Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence
The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system.