Séamus Ó Tuama is Director of Adult Continuing Education and an academic in the School of Government & Politics at University College Cork, Ireland. He is Chair of the ASEM Education and Research Hub for Lifelong Learning, an official network on lifelong learning research an official programme of ASEM. He sits on the Advisory Group for Universities’ Contributions to lifelong learning led by UNESCO Institute for Lifelong Learning and Shanghai Open University. He is a member of the Singapore Workforce Development Applied Research Fund Expert Review Panel, the Editorial Board of Journal of Continuing Higher Education, Cork UNESCO learning city steering group, the Board of the Higher Education Research Centre, Dublin City University, the George Moore Scholars (Ireland Funds) panel and is an External Examiner at Trinity College Dublin. He is a member of the International Adult and Continuing Education Hall of Fame. He evaluates research for the European Commission and national agencies. He publishes, lectures, leads workshop and gives keynotes across the globe. His poetry formed the lyrical basis for the composition A Human Race–Nine Vocal Sagas, composed by Tamar Putkaradze, first performed at Tbilisi Vano Sarajishvili State Conservatoire in 2019. He contributes a weekly column to the Irish Examiner newspaper.
Ó Tuama, S. (2022). Taking Forward Perspectives on Reflexivity in Learning: Five Capitals. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-67930-9_13-1
Ó Tuama, S. (2020) Learning Neighbourhoods: Lifelong learning, Community and Sustainability in Cork Learning City. Andragoška spoznanja/Studies in Adult Education and Learning, 2020, 26(1), 53-65. DOI: http://dx.doi.org/10.4312/as.26.1.53-65
Ó Tuama, S. (2019). Community-Engaged Universities: Approaches and Context. Adult Learning, 30(3), 95-98. doi:10.1177/1045159519853804
Johnson, M., Danvers, E., Hinton-Smith, T., Atkinson, K., Bowden, G., Foster, J., .Ó Tuama, S. . . Williams, S. (2019). Higher Education Outreach: Examining Key Challenges for Academics. British Journal of Educational Studies, 67(4), 469-491. doi:10.1080/00071005.2019.1572101
O'Sullivan, S., O'Tuama, S., & Kenny, L. (2017). Universities as key responders to education inequality. Global Discourse, 7(4), 527. doi:10.1080/23269995.2017.1400902
Ó Tuama, S., Fitzgerald, H., Sandmann, L. and Votruba, J, (2017)’Engaged Universities: Beneficial Exchanges’ in International Compendium of Adult & Continuing Education Vol 4. A. Knox, S. Conceição, and L Martin (Eds). Sterling, VA. Stylus Publishing.
Ó Tuama, S. (2016) ‘Adult education and reflexive activation: prioritizing recognition, respect, dignity and capital accumulation. European Journal for Research on the Education and Learning of Adults, 7 (1)107-118. DOI 10.3384/rela.2000-7426.rela0172
Ó Tuama, S. (2012) ‘Prospects for Constitutional Democracy in Ireland’ in Carolan, E. (Ed) The Constitution of Ireland: Perspectives and Prospects. London: Bloomsbury.
Buckley, J., and Ó Tuama, S. (2012) ‘Commercio locale come opzione verde’, in Marino Cavallo, Piergiorgio Degli Esposti, Kostas Konstantinou (Eds) Green marketing per le aree industriali: Metodologie, strumenti e pratiche. Milan: Franco Angeli. 61-73.
Ó Tuama, S. (2011) ‘Revisiting the Irish Constitution and De Valera’s Grand Vision’ Irish Journal of Legal Studies, 2 (2) 54-87.
Buckley, J. and O Tuama, S. (2010) 'I send the wife to the doctor: Men’s behaviour as health consumers'. International Journal of Consumer Studies, 34: 587-595
Gaetz, S. and Ó Tuama, S. (2010) 'Outside the Rights Wall: youth homelessness and the denial of respect and human rights' in Besosa, M. et al (Eds.). Walls, Fences, Borders, and Boundaries: Essays on Social Exclusion, Inclusion and Integration. Dubuque: Kendall Hunt Publishing Company.
Ó Tuama, S. (2009) 'Rights, Recognition and Contingency: opening a discussion on a right to have rights' in: Ó Tuama, S. (ed.). Critical Turns in Critical Theory: New Directions in Social and Political Thought. London: IB Tauris.
CG 2: Resource mobilisation for the education of adults
Resource mobilisation is a key factor in implementing policies. Without this, the education of adults cannot become a reality. Different contexts have different challenges in mobilising resources for the education of adults. Apart from the contextual factors, the sustainability agenda manifested as Sustainable Development Goals (SDGs) and policy recommendations from key international organisations have played a major role in shaping these policies. Across-contextual comparison will provide insights to understand the challenges against the mobilisation of resources for the education and the way they have been and can be (based on policy recommendations of key international organisations) addressed in different contexts. The group work will focus on policies for determining how to mobilise resources for the education of adults, who pays when, for what, for whom, why and how.
After the group work, the participants will be able to understand how the resources for the education of adults can be mobilised, what are the challenges against doing so and how they can contribute to research regarding the same in their contexts. They will learn how to understand contexts under than theirs’; the challenges of understanding and interpretation due to per-conceived paradigms and being embedded in a certain context; compare vertically and horizontally and to address the challenges of studying and comparing ‘other’ contexts than theirs. Further, they will learn how to analyse policies in-depth, how to interpret policy documents (non-scientific sources) in a scientific way for research and become aware of the challenges and solutions for doing the same.