Translating principles into effective policies through UIL’s CONFINTEA Fellowship Programme


CONFINTEA Fellowship Programme 2016
8 December 2016

The UNESCO Institute for Lifelong Learning (UIL), through the CONFINTEA Fellowship Programme, seeks to build capacities of government officials in the field of adult learning and education (ALE). Global leaders agree that ALE empowers individuals and brings lasting benefits to societies, which is why they have committed to improve their countries’ ALE policies and practices in a series of international declarations since 2009, including the 2030 Agenda for Sustainable Development.

UIL launched the CONFINTEA Fellowship Programme in 2011; since then, it has hosted thirty-two Fellows from twenty-eight countries. In October 2016, UIL brought together senior government officials and NGO representatives from ten countries for an intense one-month programme overseen by UIL experts with support from Professor Kjell Rubenson (University of British Columbia, Vancouver, Canada). The CONFINTEA Fellows worked to:

  • identify their countries’ main challenges and needs;
  • deepen their understanding of the 2009 Belém Framework for Action (BFA) and the Recommendation on Adult Learning and Education (2015); and
  • design ALE strategies that are tailored to national needs and contexts.

The 2016 Fellows came from Ethiopia, Grenada, Jamaica, Lao PDR, Mauritius, Philippines, Suriname, Uganda, Uzbekistan and Viet Nam. The policies they drafted covered a wide range of important subjects in the following areas:

ALE and integrated literacy

  • Draft Strategy to Enhance Women’s Participation in Adult Literacy Programmes in Ethiopia
    (Mr Abiyou Abera Biwota, Senior Specialist, Adult and Non-Formal Education Association in Ethiopia)
  • Introduction of Basic Education Skills to Families through Family Learning (Ms Gertrude Niles, Literacy Coordinator, Adult and Lifelong Unit of the Ministry of Education and Human Resource Development and the Environment in Grenada)
  • Equipping for Life and Work: Taking an Integrated Approach Towards Adult Basic Education and Technical and Vocational Education and Training – A Policy Imperative (Ms Grace-Camille Munroe, Deputy Executive Director, Jamaican Foundation for Lifelong Learning [JFLL])
  • A National Strategic Plan on Adult Literacy and Education in Suriname (Ms Innocentia Sanseviera Soentik, Policy Collaborator, Division of Literacy and Adult Education of the Ministry of Education, Science and Culture in Suriname)
  • Introduction of a New Basic Adult Education Programme for Women at the National Women’s Council (Mr Aveenash Appadoo, Acting Head, Planning and Research Unit of the Ministry of Gender Equality, Child Development and Family Welfare in Mauritius)

ALE in promoting Lifelong Learning

  • An Outline of the Needs and Requirements for Lifelong Learning in Uzbekistan (Ms Dilnoza Kurbanova, Education Programme Specialist, National Commission of the Republic of Uzbekistan for UNESCO)
  • Strengthening the Capacity of ALE Teachers and Facilitators: A Strategy to Foster Quality Improvements in ALE in the Philippines (Ms Maria Ana Liza V. Serrana, Specialist, Learning and Training Development Unit, SEAMEO INNOTECH)

ALE and Community Learning Centres (CLC)

  • Developing a National Programme to Promote a Reading Culture in Viet Nam (Ms Lien Anh Tong, Specialist, Continuing Education Department of the Ministry of Education and Training in Viet Nam)
  • Establishing Community Learning Centres as Vehicles for Socio-Economic Transformation (Ms Imelda Kyaringabira Engabi, Principal Literacy Officer at the Ministry of Gender, Labour and Social Development in Uganda)
  • Strategy for Aligning the Community-Based Learning Centres with the Purpose of National Education Policy on Promoting Lifelong Learning and Adult Learning (Mr Vannakone Phannolath, Information and Public Management Official at the Ministry of Education and Sports, Department of Non-Formal Education in Lao PDR)

For further information, contact UIL at: uil-ale@unesco.org