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Towards a pluriverse of possibilities: unlearning separation, re-learning relationality
| Global Workshop
The world as we know it is not sustainable. To change these realities, we need to dig deep to the very roots of Western thinking – this is a big story of alternative worldmaking at every level. This includes how we live, work, produce and distribute food, water, and energy.
This set of two participatory workshops encourages us to rebuild understandings of the inter-connectedness of everything so that we reignite relationships with one another and the planet. Instead of continuing to exploit the natural world we nurture and sustain it.
Through dialogue we will question: how and why did we lose our connectivity, our kinship with other living beings, our own embodiedness; and how do we unlearn separation and relearn relationality? As educators and activists, how do we generate a pluriverse of possibilities?
Workshop One will focus on Relearning kinship ethics – this is based on understanding the shift from modernity to relationality;
Workshop Two will focus on Composting Modernity, using past values and ethics to ‘compost’ practical possibilities for transformative practice.
- Dates: 14 September and 5 October 2023
- Time: PST 10h00; SAST 19h00
- Length: 2 hours
The workshops will be led by Dr Elizabeth Lange, author of the inspiring book (2023), Transformative Sustainability Education: Reimagining our Future. This book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being.
Background:
This Teach-In series is a continuation of the PIMA webinars on Climate Justice Education which have run since 2020 in collaboration with the Canadian Association for Studies in Adult Education (CASAE), Adult Learning Australia (ALA), Standing Conference on University Teaching and Research in Education of Adults (SCUTREA), and MOJA African Adult Education Network. The webinars have fed into two special editions of the PIMA Bulletin 39 (Nov 21), 45 (Jan 23) January 2023 Bulletin TOC | PIMA Network - they both provide useful background to the Teach-In.
For more information, contact: Shirley Walters, PIMA Climate Justice Education - ferris@iafrica.com
Canon Collins Trust - Scholarships in August
The following Canon Collins Trust Scholarships are open in August
University of London LLM Scholarships
Canon Collins Trust invites applications for scholarships to study for the Postgraduate Certificate, Postgraduate Diploma and/or the Master of Laws (LLM) by distance learning at the University of London in 2024. Applicants can start at any level, and do not need to complete the whole programme. For example, applicants can start at Postgraduate Certificate level and work their way through to the LLM, or can stop after completing the PG Certificate. Applicants who have completed an LLB degree may start at LLM level, skipping the PG Certificate and Diploma.
https://canoncollins.org/scholarships/uol-llm-scholarships/
Canon Collins Sol Plaatje Scholarships
Canon Collins Trust in partnership with Sol Plaatje Educational Project invite applications for the postgraduate study in South Africa 2024. We will provide funding for up to a maximum of two years for Masters and three years for PhD. Continued funding depends upon satisfactory progress and academic reports.
In 2024, we will be making awards only to those studying in three areas:
1. Justice, which includes Climate Justice, Law, Economics and Politics
2. Education policy and practice
3. Humanities, which includes Literature, History, Anthropology and the Arts
Please only apply if your programme of study falls into one of these disciplines.
Interdisciplinary courses and doctoral studies may sometimes defy easy categorisation. Applicants are urged to use their judgement in assessing whether to apply. But applications that clearly do not fall within these areas (for example MBAs, medical sciences, sports sciences and applied sciences) will not be considered for an award.
In 2024, climate justice will be a priority. Climate Justice related scholarship applications may be in a science or applied science field as long as the application can demonstrate its relevance to climate justice related matters.
https://canoncollins.org/scholarships/canon-collins-sol-plaatje-scholarships
Canon Collins RMTF Scholarships for Postgraduate Study
Canon Collins Trust in partnership with Ros Moger and Terry Furlong group invite applications for the postgraduate study in South Africa 2024. Ros and Terry were inspirational London educationalists. Since 2001 friends and family have raised funds in their memory to award scholarships in their name. More information about the history of the RMTF scholarships is here.
Canon Collins Trust in partnership with RMTF seek to support exceptional individuals who are committed to social justice in southern Africa and for whom a postgraduate qualification is an essential tool in working to create an open and just society.
In 2024, we will be making awards only to those studying in three areas:
1. Justice, which includes Climate Justice, Law, Economics and Politics
2. Education policy and practice
3. Humanities, which includes Literature, History, Anthropology and the Arts
Please only apply if your programme of study falls into one of these disciplines.
Interdisciplinary courses and doctoral studies may sometimes defy easy categorisation. Applicants are urged to use their judgement in assessing whether to apply. But applications that clearly do not fall within Justice, Education or Humanities (for example MBAs, economics, medical sciences, sports sciences, applied sciences) will not be considered for an award.
We will provide funding for up to a maximum of two years for Masters and three years for PhD. Continued funding depends upon satisfactory progress and academic reports.
https://canoncollins.org/scholarships/canon-collins-rmtf-scholarships-for-postgraduate-study/
WEBINAR: Study on Adult Learning and Education within the Framework of Lifelong Learning
| Global Webinar
Description
Adult education worldwide is a field within education that is challenged by very diverse societal and political conditions and is overall still much less acknowledged and structured than school education. A research project from Universität Hamburg (Germany), Rutgers University (USA) and University of Technology Sydney (Australia) has examined the state of Adult Learning and Education (ALE) in eight selected countries: Australia, Brazil, India, Jordan, South Africa, Kyrgyzstan, Thailand and Ukraine through interviews with expert informants in each of these countries. The study was initiated in 2022 by DVV International (Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul-Verbandes e.V.) and funded by the German Federal Ministry for Economic Cooperation and Development.
In this webinar we will have the chance to share our findings and get into discussions together.
The transformative power of adult education for women / Le pouvoir de transformation de l'éducation des adultes pour les femmes
| Africa Webinar
Join us for a thought-provoking webinar focused on the transformative power of adult education for women.
During the webinar, researcher Simone Gastl will share her research that examines the ways in which women are empowered through learning. We will explore the benefits of women's education on personal, community, and national development, while also shedding light on the barriers often encountered in this process. (English/French)
SPEAKER: SIMONE GASTL
DATE: 25 JULY 2023
HEURE: 14:00 – 15:30 (SAST) 15:00 - 16:30 (EAT)
Youth Engagement Webinar Series
Webinar
A youth-led organization called Kuyenda Collective will be sharing some insights on what equitable education financing really means, as well as the barriers, an enablers to effective funding of education programmes.
#education #funding #youthempowerment #youngentrepreneurs
WEBINAR: Study on Adult Learning and Education within the Framework of Lifelong Learning
| Global Webinar
Adult education worldwide is a field within education that is challenged by very diverse societal and political conditions and is overall still much less acknowledged and structured than school education. A research project from Universität Hamburg (Germany), Rutgers University (USA) and University of Technology Sydney (Australia) has examined the state of Adult Learning and Education (ALE) in eight selected countries: Australia, Brazil, India, Jordan, South Africa, Kyrgyzstan, Thailand and Ukraine through interviews with expert informants in each of these countries. The study was initiated in 2022 by DVV International (Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul-Verbandes e.V.) and funded by the German Federal Ministry for Economic Cooperation and Development.
In this webinar we will have the chance to share our findings and get into discussions together.
TWAS-DFG Cooperation Visits Programme Opportunity
Other
Based on the agreement with The World Academy of Sciences for the Advancement of Science in De-veloping Countries (TWAS), the Deutsche Forschungsgemeinschaft (DFG, German Research Founda-tion) draws the attention of researchers at German research institutions to the possibility of inviting early-career researchers of all disciplines from sub-Saharan African countries to spend three months at their institution in Germany for the purpose of research and cooperation.
The DFG pays the host institution a monthly lump sum of €2,350 to cover the guest’s maintenance costs and visa expenses. In addition, the guest’s flight and rail costs to and from the institution are re-imbursed up to an amount of €1,350. The host institution can receive up to €700 per month in funding to cover direct project costs such as material and laboratory costs.
The requirements for proposal submission on the part of the visiting researchers are as follows:
- They must be from a sub-Saharan African country
- They must be engaged in research activity at a university or research institution in a sub-Saharan African country
- They must not have obtained their doctorate before the year 2018. Visiting researchers with children must have obtained their doctorate no earlier than two years earlier per child (maxi-mum six years in total).
- They must not be currently engaged in any activity in Germany or ongoing research with the host institution.
- The DFG funding instrument Initiation of International Collaboration is available for repeat stays, especially with the aim of developing joint research projects (see link under “Further In-formation”)
Proposals must be submitted to TWAS by visiting researchers by no later than 6 September 2023. The proposal must also include an official invitation issued by the host institution that specifies the research topic of the cooperation (not a project proposal) and contains information on the infrastruc-ture that will be made available to the guest.
Prior to extending the invitation, hosts are asked to ensure that scientific cooperation with the guest offers sufficient potential. In the case of approval, the host institution is to support the visiting re-searcher in organising their stay, for example in booking flights and finding accommodation.
The DFG explicitly welcomes proposal submissions by researchers of all genders and sexual identities, from different ethnic, cultural, religious, ideological and social backgrounds, at different career stages, types of higher education institution and research institution, as well as by researchers with disabilities or chronic illnesses.
Further information
Link to the TWAS-DFG Cooperation Visits Programme and all proposal documents required by the TWAS:
Link to the DFG funding instrument Initiation of International Collaboration:
Link to the Information sheet for the host institution in Germany
You can view and access the DFG’s data protection notice on research funding at:
If necessary, please also forward this information to those individuals whose data will be processed by the DFG due to their involvement in your project.
Contact at the DFG, International Affairs:
Upcoming events
Past events
MOJA Journal: The Role of Adult Learning and Education in Transforming Lives and Livelihoods
Join us for this webinar, where our MOJA Journal contributors will share insights on their articles: ‘Urban agriculture: A silent revolution’ and ‘From a quest for well-being to an entrepreneurial passion: My saffron learning journey’
- Presenters: Abdelhakim Zidi and Keltouma Adouane
- Date: 4 December 2025
- time: 14:00 -15:30 (SAST) / 12:00 – 13:30 (UTC)
English/French
Join UIL's November webinars!
14 November:
'Launch of the Greening Communities Guidance: Lifelong Learning for Climate and Sustainability Action'
Greening communities starts with learning!
By 2050, nearly 70% of the world’s population will live in urban areas, many already facing climate threats like extreme heat, flooding, and storms. Rural communities are also on the front lines, dealing with disrupted seasons and damaged ecosystems. The goodnews? Lifelong learning can empower communities everywhere to take climate action and build resilience.
Join us on 14 November 2025 for the launch of the Greening Communities Guidance publication, created by UIL and the World Organization of the Scout Movement under the Greening Education Partnership.
Discover core principles for green communities, minimum requirements and practical steps, tools and resources to turn learning into action.
Date and time
14 November 2025, 13:00 to 14:15 (CET)
19 November:
TVET Teachers and Lifelong Learning
Teachers are at the heart of lifelong learning systems. They not only enable individuals to reach their full potential, but also adapt to the rapid transformations of society, economies and labour markets. For Technical and Vocational Education and Training (TVET) teachers, this role is especially critical: by becoming lifelong learners and fostering lifelong learning capabilities, they prepare young people and adults alike to thrive in dynamic workplaces and to contribute to inclusive and sustainable societies.
To explore how policies and practices can support TVET teachers as both learners and facilitators of lifelong learning, join UIL and Shanghai Normal University for a webinar under the joint research project 'Teachers as Lifelong Learners'.
Date and time
19 November 2025, 13:00 to 14:00 (CET)
20 November:
The International Review of Education: 70 years of research in lifelong learning
The International Review of Education (IRE) is the longest-running journal of comparative education in the world. Founded in 1931 by Professor Friedrich Schneider of the University of Cologne, it has been published by UNESCO since 1955. In 2025, we mark 70 years of continuous publication.
IRE’s mission to foster understanding and cooperation in the field of education is more relevant than ever. It aims to publish the best new scholarship from around the world, while also influencing the development of policy and practice in the field of lifelong learning through evidence-based research.
Join us for this webinar as we celebrate the launch of the 70th anniversary special issue of the International Review of Education. This edition offers valuable insights into the evolution of lifelong learning and explores its significance for the future.
Date and Time
20 November 2025, 13:00 to 14:00 (CET)
Join the UNESCO Institute for Lifelong Learning’s webinar series, where policymakers, experts and practitioners share insights and strategies to make lifelong learning a reality.