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.
