democracy. Commitment to sustainability involves the topics of learning and training, as well as education and growth as citizens. Without indepth reflection on education, but above all on educational action, it would not be possible to ask ourselves which strategies, policies and measures can make our world more “liveable”. Our initial question concerns the urgency with which research in Adult Education is looking at itself to respond to the complexity of the present day. Learning and Work are the two main outlines which incorporate educational actions for development, sustainability, employability and entrepreneurship. The keys of interpretation that we would like to touch on are: becoming adults through education, learning and work, by creating competences that set us apart, almost speak for us and define who we are. Because, beyond theoretical as well as historical, empirical and experimental studies, there is no doubt that we have an impelling necessity: to deliver to the next generations the capabilities so that they can think and create their lifeworld. So, those same competences and capabilities become a lens through which to interpret the adult world: which competences, for which adults, professions and work, but above all for what future? Not for today, but for tomorrow. It becomes central to understand what we learn, where we learn it, and why, for continuing education and training throughout every person’s existence. Education, learning, competences, work, these are the characteristics through which we can read the adult condition in a context of sustainable development. Parallel to what is how: through theoretical reflections, empirical research, measured experiences and experimented actions. The intent of Call no. 2/2019 is to collect essays and analyses that can enable a response to the questions set out above. The lines of research can concern:
Adult Education Perspectives in a Changing World / Vanna Boffo; Soonghee Han; Claudio Melacarne. - In: FORM@RE. - ISSN 1825-7321. - ELETTRONICO. - (2019), pp. 1-547.
Adult Education Perspectives in a Changing World
Vanna Boffo
Conceptualization
;
2019
Abstract
While the United Nations’ Agenda 2030, signed in 2015, places attention on the topic of sustainable development for the future generations, at the same time the European Commission has prioritized these 17 strategic development goals as the basis for its policies. States’ actions are directed transversally by the sustainability of the human condition – from employment, through the construction of work, justice and rights, to migrations and democracy. Commitment to sustainability involves the topics of learning and training, as well as education and growth as citizens. Without indepth reflection on education, but above all on educational action, it would not be possible to ask ourselves which strategies, policies and measures can make our world more “liveable”. Our initial question concerns the urgency with which research in Adult Education is looking at itself to respond to the complexity of the present day. Learning and Work are the two main outlines which incorporate educational actions for development, sustainability, employability and entrepreneurship. The keys of interpretation that we would like to touch on are: becoming adults through education, learning and work, by creating competences that set us apart, almost speak for us and define who we are. Because, beyond theoretical as well as historical, empirical and experimental studies, there is no doubt that we have an impelling necessity: to deliver to the next generations the capabilities so that they can think and create their lifeworld. So, those same competences and capabilities become a lens through which to interpret the adult world: which competences, for which adults, professions and work, but above all for what future? Not for today, but for tomorrow. It becomes central to understand what we learn, where we learn it, and why, for continuing education and training throughout every person’s existence. Education, learning, competences, work, these are the characteristics through which we can read the adult condition in a context of sustainable development. Parallel to what is how: through theoretical reflections, empirical research, measured experiences and experimented actions. The intent of Call no. 2/2019 is to collect essays and analyses that can enable a response to the questions set out above. The lines of research can concern:
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