Priorytety i funkcje społeczne edukacji w dorosłości - perspektywa Celów Zrównoważonego Rozwoju UNESCO 2030
Priorities and social functions of education in adulthood - the perspective of UNESCO 2030 Sustainable Development Goals
Author(s): Zofia SzarotaSubject(s): Adult Education
Published by: Szkoła Główna Handlowa w Warszawie, Fundacja Promocji i Akredytacji Kierunków Ekonomicznych
Keywords: social functions of adult education; adult learner; concept of lifelong learning; social inclusion; The Sustainable Development Goals (SDG 2030)
Summary/Abstract: The idea of lifelong learning assimilates the theory of adult education. Andragogical paradigms are derived not only fromscientific research, but they are also strongly linked to the mechanisms of public policy, economics, labor market expectations,and social needs. The shift of emphasis from teaching processes to learning in an informal space implies a new approach to thetasks posed to organizers and participants of educational practice, causing a change in the social functions of adult education.The UNESCO 2030 Sustainable Development Goals promote building a culture of peace, social justice, and equity. The fourthgoal concerns equal access to inclusive education of high-quality
Journal: e-mentor
- Issue Year: 78/2019
- Issue No: 1
- Page Range: 46-53
- Page Count: 8
- Language: Polish