Adult Education is Public Responsibility

While inaugurating the 13th Adult Education Conference of Germany on May 12, 2011, the German Federal President Honâble Christian Wuff called upon the policy-makers in the country, and the European Union, to provide greater visibility, centrality and resources to adult education within the framework of lifelong learning. Calling Adult Education as a public responsibility, the President of DVV (association of adult education in Germany) Dr Rita Sussmuth made a fervent appeal to promote and strengthen adult education centres in every village and city of the country.

This remarkable conference brought together in Berlin nearly 1400 practitioners of adult education from Germany, and another 100 from around the world. The dialogues focused on adult education for cultural and social integration, active citizenship for vibrant democracy, global warming and climate change and emerging trends in globalization.

HRH Princess Laurentien of the Netherlands spoke passionately about the importance of literacy worldwide, specially for women and girls, and including the Netherlands where nearly 25% of the adult population is functionally illiterate. The Education Minister of Germany emphasized the significance of ‘education for allâ in Germany itself, where nearly 14% (7.5 million) adults are functionally illiterate. Dr Rajesh Tandon dwelt on the importance of education for those living and working in informal settlements and sectors of economy, since they constitute nearly half the population in many developing countries.

The most telling conversation that the above conference provoked focused upon the integrative and socializing roles of adult education; it was argued that social inclusion, mutual respect for diversity and values of peaceful co-habitation are best learnt in such adult education centres which bring people together to educate themselves. However, outside the European Union (and some countries like Germany), the national governments in general, and educational ministries in particular, do not necessarily have a comprehensive perspective on the contributions of adult education beyond its narrow functional aspects (literacy, vocational/employable skills, etc.). It can be argued that societal tensions and conflicts can be understood and initially addressed through such educational opportunities. It can further be argued that building and nurturance of social capital can be supported through such community education centres which become a place for encounters of ideas and perspectives. Such education centres can also be the nurturing grounds for democracy and civil society.

As economic development pushes ahead in the Asian region, governments have been largely ‘ignoringâ adult education from their investment plans. On the other hand, private sector is investing in in-service and continuing education of workers and employees in order to enhance productivity. In this sense, lifelong learning is taking place, primarily driven by the needs of the economy, not the demands of the society. Vocational education programmes are mushrooming (even in Cambodia and Afghanistan) in trades (plumbing, electrician, carpentry, machining, masonry, etc) and professions (IT, accountancy, business, hospitality, etc). But, attention to such competencies as social inclusion and development, gender justice, youth leadership, community education, personal care, child protection, etc is largely lacking in these privately funded adult education programmes and courses.

This is precisely the responsibility for public investment in adult education; municipalities and governments can create frameworks for resources while civil society (non-profit) entities can design and conduct such programmes and centres. This used to be the vision of community education centres in many Asian societies; but that vision has become blurred and investment has dried up these days.

As dramatic socio-economic shifts are taking place in Asia these days, may be time is opportune to renew those commitments and to revitalise such community education centres throughout the region. This may require courage from adult educators, which may generate appetite for risk-taking amongst our policy-makers.

Rajesh Tandon
May 20, 2011