Shalini Singh, PhD is a Senior Research Fellow at the International Institute for Adult & Lifelong Education, India. She also works as a Policy Analyst for the Centre of Policy Analysis, India and as a Senior consultant for PLC Advocates, India. Currently, she is a Visiting Researcher and Lecturer at the Helmut Schmidt University, Germany. She is a volunteer for assisting victims of Sexual Harassment at Workplace. She has been primarily engaged in research and teaching in Denmark, Germany, Slovenia and India.
- resource mobilisation in lifelong learning
- international large scale assessments
- adult and lifelong learning
- education policies of international organnisations
- policy analysis
- comparative studies
- education for development and development education
CG 1: Resource mobilisation for lifelong learning under the sustainability framework
Several stakeholders complain about limited, insufficient and decresing resources for Adult Education (AE), Adult Learning (AL) and Lifelong Learning (LLL) initiatives in general, and during crisis situations (like Covid-19) in particular. Relying on resource allocation where the control is political (based on compromises rather than scientific evidence or humaitarian conerns) makes AE, AL and LLL initiatives vulnerable in the long run. In contexts where AE, AL and LLL initiatives are given lower priority for various reasons, merely their continuity becomes a challenge , leave aside the expansion of their scope and enhancement of their quality. The adoption of the sustainability framework for policies (and thereby resource allocation) globally, characterised by a focus on balanced economic growth and measurement of outcomes in terms of their contribution to the same in the post 2015-period, has further created barriers in securing a smooth flow of resources for AE, AL and LLL. Thereby, exploring the possinilities for resource mobilisation becomes crucial for the AE, AL and LLL stakeholders. Key international organisations including the OECD, the ILO, the UN and its Angencies and the World Bank Group have provided recommendations for resource mobilisation in several policy areas including education. How relevant and sustainable are such recommendations in national contexts? This group intends to do comparative research on resource mobilisation for AE, AL and LLL and develop the capability among participants to understand the challenges and possibilities for resource mobilisation for Adult Education, Adult Learning and Lifelong Learning globally under the sustainability framework.
For more information about the comparative group have a look at our programme!
- SINGH, S., MOLINA-NAAR, M., AND EHLERS, S. (2020): Policies for Professionalisation in Adult Learning and Education: ACompa ative Study from India, Colombia and Denmark 4Andragogical Studies 2020(2): 33-61.
- SINGH S. AND EHLERS S. (2020): Employability as a Global Norm: Comparative Study of Transnational Employability Policies from OECD, World Bank Group, UNESCO and ILO. In Egetenmeyer, R. and Boffo, V. (Eds.) International and Comparative Studies in Adult and Continuing Education, Firenze University Press: Florence: 131-147.
- SINGH, S. (2020): International large-scale assessments, the Global Alliance to Monitor Learning (GAML) and adult education systems. Zeitschrift für Weiterbildungsforschung, 43: 275–289.
- SINGH, S. (2020): From Global North-South Divide to Sustainability: ShiftingPolicy Frameworks for International Development and Education.International and Multidisciplinary Journal for Social Sciences9(1): 76-102.