Shalini Singh, PhD. is Adjunct Professor at the University of Science & Technology, Meghalaya, India and Policy Analyst at the Center for Policy Analysis, India. As a Visiting Researcher at the Helmut Schmidt University of the Federal Armed Forces, Germany and Senior Fellow at the International Institute for Adult & Lifelong Education, India, her research interests include resource mobilisation for the education of adults, employability, international organisations, policy analysis and comparative studies. As a senior consultant for PLC Advocates, India, she works for the Prevention of Sexual Harassment at Workplace.
- 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 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.
For more information about the comparative group have a look at our programme!
SINGH, S./MOLINA-NAAR, M./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./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.
SINGH, S./SCHMIDT-LAUFF, S./EHLERS S. (2022). Transitions from adult education sectors to lifelong learning systems: A Comparative study from Denmark, Germany and the European Education Area. In A. Grotlüschen, B. Käpplinger, G. Mlozberger, & S. Schmidt-Lauff (Eds.). Adult education in international perspectives: Limits and Opportunities. DGfE