Informes Globales de la Unesco sobre el Aprendizaje y la Educación de Adultos

Elementos Conceptuales y Prioridades Políticas en Nigeria, Rusia y Eslovenia

Autores/as

DOI:

https://doi.org/10.25749/sis.25583

Palabras clave:

aprendizaje y educación de adultos, elementos conceptuales, prioridades políticas, UNESCO

Resumen

Desde 2009, la UNESCO ha publicado GRALE (Global Report on Adult Learning and Education), integrando un análisis de los datos, políticas y mejores prácticas nacionales informadas por los estados miembros. Estos informes se centran en cinco áreas de acción adoptadas en el Marco de Acción de Belém (política, gobernanza, financiación, participación y calidad), construyendo el aprendizaje y la educación de adultos como un objeto de política a nivel mundial y fortaleciendo el papel de la UNESCO particularmente en términos de conceptualización y en el establecimiento de prioridades políticas. Utilizando la propuesta teórica de analisis de políticas de Lima y Guimarães (2011), este documento debate los elementos conceptuales y las prioridades políticas de los cuatro GRALE y los últimos informes nacionales de Nigeria, Rusia y Eslovenia. Los principales hallazgos indican una discrepancia entre los elementos conceptuales y las prioridades políticas tanto a nivel global como nacional, donde se observa que los GRALE se acercan más al enfoque democrático-emancipador y los informes nacionales al enfoque de modernización y control estatal.

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Biografía del autor/a

Tadej Košmerl, Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Eslovenia

PhD student and Teaching Assistant at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana (Slovenia). His research interests include adult education for sustainable development, adult learning and education policy, and comparative education.

Maxim Miroshnikov, Institute of Education, HSE University, Moscow, Russia

Independent researcher. His research interests include adult education, adult education systems and policies.

Abayomi Simeon Aderibigbe, Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University, Nigeria

PhD student at the Department of Educational Foundations and Counselling at the Obafemi Awolowo University, Ile-Ife, Osun state, Nigeria. His research interest is in the field of educational tests and measurement, and comparative analysis of adult education policies.

Paula Guimarães, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal

Assistant professor at the Instituto de Educação, Universidade de Lisboa (Portugal) where she teaches subjects on adult education and adult education policies. She has developed several research projects on adult education as well as adult education policies in Portugal and in other regions of the world as well as the ones formulated by international governmental organisations such as UNESCO, OECD and the European Union. She has published scientific articles, chapters and books on the same issues, among others.

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Publicado

2022-10-31

Número

Vol. 10 Núm. 3 (2022): Escenarios de investigación en Educación Especial e Inclusiva

Sección

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