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Tarrou had just reflected on how each one of us “has the plague within”(p. 207). It is wearying to be plague-stricken, he says, and this is why “everybody in the world to-day looks so tired; everyone is more or less sick of plague”(p. 207) .  \nAll I maintain is that on this earth there are pestilences and there are victims, and it’s up to us, so far as possible, not to join forces with the pestilences. (Camus, 1960, p. 207)  \nI see pestilences, as I think Camus does, as a metaphor for what is happening in the world. It is difficult to make any comment about our world without referring to Iraq, the mistreatment of prisoners, the motivation of the United States in being there especially having found no weapons of mass destruction. There are pestilences nearer home too–persistent poverty, scandals and corruption.  \nWhat has this to do with adult education? It has to do with the role of adult education in a democratic society; with what we mean by adult learning and what we teach as adult educators. How to be an active and critical citizen has tobe learned.  \nI want to look atthe state of adult education in Ireland. I am suggesting that the state here means both the condition in which we now find adult education and the role of the Irish State in adult education. I will briefly outline  \n• some recent developments in adult education;  \n• make some critical comments on the state of adult education;  \n• look at the links between the State and the economy and civil society that have important implications for adult education.  \nAdult Education: Recent Developments  \nFollowing the appointment of Adult Education Organisers at the end of the 1970s adult education began to slowly grow and develop. The Murphy Report (Murphy, 1973), the Kenny Report (Kenny, 1983) and more recently the Green Paper (DES, 1998) and White Paper (DES, 2000) all set a more systematic developmental path for adult education. The development of AONTASand NALA as national organisations contributed significantly to the way adult education has developed.  \nThe Government is committed to a major investment in adult education as part of the National Development Plan 2000 to 2006 (Government of Ireland, 1999). People’s skills, knowledge and understanding require regular updating and learning throughout life is necessary to ensure employability, personal fulfilment, inclusion in society and active citizenship. The importance of Lifelong Learning is now established. This government rhetoric fits well with adult educators. Or so it seems.  \nFunding for literacy and community education has been growing since the 1980s but it still remains a modest response in the context of the total education budget. The appointment of Adult Literacy Organisers and of Community Education Facilitators are welcome and important developments. They will go some way toward providing a significant catalyst for the further development of literacy and community education that has been systematically neglected. Any cutbacks in these areas will be seen as promises broken and damage will be done by the on again/off again funding under the pretence that there is a shortfall in public finances.  \nSecond chance education has a number of important and innovative programmes: Vocational Training Opportunities Scheme (VTOS), the Education Equality Initiative (EEI), funding of Senior Traveller Training Centres, the Adult Education Guidance Initiative and Back to Education Initiative.  \nThe BTEI, launched in 2002, has been the most important development in more recent years and is universally seen as an innovative programme that  \nassists adults who left school early, and others, to return to education with subsidised fees. It allows learners combine work and family with a return to learning while retaining Social Welfare entitlements. Its priority is the one million adults with les","cbCaivOHn6DP8DTD","https://ap.wps.com/l/cbCaivOHn6DP8DTD","pdf",384603,"English","# Introduction\n## Adult Education: Recent Developments","[{\"question\":\"文章如何引出成人教育的讨论？\",\"answer\":\"通过对《鼠疫》中“瘟疫”的隐喻进行联想，文章指出世界中的灾难与社会问题需要被主动面对，从而转入成人教育在民主社会中的角色、成人学习的含义以及成人教育工作者应教导的内容。\"},{\"question\":\"文中提到爱尔兰成人教育“国家状态”的含义是什么？\",\"answer\":\"“州/国家状态”同时指成人教育当前所处的条件，以及爱尔兰国家在成人教育中的作用。\"},{\"question\":\"BTEI被认为的重要发展点有哪些？\",\"answer\":\"文中指出BTEI于2002年启动，被普遍视为创新项目，帮助中途离校的成人及其他人以补贴学费重返教育，同时使学习者在兼顾工作与家庭的情况下保留社会福利资格。\"}]","The State of Adult Education - Introduction | PDF",1792067000,23]