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UID:68@ukfiet.org
DTSTART:20201209T153000Z
DTEND:20201209T153000Z
DTSTAMP:20201203T125548Z
URL:https://www.ukfiet.org/events/supporting-factors-barriers-to-active-ci
 tizenship-for-adult-learners-in-china-costa-rica-kuwait-and-russia/
SUMMARY:Supporting Factors & Barriers to Active Citizenship for Adult Learn
 ers in China\, Costa Rica\, Kuwait and Russia
DESCRIPTION:About \nA conclusion in UNESCO’s 4th Global Report on Adult L
 earning and Education (GRALE 4) is that more educational activities in act
 ive citizenship for adults are needed to promote social outcomes\, such as
  poverty reduction\, addressing inequality\, better health and well-being\
 , peace and sustainable development. This presentation showcases a mixed m
 ethods research study that investigates this claim\; following up a quanti
 tative analysis (GRALE 4)\, with qualitative research to understand factor
 s that support active citizenship for adult learners and barriers that may
  exist. Semi-structured interviews were conducted with nongovernmental sta
 keholders in four countries—China\, Costa Rica\, Kuwait and Russia—bas
 ed on their reported progress across GRALE 4 responses on active citizensh
 ip. The theory of policy enactment underpinned the research design and ana
 lysis\, and was used as a lens to explore how NGOs interpret\, animate\, a
 nd even deprioritize political agreements in national contexts. Data analy
 sis and findings partly explain why countries reported significantly less 
 progress on active citizenship for adult learners in GRALE 4 compared to l
 iteracy and basic skills\, and continuing training and professional develo
 pment (TVET). Reasons for this slow progress include inadequate policy\, l
 imited or compromised governance and funding\, a school focus\, and social
  issues. A conclusion is that TVET is the priority over active citizenship
  in two countries\, which is problematized.\nRegister here.\n***\nThis web
 inar is part of the Education and Development (EDU DEV) Public Seminar Ser
 ies. The UEA School of Education and Lifelong Learning and the School of I
 nternational Development run a joint research seminar series in the Autumn
  and Spring semesters. The seminars are open to all staff and students and
  aim to address issues within the fields of education and international de
 velopment\, and comparative education. The seminar series moves online thi
 s year - offering the opportunity to engage with a broader international a
 udience interested in learning about new research in this area and sharing
  in our discussions.\nFeatured Presenters\nAshley Stepanek Lockhart is a s
 pecialist in comparative education and development with over 10 years of e
 xperience in international programs\, including as a teacher\, planner and
  researcher\, and in support of quality design\, implementation\, monitori
 ng\, and capacity building at UNESCO among other organizations. Areas of f
 ocus are youth and adult learning\, active/ global citizenship\, skills de
 velopment\, inclusive education and lifelong learning.\nFusheng Jia (Respo
 ndent) is a Visiting Fellow at the University of East Anglia\, linked with
  the UNESCO Chair in Adult Literacy and Learning for Social Transformation
 . He was conferred with a PhD in education (2017\, the University of East 
 Anglia) and a PhD in English Language and literature (Henan University\, C
 hina\, 2005). He had extensive teaching and research experiences in migrat
 ion\, development\, education\, literature\, and critical theories. He has
  been concerned about China’s internal migration since the reform and op
 ening policy was adopted in the late 1970s in China. He started to address
  this issue academically after transferring to Guangdong\, whose socioecon
 omic development was enormously influenced by the migrant workers.\nCather
 ine Jere (Chair) is a Lecturer in Education and Development at the School 
 of International Development at UEA. Her research interests centre on expl
 oring how institutional and social barriers to education in developing cou
 ntry contexts are challenged and disrupted. She specialises in mixed-metho
 ds designs\, participatory and transformative approaches to research. Her 
 work includes non-formal approaches to youth literacy\, inclusion and gend
 er equality in education\, school violence\, and educational access and le
 arning in communities impacted by HIV/AIDS. She has carried out research i
 n Sub-Saharan Africa\, living and working in Malawi for over a decade. Pri
 or to joining UEA she was a researcher with the UNESCO flagship publicatio
 n\, the Education for All Global Monitoring Report.
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