Priorytety i funkcje społeczne edukacji w dorosłości - perspektywa Celów Zrównoważonego Rozwoju UNESCO 2030
Journal Title: e-mentor - Year 2019, Vol 78, Issue 1
Abstract
The idea of lifelong learning assimilates the theory of adult education. Andragogical paradigms are derived not only from scientific 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 the tasks 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 fourth goal concerns equal access to inclusive education of high-quality
Authors and Affiliations
Zofia Szarota
Keywords
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- EP ID EP580981
- DOI 10.15219/em78.1399
- Views 70
- Downloads 0
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