Knowledge Democracy and Participatory Research

Permanent URI for this communityhttp://192.9.200.215:4000/handle/123456789/123

Welcome to the Knowledge Democracy and Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.

Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.

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Subject: search.filters.subject.Lifelong Learning

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    International Cooperation: Reflections on the Fifth UNESCO World Conference on Adult Education: Hamburg ,1997
    (Asian-South Pacific Bureau of Aduit Education, 1997-08) Tandon, Rajesh
    All International Conferences organised by the United Nations System propose intensifying and deepening of International Cooperation, so does this Conference. What is the purpose of International Cooperation? What should be its meaning in today’s global context ? What are the mechanisms which make International Cooperation effective in accomplishing its purposes? This and many related issues were discussed in a special thematic session during the Hamburg Conference.
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    National Curriculum Framework for Adult Education: Report of the Expert Committee
    (2011-03) Sinha, Shantha
    A nation that is literate is one where its citizens are empowered to ask questions, seek information, take decisions, have equal access to education, health, livelihood, and all public institutions, participate in shaping ones realities, create knowledge, participate in the labour force with improved skills, exercise agency fearlessly and as a consequence, deepen democracy. Systems are to be in place to build a nation that builds citizenship which is truly informed and literate and in the process the content of governance, development and democracy is also vitalised. It is only when there is a credible, whole hearted and institutionalized effort on a long term basis that the learner would take the programme of adult education seriously. The first step, therefore, is to understand Adult Education Programme as a continuous and lifelong education programme. It must contain all structures and institutions from national to habitation levels, on a permanent basis, as part of the education department. The structures and processes should be receptive to the learners' needs on the ground. Compared to the model in vogue, these imperatives represent a basic transformation in the character of the programme, with pronounced permanency in learning centres for adult and continuing education in the lifelong learning perspective. This will qualify for the shift from Plan to Non-Plan phasing for planning and budgeting.
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    Lifelong Learning and Organizational Self-Management as Generators of Participatory Research
    (0000) Blackwell, Andres; Dinan, John; Matute, Eduardo; Martinez, Ada; Padilla, Ernesto; Guzman, German
    This report from the International Encounter about Participatory Research explores how lifelong learning and organizational self-management serve as foundations for participatory research initiatives. Highlighting educational practices in urban and rural Venezuela, the document includes case studies and analyses from contributors working with cooperatives, youth education, and popular action service centers. The discussions address key challenges and opportunities in fostering self-managed learning and community-driven organizational development.

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