people and planet

22
LIFELONG LEARNING AS
A FACTOR CONTRIBUTING
ACROSS THE SDGS
Fulfilling the SDG agenda will require a massive and rapid
transformation. As formal schooling systems receive
most of the attention, behaviour change – crucial for
achieving SDGs – appears to be neglected. Thus, despite
the reference in the SDG 4 goal formulation, the critical
role of adult education and learning has been overlooked
in the other targets.
How can mortality from
non-communicable
As formal schooling
diseases be reduced
receives most of the by one-third in 15
attention for achieving years unless adults
drastically change
the SDGs, behaviour
behaviours related
change and the critical to the consumption
role of adult education of food, alcohol and
tobacco? How will the
and learning have
number of deaths and
been overlooked
injuries from traffic
accidents be halved
without dramatic
changes in road behaviour? How will equal opportunities
for leadership at all levels of decision-making in
political, economic and public life be enhanced unless
stereotypical attitudes are challenged? And how will
food and general waste be substantially reduced in the
context of today’s consumerism?
For such changes to take place in such a short period of
time, campaigns with an active education component
will be necessary. This is where the intersectoral nature
of the new agenda will come to full force but also
where various facets of adult education and learning
opportunities will need to be explored and monitored.
For some people, the learning programmes expressed
or implied in the other SDGs tend not to be seen as
‘education’ but as ‘extension’ programmes in health,
agriculture, skills development, environmental
management, citizenship or community development.
While they are not regarded as the responsibility of
ministries of education, this by no means suggests they
should be neglected.
2016 • GLOBAL EDUCATION MONITORING REPORT 373