Adult Education Academy

Dr. Shalini Singh

Shalini Singh, PhD. is Director at the Center for Lifelong Learning, University of Science & Technology, Meghalaya, India and Policy Analyst at the Center for Policy Analysis, India. Currently, she is a Visiting Researcher at the Helmut Schmidt University of the Federal Armed Forces.  As a senior consultant for PLC Advocates, India, she works for the Prevention of Sexual Harassment at Workplace. 

  • resource mobilisation for the education of adults
  • employability 
  • education and lifelong learning policies of international organnisations
  • policy analysis
  • comparative studies

CG 2: Transitions from Sectors of Adult Education to Systems of Lifelong Learning

Co-Moderators: Dr. Paed. Søren EhlersDr. Séamus Ó Tuama

Despite the commitment of most countries to provide lifelong learning opportunities to everyone as part of the Sustainable Development Goal 4 and UNESCO’s call for declaring lifelong learning a right for everyone, lifelong learning remains far from becoming a reality in most parts of the world. Its realisation requires an integration of education sectors (from early childhood to adults), education settings (formal, non-formal and informal), and policy areas beyond education to place the individual learner at the centre of everything with capabilities and conditions to learn throughout life. In most lifelong learning policies and initiatives, this idea is not reflected, especially when they are restricted to outcomes like enhancing the employability and productivity of the working age population. Still, most countries claim to be moving towards achieving Lifelong Learning for All in the long run and have been inducing policy change in favour of their own interpretations about lifelong learning.

Focusing on adults as the target group, this group work aims to develop participants’ understanding of

1) the differences between policies and concepts of adult education, adult learning, and lifelong learning;

2) prospects and challenges associated with the policy change from adult education to adult learning and lifelong learning;

3) consequences of such changes or avoidance of changes in policies for adult learners. Methodologically, participants will develop an understanding of the difference between policy terms, scientific concepts, professional ideas and practices regarding adult education, adult learning and lifelong learning and use them comparatively for analysing policies.

SINGH, S., SCHMIDT-LAUFF, S. & EHLERS, S. (2022). Transitions from adult education sectors to lifelong learning systems: A Comparative Study from Denmark, Switzerland, Germany and the European Education Area (S. 97 – 112). In. A. Grotlüschen, B. Käpplinger, G. Molzberger  & S. Schmidt-Lauff (Eds.). Erwachsenenbildung in internationalen Perspektiven: Grenzen und Chancen. Leverkusen: Verlag Barbara Budrich.

MIKULEC, B., SINGH, S., SCHILLER, J., BALAPPAGARI, D. & TIRMIZE, S. (2022). Toward Convergence or Divergence of Adult Learning and Education Policies? The Case of Recognition of Prior Learning in Germany and India. Sisyphus, 10(2): 37-60.

SINGH, S., MOLINA-NAAR, M. & EHLERS, S.(2020). Policies for Professionalisation in Adult Learning and Education: A Comparative Study from India, Colombia and Denmark. Andragogical 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 R. Egetenmeyer and V. Boffo (Eds.) International and Comparative Studies in Adult and Continuing Education, Firenze University Press: Florence.

SINGH, S. (2020). International large-scale assessments, the Global Alliance to Monitor Learning (GAML) and adult education systems. Zeitschrift für Weiterbildungsforschung 43, pp. 275–289.

SINGH, S. (2020). From Global North-South Divide to Sustainability: Shifting Policy Frameworks for International Development and Education. International and Multidisciplinary Journal for Social Sciences 9(1) pp. 76-102.



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