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Rethinking Education for All

Author

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  • Ellen Carm

    (Faculty of Education and International Studies, Department of International Studies and Interpreting, Oslo and Akershus University College (HIOA), Pilestredet 40, PB 4 St. Olavs plass, Oslo NO-0130, Norway)

Abstract

The rational for this paper is contextualized within a broader national and international agenda of reaching Education for All (EFA), knowledge transformation and production with an overall focus on Education for Sustainable Development (ESD). Whose education and whose development is at issue? The purpose of this paper is to reconceptualize EFA in a broader developmental context. Definitions of formal-, non-formal and informal education are applied in order to analyze the epistemological perspectives underlying the educational achievements more than two decades after Jomtien in 1990. Concepts of contextualized expansive education and object-oriented learning will be used to reveal the systemic causes of the challenges the individual actors experience in their daily learning activities. Two case studies further illustrate how a broad stakeholder involvement through collective design and implementation created innovation and educational transformation that contributed to relevant and sustained learning/knowledge and development at an individual and community level. The paper argues that in the current sociocultural context, responses to EFA need to be based on a comprehensive national education strategy, situated in the local context. By creating space for educational innovation, through interaction and negotiation, the confluence of the epistemological lenses characterizing formal, non-formal, and informal learning could ultimately be a strategy to adequately respond to the diversified learning needs of the population and sustainable developmental of the country. One expected outcome of the paper is a contribution to the future strategies of EFA beyond 2015, built on the urgent requirements for inter-professional partnership and collaboration through a multidimensional approach to education and learning.

Suggested Citation

  • Ellen Carm, 2013. "Rethinking Education for All," Sustainability, MDPI, vol. 5(8), pages 1-26, August.
  • Handle: RePEc:gam:jsusta:v:5:y:2013:i:8:p:3447-3472:d:27958
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    Citations

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    Cited by:

    1. Chao Li & Hong Zhou, 2018. "Enhancing the Efficiency of Massive Online Learning by Integrating Intelligent Analysis into MOOCs with an Application to Education of Sustainability," Sustainability, MDPI, vol. 10(2), pages 1-16, February.
    2. Viktor Swillens & Mathias Decuypere & Joke Vandenabeele & Joris Vlieghe, 2021. "Place-Sensing through Haptic Interfaces: Proposing an Alternative to Modern Sustainability Education," Sustainability, MDPI, vol. 13(8), pages 1-14, April.
    3. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.

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