Alan TuckettInstitute of Education

January 2013

International issues in professionalism

Goal 3: Youth and adult learning needs 71 million adolescents are out of school, remaining

unchanged since 2008. In poorer countries, one in three adolescents are not

enrolled either in primary or secondary schools. Goal 4: Adult literacy 775 million adults could not read or write in 2010,

nearly two-thirds of whom are still women. Even in rich countries, 160 million adults have poor

literacy skills.

Progress towards EFA is stagnating

Pathways to skills

One in four young people is in a job being paid less than $1.25 per dayOne in five, 200 million,

young people in developing countries has not completed primary schoolOne in six of the

world’s people is aged between 15-24-years-old

Six in ten Sub-saharan Africans are under 25 years old

One in eight young people is unemployed

Goal 5: Gender parity and equality In 17 countries, there are fewer than 9 girls in primary

school for every 10 boys. Boys are disadvantaged in over half the 97 countries

that have not achieved gender parity in secondary school.

Goal 6: Quality of education Of 650 million children of primary-school age, at least

250 million could be failing to read or count. In 33 countries, less than three-quarters of primary

school teachers were trained to the national standard.

Progress towards EFA is stagnating

Secretary General’s Report Sep 2013

86. Provide quality education and lifelong learning. Young people should be able to receive high-quality education and learning, from early childhood development to post-primary schooling, including not only formal schooling but also life skills and vocational education and training.

And adults?

Context 1

On the one hand:fiscal restructuringclimate change and increasingly extreme

weatheraccelerating inequalityfood, energy, water shortagespersistent conflictshuman rights violationsweakening authority of nation statesgrowing power of transnational corporations

Context 2

On the other hand:rising life expectancyimproved living standards for manypotential arising from technological

innovationimproved communicationsrecognition that growth is not enough – and

that well-being matters

The Defenders of the Oppressed popular educators’ view

The earthquake did not destroy Haiti. It is, preferably, poor environmental management, a lack of public policy planning on the part of the State which is the basis of this painful experience. The disaster that struck Haiti is not only natural but also social and political.

Methodology

We use popular education methodologies in our free legal defense work and ensure that those we serve are full actors in the whole process. We work along with the victims and/or beneficiaries to develop theories of solidarity work that are appropriate and effective. After four months of formations than we will celebrate in march , our participants will have the grade of : Popular lawyers

Boal and the Theatre of the Oppressed

Typhoon Haiyan

Training and development needs/obligations

Spare timePart-timeFull time

Self-organised?Learner owned/driven?

Adults turn to education at a time of change: To understand what is going on To adapt to it To shape it

Raymond Williams