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.
Highlights
The purpose of this paper is to reconceptualize Education for All (EFA) in the context of Education for Sustainable Development
Jomtien (1990), using the epistemological lenses based on Coombe‘s (1974) [1] definition of formal, non-formal, and informal education and Fullan‘s (2008) [2] theories of educational transformation, renewed approaches to educational innovation and development emerge
The link between education and development will be briefly described and some key critical EFA discourses relevant in this context will be highlighted in a developmental context in order to further elaborate on the need for transformation and change given the educational landscape towards 2015
Summary
The purpose of this paper is to reconceptualize Education for All (EFA) in the context of Education for Sustainable Development. The link between education and development will be briefly described and some key critical EFA discourses relevant in this context will be highlighted in a developmental context in order to further elaborate on the need for transformation and change given the educational landscape towards 2015. One assumption is that education cuts across what Saha and Fägerlind [6] identify as three important development dimensions, the economic, the cultural-ideological and the political Based upon these assumptions, the importance of education as a means for development will be discussed as some of the main challenges. The paper will, in the following, address some of the main challenges that global strategies are facing by highlighting some of the global EFA discourses more than two decades after the launch of The World Declaration on Education for All, Doyle [9]
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