Make learning happen faster or appreciate the time learning processes take? Conceptual reflections on the notion of “accelerated” in the concept of accelerated learning“

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Vollmer, Maria Theresa:
Make learning happen faster or appreciate the time learning processes take? Conceptual reflections on the notion of “accelerated” in the concept of accelerated learning“.
2025
Veranstaltung: Workshop der postdoktoralen Arbeitsgruppe “Rethinking Accelerated Learning in the Global South: Implications, Challenges, and Perspectives for Educational Development in Africa and Asia”, Africa Multiple Cluster of Excellence (DFG) und Lehrstuhl für Allgemeine Erziehungswissenschaft an der Universität Bayreuth, Bayreuth , 18.02.-19.02.2025 , Bayreuth, Deutschland.
(Veranstaltungsbeitrag: Workshop , Vortrag )

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Abstract

The paper investigates temporal aspects of policy decision making in coping with the so-called global education crisis. Accelerated learning appears as a frequent policy response to the so-called global education crisis in East Africa and India. The fact that worldwide still many children are deprived either from access to schools or qualitative good schooling (as coined by the World Bank as “learning poverty”), puts pressure on policy makers as well as educationists to accelerate learning and to measure learning outcomes of children. The paper is however sensitive to power dynamics and structures that come with this emphasis on accelerating learning. The paper aims to further work on the conceptual and theoretical dimensions of multiplicity and relationality. It brings together perspectives and discussions from Germany, East Africa and India. The focus of the contribution is a theoretical and conceptual paper on the aspect of researching temporalities within the concept of accelerated learning. The paper asks: What are communalities, what are differences in the German, East African and Indian discussion on accelerated learning as a policy response to the so-called global education crisis? How can one grasp and define the notion of “accelerated” in the concept of accelerated learning? How can one bring in the dimension of time and process in comparative research design?” It ends with a critical reflection on the phenomenon of learning as a process that takes its own time (Prozesshaftigkeit und Eigenzeitlichkeit des Lernens) and can hardly be forced or pushed to happen faster.