著者

近藤 牧子

出版者

日本公民館学会

雑誌

日本公民館学会年報 (ISSN:1880439X)

巻号頁・発行日

vol.17, pp.129-138, 2020-11-30 (Released:2021-01-20)

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Sustainable Development Goals or “SDGs” is a term that is coming to be widely shared within and amongst corporations, government, local development programs and school education. The specific goal related to education is SDG4. However, in order to promote the realization of SDGs as a whole, attention has been placed on the establishment of links between SDG4 and other SDGs. Despite critical reflection on the fact that the educational goals of the MDGs were limited to the full dissemination of primary education, formal education and education for children are still high priorities in the SDG4.Little attention has been paid to ALE. Even though these shortcomings have prompted reflection and reconsideration within SDG4, it cannot be denied that the tendency to emphasize children / young people and formal education persists. SDG4 is part of the process that emerged from the Education For All (EFA) movement that came out of the 1990 World Education Forum. This paper first points out some of the challenges facing SDG4 from the perspective of adult learning and education (ALE), taking into account the development of ALE during the Education For All (EFA) movement that arose during the SDG era. The paper then provides an overview of “Participation, Inclusion and Equity” which was the focus of the 1990 “4th Global Report on Adult Learning and Education (GRALE IV)” published by UNESCO, based on the reports of individual countries. It then examines SDG4.7 and education for active citizenship skills, which is the central area of significance for ALE from the perspective of “participation”. Finally, the paper provides insight into the prospects for Japanese social education practices that seek to align with international trends.