Samoa Digital Library

Learning for Development – Discourse and Practice

Show simple item record

dc.contributor.author Panda, Santosh
dc.date.accessioned 2021-12-04T00:01:03Z
dc.date.available 2021-12-04T00:01:03Z
dc.date.issued 2021
dc.identifier.citation Panda, S. (2021). Editorial— Learning for development – Discourse and practice. Journal of Learning for Development, 8(3), i-iv. en_US
dc.identifier.issn 2311-1550
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/1210
dc.description 4 p. ; PDF en_US
dc.description.abstract ‘Learning for development,’ or for that matter the broader formulation of ‘education for development,’ has attracted greater attention during the past decades with further articulations within lifelong learning/ education, education for sustainable development, and digitalisation and development. Irrespective of varied perceptions and interpretations of ‘development’, the general view has been that education and learning must ensure freedom and lead to a holistic development of human beings in relation to their environment and context, and in relation to others. Drawing on the work of Amartya Sen on ‘development as freedom’, Daniel (2014) argues that economic and educational equality, universal human rights, values and sustainable development continue to (and, shall continue to) dominate the policy and practice of the development agenda of nation states. en_US
dc.language.iso en en_US
dc.publisher COL en_US
dc.relation.ispartofseries JL4D 2021, Vol. 8, No. 3, pp. i-iv;
dc.subject Education en_US
dc.subject development en_US
dc.title Learning for Development – Discourse and Practice en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account