The workshop explored the origins, development and current role of the International Council for Adult Education in supporting the right of adults to education, and the achievement of the Sustainable Development Goals. This category 2 conference was established following the end of the Second World War in , when UNESCO member states met in Elsinore, Denmark, to discuss how adult learning and education ALE could help promote world peace and international understanding.
She linked the role of soft policies at global level to the Sustainable Development Goals. Discussions also covered the impact other global bodies played on shaping adult education. PIAAC was discussed along with the World Bank, as a donor and an unrepresentative organisation in the education policy field, particularly in the Global South.
The advocacy work of ICAE at global level is challenging and needs further support in recognition in order to keep adult learning on the International agenda. Prof Tuckett argued that the constant need to emphasise the importance of learner involvement in adult learning policy requires an ongoing commitment and sustained effort from advocacy and policy making organisations.
Folkbuilding featured strongly in the contributions from Sturla and Mats, covering the broader political nature of adult learning and the development of critical skills in non-formal education, which has a deep history in Scandinavia. This topic was also recently discussed at the AONTAS Lifelong Learning Summit by Lene Rachel Anderson, where she sought to situate the development of non-formal education in a historic context, one which sought to engender the development of all members of society, to become fully active, informed, engaged citizens.
The growth and development of these adult learning advocacy networks and organisations therefore have an interlinked history. The expertise of the work of AONTAS in relation to authentic learner voice and community education was also a feature of the presentation.
