EAEA’s Angeliki Giannakopoulou: “We must reshape unjust systems, not merely endure them”
“In digital environments, the goal of resilience should not be to produce individuals better equipped to survive broken systems, but communities able to reshape them,” writes Angeliki Giannakopoulou in her Speakers’ Corner column, produced with the European Association for the Education of Adults.
Tomas Rosengren: How folk high schools strengthen societal resilience
Non-formal adult education has played a crucial role in strengthening societal resilience in the Nordic countries – and is now more essential than ever, says Tomas Rosengren of the Swedish Teachers’ Union. In his view, teachers’ most important role is to help learners see the broader context of any subject.
RELA editors: Journals face ‘massive overproduction’ of academic articles
Amid growing pressures in academic publishing, what does it take to create an engaging and diverse journal in adult education? RELA co-editors Fergal Finnegan and António Fragoso reflect on the challenges and opportunities – and why they remain hopeful.
Dearbháil Lawless: “Non-formal adult education puts learners at the heart of resilience”
The learner’s voice must be the central guide in non-formal adult education as it aims to bolster societal resilience, says Dearbháil Lawless. She leads Ireland’s National Adult Learning Organisation (AONTAS), which embeds adult learners’ voices into every stage of its activities.
EDITORIAL Paul Stanistreet: “We need resilient communities, not just resilient workers”
Current adult education policies focus on individual labour market resilience, often overlooking wider societal responsibilities. In this editorial, ELM Editorial Board member Paul Stanistreet calls for a shift towards collective resilience that supports democratic problem-solving.
Lana Konstantinović: “We must participate in discussions that shape change”
“Adult educators must be able to analyse concepts and defend their views,” says Lana Konstantinović, a master’s student at the University of Belgrade. She emphasises that real educational progress also requires patience. “Young voices” is a new series highlighting the perspectives of the next generation shaping adult education across Europe.
Trustworthy validation of qualifications for labour market needs
Over the past decade, the Swedish Qualifications Framework for Lifelong Learning has enabled thousands to earn non-formal qualifications in fields from forestry to hairdressing. Trustworthiness is built into the system, explains Anna Kahlson of the National Agency for Higher Vocational Education.
Tommaso Caraccioli: “Adult educators need visibility and recognition”
Our “Meet the board” series introduces the members of ELM Magazine’s editorial board. Our new member, Tommaso Caraccioli from the University of Würzburg, emphasises the value of exchanging knowledge and experiences among educators.
Alex Stevenson on England’s PIAAC results: Low-skilled adults are falling behind
A closer look at the 2023 PIAAC results on adult skills in England shows that the progress since 2013 has largely been among so-called high achievers. Low-skilled adults are being left behind, warns Alex Stevenson of the Learning and Work Institute.
I argue: Climate education must be prioritised in schools and communities
“Climate action competence is not only hope-inspiring but also develops professional agency in head teachers and teachers,” writes Claudia Gillberg of Jönköping University in ELM’s “I argue” series.
