Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/110137
Type of publication: Kitos knygos / Other books (K4d)
Field of Science: Edukologija / Education (S007)
Author(s): Bruzgelevičienė, Ramutė;Brandišauskienė, Agnė;Česnavičienė, Jūratė;Nedzinskaitė-Mačiūnienė, Rasa
Title: Lifelong quality education for all : moving towards or away from UNESCO‘s grand vision? A case study of Lithuania
Extent: 30 p
Publishing data: Geneva : IBE
Date: 2020
Note: Series title and vol/issues: Current and critical issues in curriculum, learning and assessment, 40
Keywords: Economic Education Paradigm;Learning Outcomes;Neoliberalism;Sociocultural Education Paradigm;UNESCO Humanism
Abstract: This article considers the ambitious Sustainable Development Goal 4 set by the UNESCO programme “Education for All”, to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2015, p. 14). It focuses on the barriers to achieving this commitment in Lithuania specifically, as well as globally. The paper traces the development of public education policy in an independent postcommunist Lithuania since 1990. It examines how, during the first decade of independence, Lithuania’s education policy was modelled on a sociocultural paradigm influenced by UNESCO’s humanist ‘education for all’ vision. The paper goes on to analyse how and why, in subsequent decades, Lithuania’s post-independence sociocultural model of education began to be displaced by a neo-liberal, market-oriented economic paradigm, influenced by policies and monitoring programmes conducted by international organizations, such as the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic and Cultural Development (OECD).The paper explores some of the contradictions in Lithuania’s political and policy responses to its OECD/PISA assessment outcomes, such as the tendency to forefront the rural-urban divide as the major causal factor of poor performance, while failing to draw sufficient parallels with socio, economic and cultural deprivation. Reflecting on the on-going global battlefield between two educational paradigms, the paper considers the complex challenges of achieving UNESCO’s humanist vision for education in face of the increasing hegemony of market forces and economic competition. It concludes by speculating on the increasing polarisation and likely outcomes of the battle between the economic education paradigm and the socio-cultural, humanist aspirations of UNESCO’s grand vision.[...]
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/110033/1/374214eng.pdf
https://hdl.handle.net/20.500.12259/110137
Affiliation(s): Mokytojų rengimo institutas
Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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