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The article compares discourses of the National Energy and Climate Plans (NECPs) of Poland, Portugal and Slovenia concerning the role of adult learning and education for sustainable development. NECPs are analysed through a theoretical proposal based on Escobar's (2005) and Krause's (2010) contributions, establishing three approaches to development and adult learning and education: a) a progress-oriented and aware citizen approach; b) a global, critical and transformative approach; and c) an active global and local participatory approach. Main conclusions highlight a progress-oriented and aware citizen approach in the EU-initiated NECPs. Additionally, a top-down approach is evident in the policy documents, as well as an alignment with the liberal theory of development without a deeper reflection on local contexts, evidencing a marginal role of adult learning and education.

andragoške studije

Helping to postpone the last whimper: Adult learning and education for sustainable development in the National Energy and Climate Plans of Poland, Portugal and Slovenia