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He links past optimism for mass literacy campaigns to the later narrowing of global policy attention, and highlights the internet’s role in tighter global networks and UNESCO’s lifelong learning conferences, including milestones such as Hamburg and CONFINTEA 6.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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key challenge does the International Council for Adult Education face?","Question",{"text":62,"@type":63},"Despite global coordination, national members often have fragile finances, and the Council struggles to secure secure funders for its international advocacy work.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the author view UNESCO conferences in relation to lifelong learning?",{"text":67,"@type":63},"He argues there has been no initiative more important for securing recognition of lifelong learning than UNESCO’s global conferences, which have defended adult education and linked it to other social policy goals.",{"name":69,"@type":60,"acceptedAnswer":70},"What change in adult learning advocacy does the author describe from the 1960s to later decades?",{"text":71,"@type":63},"He contrasts an earlier era before cost-benefit analysis with later arguments to government and funders based on measurable economic and health 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years on  \nAlan Tuckett  \nChief Executive, National Institute of Adult Continuing Education, UK and Treasurer of the International Council of Adult Education  \nLooking back fifty years is a salutary experience. There is a sense that everything changes, and everything stays the same. Whilst we now have a global non-government organisation to support national bodies in the field of adult learning, most of the national members have a fragile financial base, and the International Council for Adult Education struggles to find secure funders for its global advocacy work. If the profession of adult education has grown dramatically since the 1960s, it feels in too many countries as though it is now well past its zenith, with the optimism of mass literacy campaigns in the 1970s and 1980s giving way to the narrow focus of the Millennium Development Goals—where you look in vain for the explicit recognition of the role of adult education.  \nStill, we are here, and carry on working together. The development of the internet has made possible global networks of a more intimate  \nNational and international associations… 50 years on 593  \nkind. The Bretton Woods architecture may have privileged the interests of affluent countries and of capital but the explosion of creativity that characterises the World Social Forum surely shows that‘another world is possible’.  \nBack in 1961, in its first year the Australian Journal ofAdult Education published a paper by my predecessor bar one, Edward Hutchinson, who was then Secretary of the National Institute of Adult Education (the nomenclature has changed) on ‘The International Importance of a National Association’. He was writing to celebrate the creation of an Australian Association, and offered modest, practical advice on how to deal with the international dimensions of the work. There was then, little global advice to draw on. There were international federations of Workers’ Educational Associations and of country women’s bodies. There were hints that university adult educators and residential folk high schools might get together, but there had been nothing like the World Council of Adult Education since its demise in 1947.  \nHutchinson noted, a little grudgingly, that in the same year, 1947,‘the microcosm of an international agency has again existed in the Adult Education section of the Education Department of UNESCO, but the comparative indifference of governments has meant that the section has had a low esteem as judged by budgetary appropriations and consequently by its staffing and range of action’. Yet he was writing just a year after the second in the sequence of global conferences that UNESCO has mounted every dozen years or so since the late 1940s, just as this piece is written a year after the latest, CONFINTEA 6, took place in Belem at the mouth of the Amazon in Brazil. There has been, in my view, no initiative of greater importance in securing a recognition of the importance of lifelong learning than the global UNESCO conferences—most memorably perhaps the 1997 event at Hamburg, where under Paul Belanger’s guidance, UNESCO recognised not only the value of adult education as a thing to be  \n594 Alan Tuckett  \ncelebrated and defended for itself, but also its powerful role as a catalyst in the achievement of other social policy goals.  \nThere seemed little likelihood at the beginning of the sixties that the global movement could sustain an international organisation. Hutchinson reported the barriers to the creation of a world association, discussed by participants at the Montreal UNESCO conference.‘It is the typical hen and egg situation—without large funds pre-committed, no justifying activity is possible; without previous evidence of usefulness, no one is in fact likely to commit funds at all, and certainly not on the scale required to make formal organization viable’. From","cbCaivtBLutqZAai","https://ap.wps.com/l/cbCaivtBLutqZAai","pdf",99943,"English","# National and international associations\n## 50 years on\n## Financial fragility and global advocacy\n## UNESCO conferences and lifelong learning\n## Technology-enabled collaboration\n## Evidence for measurable benefits","[{\"question\":\"What key challenge does the International Council for Adult Education face?\",\"answer\":\"Despite global coordination, national members often have fragile finances, and the Council struggles to secure secure funders for its international advocacy work.\"},{\"question\":\"How does the author view UNESCO conferences in relation to lifelong learning?\",\"answer\":\"He argues there has been no initiative more important for securing recognition of lifelong learning than UNESCO’s global conferences, which have defended adult education and linked it to other social policy goals.\"},{\"question\":\"What change in adult learning advocacy does the author describe from the 1960s to later decades?\",\"answer\":\"He contrasts an earlier era before cost-benefit analysis with later arguments to government and funders based on measurable economic and health benefits.\"}]","Australian Journal of Adult Learning - Volume 50, Number 3 - National and International Associations 50 Years On | PDF",1792079213,13]