Education is a fundamental and universal right, as stated in Article 26 of the Universal Declaration of Human Rights. ‘Universal’ implies for all girls and boys in all nations and – as we sometimes forget – at all ages. Lifelong learning is not just a right; it is also a critical asset in the face of social and economic instability and environmental and digital change. It is a culture we must cultivate to improve social cohesiveness, fair chances, gender equality, and the economic viability of our society.

The major problem for adult learning and education worldwide is getting it to the people who need it the most. This is the central theme of UNESCO’s Fifth Global Report on Adult Learning and Education (GRALE 5), released on June 15, 2022, during the Seventh International Conference on Adult Education in Marrakech, Morocco.

Over half of nations reported an increase in adult learning and education engagement during 2018, yet difficulties persist. While engagement by women and adolescents has increased significantly, the total involvement in adult learning and education remains inadequate.

Participation by individuals with impairments, migrants, and convicts was unchanged in around 60 per cent of nations. Rural population involvement has decreased in 24 per cent of the countries. In addition, the engagement of older persons has dropped in 24 per cent of the 159 nations studied. GRALE 5 asks for a significant shift in the member states’ approaches to adult learning and education, accompanied by sufficient funding, to guarantee that everyone has access to adult learning and education.

UNESCO had already established that this new social contract “must be grounded in the human rights and based on the principles of non-discrimination, social justice, respect for life, human dignity and cultural diversity, [that] it must encompass an ethic of care, reciprocity and solidarity, [and that] it must unite us around collective endeavours and provide the knowledge and innovation needed to shape sustainable and peaceful futures for all anchored in social, economic and environmental justice”.

Opportunities for changing careers and retraining must be linked to comprehensive educational system changes that prioritise the development of several flexible learning routes. Adult education must be rethought around transformational learning rather than just reactive or adaptable (whether to changes in labour markets, technology, or the environment). We know that the job’s nature might vary significantly during a lifetime. The rapid change in civic and political lives also requires adaptability, critical thinking and the capacity to learn.

Global citizenship education encourages the people to care about one another, accept other viewpoints and experiences and participate in responsible actions towards the earth in a world that is becoming more linked. Technological fixes alone will not accomplish these goals; they need to be supported and complemented by a fundamental change in how we see one another and our relationship to the environment.

Global citizenship education must; thus, focus on modifying our thoughts, feelings, and behaviours to comprehend the globe better (to change our behaviour for the better). The structure of educational institutions and regulations based on a learner’s age will appear more pointless, as the 21st Century progresses. The openness of learning systems and their ability to affect societal and personal transformation will be in demand in the future.

Less than one per cent of children and adults aged 15 and above are engaged in education and learning programmes in 23 per cent of the 159 countries that provided data for GRALE 5. Sub-Saharan Africa topped the field by a considerable margin, with 59 per cent of the countries reporting that learning benefits at least one in every five persons. This percentage falls to just 16 per cent of Latin American and Caribbean nations and 25 per cent of the European countries. A significant need for adult literacy and second chance schooling may explain some of the Africa’s high participation rates.

Most nations reported growth in curriculum quality, assessment and professionalisation of adult educators. Over two-thirds of the ALE educators reported improvement in pre-service and in-service trainings, as well as work circumstances, albeit this success varied greatly by location and socioeconomic level.

Responding to modern concerns such as climate change and digitalisation requires knowledgeable, skilled and involved individuals who recognise their common humanity and their responsibility to other species and the world. Citizenship education is a critical instrument in this effort. GRALE 5 reveals in a particular thematic chapter that almost three quarters (74 per cent) of the nations are formulating or implementing policies related to citizenship education.

Given their long heritage of civic involvement and crucial role in nation-building, scientific development and public intellectual debate, higher education institutions (HEIs) may play a critical role in this respect. The ability of higher education institutions to expose the students to a variety of thought and experiences, critical thinking and questioning traditions, conventions and values are vital to democracy. While HEIs have immense potential to positively and constructively alter the society as part of the formal education system, they also reflect and mirror society, including its shortcomings.

The global citizenship education and civic engagement in higher education have been grouped as the “third mission” (together with the conventional teaching and research objectives). The society changes caused by demographic shifts, globalisation, and technological advancement have given birth to extension activities that adapt to societal trends and requirements.

Higher education institutions are increasingly expected to contribute economically, socially and culturally to their communities. Community initiatives and volunteerism, intergenerational learning opportunities, cultural events and cooperation with the cultural organisations, economic development activities and collaborations with the local businesses and advocacy work are examples of “third mission” activities. The higher education institutions with a vital mission also concentrate their teaching and research operations on community-relevant problems, such as youth unemployment or local solutions to climate change. The ‘engaged’ or socially responsible university that comes from the third mission is a local stakeholder who feels obligated to the community in which it is entrenched. This suggests a transition from teaching young students who have just graduated from the high school to educating a diverse range of learners who are entering or returning to higher education at various ages and phases of life.

Growing awareness of the environmental, social and economic implications of climate change has prompted HEIs across the globe to include sustainability in their work. Combining these three purposes – teaching, research, and community service – enables them to improve civic education and contribute to a long-term development. Global citizenship may be promoted by increasing access to higher education programmes, establishing creative teaching methods, engaging in community service and collaborations and researching. Broadening access entails recruiting learners from diverse demographic, social and economic origins and those on varied educational trajectories. It may be accomplished via digital learning, flexible (part-time) study programmes, pedagogical principles that consider learners’ job and life experiences and improved student assistance. Further, non-traditional learners, such as vocationally qualified professionals or refugees without complete paperwork, may enter higher education via flexible learning paths, including acknowledging and validating the past learnings. Engaging with a varied student population produces responsible citizens who are more aware of the global sustainability concerns and their obligations as individuals and active members of the society.

The greatest challenge remains to reach those who need it most. In all countries, participation of adult learners is highest among those who already have a solid educational base and income, while those who have benefitted least from education continue to get least. As a result, too often, the ALE policies have contributed to deepening inequality and have failed to bring about social transformation. Nevertheless, this and previous GRALE reports offer considerable grounds for hope, with the overall participation rising and a particular spike in women’s participation. The reports have shown that it is not enough to make ALE available merely. It must be accessible, gender-responsive and relevant to the broadest possible spectrum of the population. The success in reaching women is commendable. The lessons learned from this must be extended to migrants, people with disabilities, indigenous learners, older people and other neglected or marginalised groups.

(The writer is the CEO of Iqra University Extension)