[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593019-105":59,"doc-detail-593019-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","lessons-from-the-covid-19-pandemic-for-lifelong-learning","Lessons from the COVID-19 pandemic for lifelong learning","","The article examines how group behaviours influence contagion risk and argues that effective pandemic countermeasures require strong commitments to information dissemination and adult learning to support behaviour change. Framed by the United Nations Sustainable Development Goals and disaster risk reduction priorities, it calls for government investment in adult education for health prevention, awareness, and resilience across future pandemics and national disasters. It emphasizes literacy and numeracy as foundational capabilities for citizens to access and act on vital guidance.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lessons-from-the-covid-19-pandemic-for-lifelong-learning/593019/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lessons-from-the-covid-19-pandemic-for-lifelong-learning/593019.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How do group behaviours relate to the risk of contagion in the paper?","Question",{"text":111,"@type":112},"The paper focuses on group behaviours in relation to contagion risk, arguing that pandemic responses must account for behaviour change.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What strategy does the paper propose to combat the pandemic?",{"text":116,"@type":112},"It argues that successful attempts to combat the pandemic must include strong information dissemination and training for populations to encourage necessary behaviour change.",{"name":118,"@type":109,"acceptedAnswer":119},"Why does the paper emphasize literacy and numeracy during pandemics or disasters?",{"text":120,"@type":112},"It states that populations must have at least basic literacy and numeracy to receive and act on vital information, enabling greater resilience.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},593019,1792079445,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 61, Number 2, July 2021  \nLessons from the COVID-19 pandemic for lifelong learning  \nHenrique Lopes  \nCatholic University of Portugal Veronica Irene McKay University of South Africa  \nAfter more than a year of living with the COVID-19 pandemic, much experience has been accumulated by countries around the world. There have been many failures, and there have been some things that have gone well. Adult learning and education in some form has played a significant role in public health since, without the ongoing continuing educational interventions mainly via the mass media, the number of doctors and hospital beds would likely have been insufficient.  \nIn this paper we focus on the role of group behaviours in relation to the risk of contagion and we argue that any attempts to define a strategy to combat the pandemic must include a strong commitment to information dissemination and to the training of the populations in order to encourage behaviour change necessary to mitigate the spread of the virus.  \nAgainst the backdrop of the United Nations Sustainable Development Goals, this article argues for commitment by governments to use adult  \n124 Henrique Lopes & Veronica Irene McKay  \nlearning and education as a tool for health prevention and health awareness and to prepare populations for whatever pandemics and national disasters that might emerge in the twenty-first century, the“century of pandemics”. We therefore argue that populations must have at least a basic level of literacy and numeracy as foundational skills essential for enabling citizens to receive and act on vital information during a pandemic or disaster in order to engender greater resiliencei.  \nKeywords: COVID-19; adult education; lifelong learning; health literacy; Sustainable Development Goals; disaster; resilience  \nIntroduction  \nTwo significant global agreements were concluded in 2015, both with a lifespan from 2015 to 2030. The first is the United Nations (2015a) agenda for Sustainable Development with its 17 integrated goals,  \neach of which is linked with a number of sub-goals. The second is the Sendaiii Framework for Disaster Risk Reduction (United Nations 2015b) which is intended to focus on the increasing frequency and intensity of disasters that impede progress towards sustainable development, and which calls for a people-centred “disaster response, rehabilitation and reconstruction, and to use post-disaster recovery and reconstruction to‘Build Back Better’”(United Nations 2015b, p. 7) .  \nThis article focuses on the interface of the Sustainable Development Goals (SDGs), disaster management and lifelong learning (LLL), arguing that adult learning and education (ALE) are essential tools in the disaster management toolkit and points to their role in community learning as engendering collective agency and resilience.  \nThe guiding principles in the disaster management framework rely on the participation of communities and also on increasing public education and awareness of disaster risk which in turn rely on the use of existing formal and non-formal education learning to promote a culture of disaster resilience and to generate an understanding of disaster risk, support and mutual learning.  \nWorldwide, the COVID-19 pandemic has set health services and national economies under stress, resulting in national disruption within a few months. In many westernised countries, such as in Europe (OECD/  \nLessons from the COVID-19 pandemic for lifelong learning 125  \nEuropean Union, 2020) and the Americas (Blumenthal, Fowler, Abrams,& Collins, 2020), the health services have been driven to deplete human, technological and financial resources with developing countries showing all the fault lines of their fragile health and social infrastructure.  \nThe extent of the pandemic as a social disaster is well documented. Over two million people have officially died ofCOVID-19, and more than  \n100 million have been formally diagnosed ([","cbCaikdf66XPL9ay","https://ap.wps.com/l/cbCaikdf66XPL9ay","pdf",168103,27,"English","# Introduction\n## Sustainable Development Goals, disaster risk reduction, and lifelong learning\n## COVID-19 impacts on health services, economies, and societies\n## Adult learning as a tool for resilience and health awareness","[{\"question\":\"How do group behaviours relate to the risk of contagion in the paper?\",\"answer\":\"The paper focuses on group behaviours in relation to contagion risk, arguing that pandemic responses must account for behaviour change.\"},{\"question\":\"What strategy does the paper propose to combat the pandemic?\",\"answer\":\"It argues that successful attempts to combat the pandemic must include strong information dissemination and training for populations to encourage necessary behaviour change.\"},{\"question\":\"Why does the paper emphasize literacy and numeracy during pandemics or disasters?\",\"answer\":\"It states that populations must have at least basic literacy and numeracy to receive and act on vital information, enabling greater resilience.\"}]","Lessons from the COVID-19 pandemic for lifelong learning | PDF",1792076417,68]