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Regmi, Kapil Dev; Andema, Samuel; Asselin, Marlene – International Review of Education, 2020
The global movement to achieve the 17 Sustainable Development Goals (SDGs) of the United Nations' 2030 Agenda rests on strengthening international connections and cooperation. However, in recent years nationalism and protectionism have been on the rise in donor countries such as the United States and the United Kingdom. In this situation, Julius…
Descriptors: Foreign Countries, Educational Policy, Sustainable Development, Policy Formation
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Bilagher, Moritz; Kaushik, Amit – International Review of Education, 2020
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children's Fund (UNICEF) implemented an ALP initially in…
Descriptors: Foreign Countries, Acceleration (Education), Conflict, War
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Perry, Kristen H.; Shaw, Donita M.; Saberimoghaddam, Sara – International Review of Education, 2020
The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich environments, as well as their relationship to other social outcomes for adults. PIAAC's developers claimed to better account for adults' literacy practices than earlier international studies…
Descriptors: Adults, Literacy, Numeracy, Problem Solving
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Hays, Jay; Reinders, Hayo – International Review of Education, 2020
This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and…
Descriptors: Sustainability, Teaching Methods, Attitudes, Skills
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Tran, Ly Thi; Wall, Tony – International Review of Education, 2019
Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to Eurocentric expectations when they enrol in tertiary education outside their home country and cultural environment. In response to calls for alternative perspectives, this article introduces the educational…
Descriptors: Adult Vocational Education, Foreign Students, Educational Philosophy, World Views
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Zhao, Dan; Chen, Yuchun; Parolin, Bruno; Fan, Xiao – International Review of Education, 2019
With urbanisation, rural-urban migration has meant falling levels of rural labour, loss of agricultural land and lowered agricultural productivity, all of which have hindered the development of modern agriculture in China. It has become crucial to train the rural labour force to become modern professional farmers who are knowledgeable, skilled,…
Descriptors: Foreign Countries, Agricultural Education, Farm Management, Lifelong Learning
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Trudell, Joel; Cheffy, Ian – International Review of Education, 2019
Lifelong learning is an established concept in international education, with the discourse surrounding it implying that it is globally relevant. Nevertheless, lifelong learning takes place in specific local contexts in which features such as language, location and content are distinctive. This raises the question: How is an understanding of the…
Descriptors: Foreign Countries, Rural Areas, Lifelong Learning, Adults
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Castillo, Nathan M.; Wagner, Daniel A. – International Review of Education, 2019
This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1-3, and sought to assess key learning outcomes in existing school computer laboratories. The programme…
Descriptors: Foreign Countries, Rural Schools, Reading Programs, Beginning Reading
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Hanemann, Ulrike; McKay, Veronica – International Review of Education, 2019
The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African "Kha Ri Gude" Literacy Campaign. Analysing the learning outcomes of the 2011 cohort of a total of 485,941 participants, the authors seek to identify variations between the learners' achievements across the eleven official…
Descriptors: Foreign Countries, Literacy, Numeracy, Language of Instruction
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Robinson, Clinton; Vu~, Tú Anh Thi? – International Review of Education, 2019
In the multilingual environments of Africa, national literacy policies vary in terms of the attention they give to the roles and purposes of local, national and international languages. In the context of the global Sustainable Development Agenda, the instrumental purpose of literacy is often assumed, if not explicitly spelled out. At community…
Descriptors: Multilingualism, Literacy, Public Policy, Sustainable Development
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Park, Hyewon; Choi, Jinhee; Kim, JungHwan; Hwang, Jihee – International Review of Education, 2019
Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating in the Republic of Korea since 1998. It was designed to provide both traditional-age and mature students with opportunities to earn academic qualifications, including Bachelor's degrees,…
Descriptors: Foreign Countries, Adult Education, College Students, Nontraditional Education
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Ajayi, Elizabeth Aanuoluwapo – International Review of Education, 2019
Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term "andragogy" to describe the art…
Descriptors: Role, Folk Culture, Teaching Methods, Adult Education
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Desjardins, Richard – International Review of Education, 2019
This article presents recent evidence of the labour market outcomes of adult education from a global perspective. There is evidence that adult education has positive impacts on a wide range of labour market outcomes, including enhancement of employment and career prospects, of performance and earnings, of job satisfaction and commitment to work,…
Descriptors: Labor Market, Adult Education, Outcomes of Education, Global Approach
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Owusu-Agyeman, Yaw – International Review of Education, 2019
Adult learning remains an important component of educational systems in countries all over the world, particularly because it seeks to explain how adults obtain education through formal, non-formal and informal modes. While many education providers and researchers focus on increasing resource support and the development of the knowledge and skills…
Descriptors: Adult Learning, Inclusion, Adult Education, Educational Policy
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Sichula, Noah Kenny; Genis, Gerhard – International Review of Education, 2019
In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating poverty. The aim is to increase the number of skilled citizens who are literate. Exploring (1) the pedagogical practices used in this context and (2) facilitators' choices of certain…
Descriptors: Foreign Countries, Educational Practices, Nonformal Education, Adult Education
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