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The article explains how youth and adult education communities use consultation and dialogue to strengthen participation and align expectations with decision-making in adult education policy advocacy. It frames education as a human right through availability, accessibility, acceptability, and adaptability dimensions, and emphasizes pluralistic civil society action. It also highlights the need for genuinely participatory public debates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-community-dialogue-towards-building-a-policy-agenda-for-adult-education-reflections-drawn-from-experience/599611/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-community-dialogue-towards-building-a-policy-agenda-for-adult-education-reflections-drawn-from-experience/599611.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the “Amplifying Voices” initiative?","Question",{"text":112,"@type":113},"It promotes consultation and dialogue in youth and adult education communities to strengthen participation and connect expectations to adult education policy decision-making.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define the right to education?",{"text":117,"@type":113},"It describes education as a fundamental human right with dimensions including availability, accessibility, acceptability, and adaptability.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article stress participation in education policy debates?",{"text":121,"@type":113},"It argues that members of education communities should be recognized as main actors for consultation, and that their perceptions should shape a collective education policy agenda.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599611,1792889972,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Education Community Dialogue towards Building a Policy Agenda for Adult Education:  \nReflections Drawn from Experience  \nTatiana Lotierzo Hirano  \nLatin American Campaign for the Right to Education  \nGiovanna Modé Magalhães  \nLatin American Campaign for the Right to Education  \nCamilla Croso  \nLatin American Campaign for the Right to  \nEducation  \nLaura Giannecchini  \nLatin American Campaign for the Right to Education  \nFabíola Munhoz  \nLatin American Campaign for the Right to Education  \nIn this article, we share the experience of the “Amplifying Voices” initiative.  \nHeld by the Latin American Campaign for the Right to Education (CLADE) within the scope of public policy advocacy, “Amplifying Voices” applies the principles of consultation and dialogue in youth and adult education communities, aiming at a stronger connection between expectations and decision making processes with regards to adult education policies. Over the past two years, this initiative has promoted listening and attentive dialogue in order to strengthen participation and affirm the importance of actors’voices in shaping policy and promoting social change.  \n“It is not in silence that [people] make themselves, rather it is in their words, their work, their action-reflection.”(Paulo Freire, 1980, p. 78)  \nIn this article, we share some thoughts on the Latin American Campaign for the Right to Education’s (CLADE) experience with consultation and dialogue in education communities, within the scope of public policy advocacy. We focus on the case of the “Amplifying Voices”initiative, which aims to provide an open space for critical thinking and dialogue for youth and adult education actors, towards shaping education policy and promoting social change.  \nCLADE is a plural network of civil society organizations acting in the defense and promotion of the right to free public education for all as a responsibility of the State, regarding the dimensions of availability, accessibility, acceptability, adaptability, and accountability. Such commitment implies recognizing education as a fundamental human right and an enabling right that allows for the realization of all other rights. As articulated by Katarina Tomasevski (2005), the right to education includes the following dimensions:  \na) Availability: functioning educational institutions and programmes have to be available in sufficient quantity within the jurisdiction of the State;  \nb) Accessibility: educational institutions and programmes have to be accessible, physically and economically, to everyone, without discrimination, within the jurisdiction of the State;  \nc) Acceptability: the form and substance of education, including curricula and teaching methods, have to be acceptable (e.g., relevant, culturally appropriate, and of good  \nquality) to students and, in appropriate cases, parents; and  \nd) Adaptability: education has to be flexible so it can adapt to the needs of changing societies and communities and respond to the needs of students within their diverse social and cultural settings.  \nFor those involved in the Campaign, the unconditional defense of the human right to education goes hand in hand with efforts for greater participation at all levels of education policy: from its design to the monitoring of its implementation and evaluation. Thus, one of the core premises of the Campaign is “promoting pluralistic and collective action among the diverse members of civil society in the fight for ensuring the right to a public and free education for all”(CLADE, 2010) . The Campaign seeks to involve “boys, girls and youth, adults, non-governmental organizations, teachers unions, education workers ’ associations and social movements” (CLADE, 2010) . According to this perspective, all citizens should have their voices heard and that means that their participation is crucial to relevant political and decision-making processes.  \nRegarding education policy, it is crucial that the right of members of the education com","cbCaioSeMH9VNi3L","https://ap.wps.com/l/cbCaioSeMH9VNi3L","pdf",446971,12,"English","# Overview of the “Amplifying Voices” Initiative\n## Goals and Approach in Youth and Adult Education Communities\n# Education as a Human Right and Policy Dimensions\n## Availability, Accessibility, Acceptability, Adaptability\n# Participation, Democracy, and Agenda Building\n## Inclusive Consultation in Education Policy Debates\n## Amplifying Voices and Social Change","[{\"question\":\"What is the purpose of the “Amplifying Voices” initiative?\",\"answer\":\"It promotes consultation and dialogue in youth and adult education communities to strengthen participation and connect expectations to adult education policy decision-making.\"},{\"question\":\"How does the article define the right to education?\",\"answer\":\"It describes education as a fundamental human right with dimensions including availability, accessibility, acceptability, and adaptability.\"},{\"question\":\"Why does the article stress participation in education policy debates?\",\"answer\":\"It argues that members of education communities should be recognized as main actors for consultation, and that their perceptions should shape a collective education policy agenda.\"}]","Education Community Dialogue towards Building a Policy Agenda for Adult Education - Reflections Drawn from Experience | PDF",1792089110]