Redefining non-formal adult education in the context of education for sustainable development and climate change
Sichula, Noah, K.
Chakanika, Wanga, W.
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The thesis of this paper is based on the argument that the need to redefine non-formal adult education in the context of education for sustainable development (ESD) and climate change has become more urgent than ever before. The subject of ESD and climate change has not only attracted the attention of many scientists and academicians, it has also triggered debateon ESD and non-formal education worldwide. Climate change and education for sustainable development have become important contemporary issues which require adequate sustainable solutions. This is a qualitative study conducted in Zambia with a view to exploring how non-formal adult education could be redefined in the context of ESD and climate change. Through this studyit was established that non-formal adult education should be redefined as a transformational learning tool for sustainable development in the 21st century. The study established that the attainment of sustainable development is more of a moral issue than a scientific method. Therefore, the focus of non-formal adult education should be on facilitating change in values, attitudes and acquisition of skills and knowledge beneficial to individuals and to the larger society within the framework of ESD and climate change.
International Journal of Contemporary Applied Sciences