I wish to draw to the attention of CR&DALL subscribers MOJA Adult Education in Africa, which is an online resource for adult learning and education professionals and practitioners in the public sector, private sector, civil society and academia in Africa. It sends out a Newsletter regularly to which anyone can subscribe.
On 13th ;March 2024, representatives coming from countries of Eastern and South-Eastern Europe met in Brussels to inform each other on progress that had been made in recent years on developments in lifelong learning, and especially in the field of adult education. Participants came from governments, civil society and academia.
In June 2022 the Marrakech Framework for Action (MFA) was discussed and adopted by adult educators from around the globe at CONFINTEA VII under the leadership of UNESCO. On 11th April the Coalition of Lifelong Learning Organisations (COLLO) and the International Council for Adult Education (ICAE) are holding a webinar to reflect about the potentials of implementing the MFA.
I wish to extend a special invitation to CR&DALL subscribers to consider participating in the upcoming British Psychological Society Developmental Section Annual Conference which I am helping to organise. It will take place here in Glasgow from September 11th to 13th, 2024.
This is a special year for for the Scottish Educational Research Association (SERA); we turn 50. This is reflected in our theme as we discuss 'Education in a Fragile World: Past, Present, Future' at the University of Dundee from the 27th -29th November 2024. For further details please follow this link, where you will find a call for papers.
Congratulation to CR&DALL core member Lisa Bradley upon the award of a new Arts and Humanities Research Council (AHRC) grant, 'Crafting a pathway towards situated, relational, and reparative literacies practices'.
We are very pleased to announce a new project co-led by core CR&DALL member, Professor Mia Perry, funded by the Norwegian Funding Council.
We are offering a fully funded PhD studentship from the Economic and Social Research Council through the Scottish Graduate School of Social Science (SGSSS), entitled, Podcasting and pedagogy for the planet: Examining the nexus of art, entertainment, and education related to sustainability and climate change.
We are pleased to announce that the programme for the 17th PASCAL conference, New Challenges for Higher Education, Cities and Regions: Addressing the United Nations’ Sustainable Development Goals (SDGs) in Changing Contexts, is now available, and attached to this posting. The conference runs from 4-6 July in Taipei.
Revised Submission Deadline for Abstracts (details also attached): 1 April 2024.
This interactive webinar focuses on enhancing trainer understanding of key resource development techniques considerations. This session delves deeper into how resources can be used and adapted to enable educators to utilise the same learning materials to meet the different learner needs and levels within their classroom.
This webinar will present the audience to the ALE policies project, funded by the ESRC. The overall aim of the project is to investigate the knowledge base on adult education in the UK and Ireland, how participation has fluctuated over the past 25 years and how policy-makers use adult education data to feed into their policy processes.
Over the last decade a number of innovative attempts in the field of adult learning and education, especially with a perspective of comparative adult education, were developed:
The EBSN (European Basic Skills Network) and its European partners have developed of series of MOOCs within the European Erasmus+ KA3 PDS4BST project for the professional development of teachers engaged in teaching basic skills.
On March 12, there is a rare opportunity to participate in the international webinar combining three topics that have been little discussed, let alone together. We combine research and practice in the fields of older minorities, memory-related challenges, and intergenerational work.
There are currently exceptional pressures on local authority budgets in the UK, and it can seem almost inevitable that adult and lifelong learning provision is likely to suffer. At the same time, post-compulsory education rarely gets much attention in the UK press, and within that broad category adult and lifelong learning probably gets the least. There may thus be a risk that adult education and lifelong learning in the UK might pass away quietly, without anybody much noticing.
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