can anyone make a summery for me for the paragraph below, i dont get it. thnx

What is to be done? Where do the solutions lie? Answers to these questions
are not easy to find. Structural change can, of course, come through revolution
or reform or revolutionary reforms or reforms that are slow and unsteady.
Whatever strategic package of means and ends for planned structural
change a nation may adopt, education is an inescapable necessity for the
inclusion of the excluded, in all cases and places, in all stages and circumstances:
first, for the ideological re-orientation of all classes and the masses;
and then for the education and re-socialization of the people to learn to
build and participate in political and economic institutions and to navigate
the new culture of technology.
‘‘Education’’ generally connotes ‘‘formal education’’ provided through
schools, colleges, and universities. While formal education – ultimately –
contributes to both the modernization and democratization of societies, its
effects on poverty reduction are indirect, diffused, and distant. For poverty
reduction now, priority must be given to adult education, which in developing
countries will most often include adult literacy. This is so because planned
change for poverty reduction is merely for children; it is for adult
parents (and grandparents) living in poverty who are already ‘‘in’’ the world
in all its spheres – political, economic, cultural, and technological. Such people
are excluded from participation in these structures and spheres; they do
not have the requisite knowledge or socialization to participate in them even
if they were offered the opportunity to do so (Bhola 1994, 1997).
We must not write off a billion or more men and women living in poverty
and keep them from their rendezvous with their destinies for decades to come
242 H.S. Bhola
while we wait for their schooled children to emerge from school and take
their places in families and communities. The poor are also knowledge-poor
and must be provided with the knowledge, attitudes, and performance skills
they need now. Adult education must not, of course, be a ’’single shot’’ affair,
but must be conceptualized as lifelong adult education that meets all the
adults’ educational needs as they arise over the course of their lives.
Elsewhere I have suggested that to put adult education to work to serve
the poor in poverty reduction and ultimately to achieve the total eradication
of poverty, we need a new definition of the scope of adult education, one
that includes men and women, farmers and workers at the community level,
planners and policy-makers in all the national systems of education, and the
intelligentsia of the world. To deliver education to these adults at all levels –
from the local to the global – we need a new definition of the role of adult
educators that encompasses both the academic and the activist. Finally,
these adult educators must be organized in a system that is both comprehensive
and commensurate with the new needs of adult education for poverty
eradication for all and for good (Bhola 1989, 1998).
It is noteworthy that countries with commitments to planned social
change on behalf of the poor and the excluded have declared adult literacy
campaigns as ways of mobilizing the masses and encouraging their participation
in the new political order they are seeking to establish (Bhola 1984).
The United Nations Literacy Decade should now play that part on the
world stage (UN 2002c; UNESCO 2003).

thnx

Image taken on 2007-11-01 09:31:15 by San Mateo County Library. Image Source. (Used with permission)

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