UNESCO,the Faure Report,the Delors Report,and the Political Utopia of Lifelong Learning     

Maren Elfert 《European Journal of Education》2015,50(1):88-100

Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.  相似文献   

Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education?     

Elfert  Maren 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):537-556

International Review of Education - This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education...  相似文献   

Six decades of educational multilateralism in a globalising world: The history of the UNESCO Institute in Hamburg     

Maren Elfert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):263-287

Created in 1945 as a specialised agency of the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO) was given, among other mandates, the task of reconstructing education systems devastated during the Second World War. UNESCO, in turn, and after some debate about an engagement in Germany, founded the UNESCO Institute for Education (UIE) in Hamburg in 1952. This paper traces the development of an institute which was founded to contribute to social renewal in war-torn Germany and Europe, functioned as a mediator between Western and Eastern countries during the Cold War and later shifted its geographical focus to developing countries. The institute was instrumental in conceptualising lifelong learning as a global educational paradigm, as well as in shaping the shift from education to learning and the concept of literacy as a “continuum”. The author is particularly interested in the nature of the institute’s niche which secured its survival in the uncertain domain of educational multilateralism in the past six decades.  相似文献