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International Review of Education

, Volume 59, Issue 3, pp 383–397 | Cite as

Towards a lifelong learning target for 2015

  • Alan Tuckett
Article
First Online:

Abstract

This paper begins by reviewing the progress which has been made over the past decade in the aim to reach targets such as Education for All and other Millennium Development Goals, especially as far as adult education and gender equality are concerned. While there have been achievements in some countries, universal primary education is not even likely to be reached by 2015. Giving a few examples of recent studies, this paper considers the measurement of lifelong learning and its effects on a country’s economy and its people’s health and well-being. While it is of course much easier to collect data about formal education than about non-formal and informal learning, the author stresses that the latter need to be included more in new strategies alongside formal education. The paper concludes by highlighting ten essential components for a lifelong learning target fit for purpose in a climate-changing society.

Keywords

Lifelong learning Millennium Development Goals Global Monitoring Report Education for All Literacy 

Résumé

Vers un objectif d’apprentissage tout au long de la vie pour 2015 – Cet article recense tout d’abord les progrès réalisés au cours de la dernière décennie en vue d’atteindre des objectifs tels que ceux de l’Éducation pour tous et les Objectifs du Millénaire pour le développement, en particulier ceux qui concernent l’éducation des adultes et l’égalité entre les sexes. S’il convient de signaler que certains pays enregistrent des résultats positifs, il est très vraisemblable que l’enseignement primaire universel ne sera pas réalisé d’ici 2015. À l’appui de quelques exemples tirés d’études récentes, l’auteur examine les données mesurant l’apprentissage tout au long de la vie et les effets de ce dernier sur l’économie d’un pays ainsi que sur la santé et le bien-être de ses citoyens. S’il est manifestement plus facile de collecter des données sur l’enseignement formel que sur l’apprentissage non formel et informel, l’auteur préconise que le second soit davantage intégré dans les nouvelles stratégies en faveur de l’éducation formelle. Il conclut en présentant les dix composantes essentielles d’un projet d’apprentissage tout au long de la vie adapté aux objectifs d’une société réagissant au changement climatique.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.International Council for Adult EducationMontevideoUruguay

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