1972- Year of Affirmation for Adult Education

Authors

  • Gordon Selman University of British Columbia

DOI:

https://doi.org/10.56105/cjsae.v3i1.2353

Abstract

By the early 1970's adult educators had become accustomed to having their field largely ignored by public inquiries into the field of education. Three reports published in 1972--UNESCO's Learning To Be and the Worth (Alberta) and Wright (Ontario) Commission reports in Canada—gave great prominence to adult education and lifelong learning. This article examines the nature of these reports including the origins and background of some of the ideas contained in them. The article also considers several other events of the same period, the effects of which combined to raise the visibility of adult and lifelong education and to move them closer to the mainstream of educational planning.

Résumé

Au début des années 1970, l'éducation des adultes était largement ignorée dans les enquêtes publiques sur l'éducation. Trois rapports publiés en 1972 - le rapport de la Commission Faure à l'UNESCO, Apprendre à être, et les rapports Worth (Alberta) et Wright (Ontario) au Canada - ont accordé une grande importance à l'éducation permanente. Cet article examine la nature de ces rapports et notamment l'origine et le contexte de certaines idées émises. Il retrace aussi plusieurs autres événements qui sont survenus durant la même période et qui ont contribué à augmenter le visibilité de l'éducation permanente et à les introduire comme bases de la planification de l'éducation.

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Published

1989-05-01

How to Cite

Selman, G. (1989). 1972- Year of Affirmation for Adult Education. Canadian Journal for the Study of Adult Education, 3(1), 33–45. https://doi.org/10.56105/cjsae.v3i1.2353

Issue

Vol. 3 No. 1 (1989)

Section

Articles

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