http://uil.unesco.org/ RSS feed from uil.unesco.org en http://uil.unesco.org/typo3conf/ext/tt_news/ext_icon.gif http://uil.unesco.org/ 18 16 RSS feed from uil.unesco.org TYPO3 - get.content.right http://blogs.law.harvard.edu/tech/rss Wed, 19 Jun 2013 17:09:00 +0200 http://uil.unesco.org/es/portal/news-target/global-life-mid-term-evaluation-report-2006-2011-looking-forward-with-life/44711ba916c6d43e45b1fe046e0dd309/ El Informe Mundial de evaluación intermedia de la Iniciativa de Alfabetización “Saber para poder”... El Informe Mundial de evaluación intermedia de la Iniciativa de Alfabetización “Saber para poder” (LIFE, 2006-2015), producido por el UIL sobre la base de informes y procesos de evaluación nacionales y regionales intermedios, está disponible en línea. Su objetivo es contribuir a la implementación efectiva de la iniciativa hasta el 2015. El Informe muestra resultados mixtos de progreso en alfabetización. La mayoría de los 35 países LIFE registraron un aumento en las tasas de alfabetización de adultos - en promedio 3,1 puntos porcentuales en comparación con el promedio mundial de 1,9 puntos porcentuales durante el período 1995-2004 a 2005-2009. Sin embargo, 24 mostraron un incremento en el número de adultos sin alfabetización debido al crecimiento demográfico y al número de los que pasan a la edad adulta sin haber ido a la escuela (el tiempo suficiente) para aprender a leer y escribir. Aún queda mucho por hacer para atender las disparidades de género en la alfabetización de adultos. Sólo 6 de los 32 países participantes en LIFE con datos disponibles registraron una disminución neta en el número de mujeres analfabetas en el período. La evaluación confirma la pertinencia y el valor añadido al desarrollo de la alfabetización por  parte de LIFE. Los actores involucrados en el proceso de evaluación llevado a cabo en 2010 y 2011 creen que LIFE es un marco importante que puede aumentar sus esfuerzos en alfabetización. Basándose en los resultados obtenidos hasta ahora, sobre todo siguiendo las estrategias recomendadas y puntos de acción, LIFE contribuirá en gran medida a la consecución de la ambiciosa meta de alfabetización para todos. Además del Informe, un conjunto de informes nacionales y regionales, así como un tríptico están disponibles en línea. Las copias impresas del Informe (en inglés y francés) estarán disponibles el próximo mes. Publisher: UNESCO Institute for Lifelong Learning, Germany
Author: Ulrike Hanemann
Year of publication: 2012
No. of pages: 88
Size: 210 x 297 mm
ISBN: 978-92-820-1175-1 (PDF 2,0 MB)]]> Publications Publications Recent Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/accreditation-of-prior-learning-as-a-lever-for-lifelong-learning-lessons-learnt-from-the-new-opportunities-initiative-portugal/7defaf5ba1bbc92a5c752ad3a2e64e42/ The book gives an account of the research conducted in the independent evaluation of the New... The book gives an account of the research conducted in the independent evaluation of the New Opportunities Initiative (NOI), one of the largest Portuguese governmental programmes in recent decades to upgrade qualifications. The NOI demonstrates that the recognition of non-formal and informal learning is crucial in order to improve the competences needed in our societies today. This book reflects on the NOI and its potential for societies in Europe and the rest of the world. The publication is based on a solid foundation of empirical evidence, encompassing seven papers subjected to an extensive academic peer review procedure. The UNESCO Institute for Lifelong Learning, together with its partners in this publication, MENON and the Study Centre on Peoples and Cultures of the Portuguese Catholic University (CEPCEP), hopes that discussions on the NOI research papers will help to shed light on a reform agenda that is of the greatest urgency in our continuing and lifelong learning systems. Research Director and Editor: Roberto Carneiro
Publishers: UNESCO Institute for Lifelong Learning -MENON Network- Centro de Estudos dos Povos e Culturas de Expressão Portuguesa, Universidade Católica Portuguesa
Year of publication: 2011
No. of pages: 384
Size: 167 mm x 237 mm
ISBN: 978-972-9045-29-5 (PDF 6.902 KB)]]> Publications Recent Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/optimising-learning-education-and-publishing-in-africa-the-language-factor/74ad7b3059f6c9ddb7da22325cc4872a/ UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the... The authors of the study highlight that improvements in educational quality and learning outcomes derive from strong multilingual language models and socio-culturally relevant curricula which use African languages as media of instruction for at least six years. Further, they make the case that locally-based multilingual publishing will support the education sector effectively and help to develop a literate environment. Both educational quality and publishing are instrumental in African nations’ social and economic development, and in the continent’s knowledge creation and scientific development.
Through this publication, policy-makers and others interested in how language use influences education and development obtain practice-based evidence and recommendations regarding policy, language education models, teaching, assessment and learning approaches and financing strategies adapted to the sub-Saharan African context. The study has already made considerable contributions to policy and expert dialogue in Africa. It has served as a foundation for the Policy guide on the integration of African languages and cultures into education systems (2010) as well as the evidence- and practice-based policy advocacy brief Why and how Africa should invest in African languages and multilingual education (2010).
Publishers: UNESCO Institute for Lifelong Learning (UIL) and the Association for the Development of Education in Africa (ADEA)
Editors: Adama Ouane and Christine Glanz
Year of publication: 2011
No. of pages: 380
Size: 170 mm x 237 mm
ISBN: 978-92-820-1170-6
 
(PDF 1.256 kB) Hard copies of the publication can be ordered from UIL Publications Department (e-mail: uil-pub@unesco.org).]]> Publications Recent Publications Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/genre-et-alphabetisation-comment-renforcer-les-capacites-de-recherche-en-afrique/084d129ad7cd361614792ad5f7af1570/ L’alphabétisation étant un droit fundamental pour tous et toutes, comment expliquer que 62 % des... Editeurs : Institut de l´UNESCO pour l´apprentissage tout au long de la vie (UIL)
Auteurs : Carolyn Medel-Añonuevo et Madina Bolly
Année de publication: 2011
Nombre de pages: 64
Format : 210 x 270 mm
ISBN: 978-92-820-2102-6
 
(PDF 2209 KB)]]> Publications Recent Publications Publications Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/conceptual-evolution-and-policy-developments-in-lifelong-learning/3d96f0e461fe066f91fa71fa5f6de698/ This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by... Publishers: UIL
Editor: Yang Jin; Valdés-Cotera, Raúl
Year of publication: 2011
No. of pages: 268
Size: 155 mm x 234 mm
ISBN: 978-92-820-1172-0 (PDF 1 200 KB)]]> Publications Recent Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/why-and-how-africa-should-invest-in-african-languages-and-multilingual-education/20711503cf787f01a3ceec59e260a23d/ En una publicación de 1953 que marcó hito, la UNESCO destacó la importancia de educar a los niños... En una publicación de 1953 que marcó hito, la UNESCO destacó la importancia de educar a los niños en su lengua materna (UNESCO, 1953). Sin embargo, más de 50 años después de la primera declaración de la UNESCO y a pesar de la plétora de libros, artículos, convenciones, declaraciones y recomendaciones que abordan la cuestión –incluyendo una amplia gama de experimentos concluyentes sobre el uso de las lenguas locales en la educación y la vida política–, la mayoría de los países africanos sigue utilizando las lenguas coloniales como lengua primera en la enseñanza y el gobierno. Este opúsculo de apoyo activo trata de mostrar el papel fundamental de las lenguas en el logro de un aprendizaje de buena calidad. Se propone en particular disipar prejuicios y confusiones acerca de las lenguas africanas y expone el a menudo propósito oculto de desacreditarlas, convirtiéndolas en un obstáculo para el aprendizaje. Se nutre de la práctica y la investigación para sostener qué tipo de política lingüística en la educación sería el más adecuado para África.
Editores: Instituto de la UNESCO para el Aprendizaje a lo Largo de Toda la Vida (UIL), Alemania, y la Asociación para el Desarrollo de la Educación en África (ADEA), Túnez
Autores: Adama Ouane y Christine Glanz
Año de publicación: 2011
N° de páginas: 74
Tamaño: 210 x 297 mm
ISBN: 978-92-820-3076-9
 
(PDF 2330 KB)]]> Recent Publications Publications Publications Publications Publications Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/belem-framework-for-action/d7041da86f229fdb3a215a70ff21c9ae/ The Sixth International Conference on Adult Education (CONFINTEA VI) closed with the adoption of... Hamburg Declaration on Adult Learning and the Agenda for the Future of 1997, the Belém Framework for Action records the commitments of Member States and presents a strategic guide for the global development of adult literacy and adult education within the perspective of lifelong learning. Publisher: UNESCO Institute for Lifelong Learning, Germany Year of publication: 2010 No. of pages : 36 Size 210 x 297 mm (PDF 744 KB) ]]> Publications Recent Publications Thu, 01 Jan 1970 01:00:00 +0100 http://uil.unesco.org/es/portal/news-target/global-report-on-adult-learning-and-education-grale/2f16e2deca4a778fa6bf2b92ef2d7590/ In the 21st century, the rapid pace and complexity of economic, technologicaland cultural changes... and cultural changes require women and men to adapt and re-adapt throughout their lives – all the more so in the context of globalisation. In this era of the knowledge society – where production structure is shifting towards greater knowledge use and away from reliance on physical capital,
manufacturing and agricultural production – growth in personal, national and regional incomes is increasingly defined by the ability to create, manage, disseminate and innovate in knowledge production. The new information and communication technologies (ICTs) intensify the rate of exchange of information. They also allow users to participate actively in virtual networks that can easily be mobilised to shape public opinion. Globalisation means that individuals and families are crossing national borders in large numbers. They, as well as the receiving communities, need to learn new ways of living together amidst
cultural differences. These developments not only highlight the importance of
continuous learning in general; they also demand that adults keep on acquiring more information, upgrading their skills and reexamining their values. The critical role of adult education in the development of society has long been recognised. Since the First International Conference on Adult Education in 1949, UNESCO member states have dedicated themselves to ensuring that adults are able
to exercise the basic right to education. Later Conferences in Montreal (1960), Tokyo (1972), Paris (1985) and Hamburg (1997) reaffirmed this right, and proposed ways of making it a reality. In 1976, the UNESCO General Conference approved the Nairobi Recommendation on the Development of Adult Education (UNESCO, 1976) which enshrined governments’ commitment to promote adult education as an integral part of the educational system within a lifelong
learning perspective. Over the course of these 60 years the landscape of adult education has evolved. This Global Report aims to describe the current position. First it sets out to document trends in key areas of adult education at the global level, intended to serve as a reference document for policymakers, practitioners and researchers. Second, it provides an advocacy tool to promote the importance of adult education as well as to share effective practice. Finally, as one of the key inputs to CONFINTEA VI, it will provide evidence to support the outcome document of the meeting. The understanding of the role of adult
education has changed and developed through time. From being seen as
promoting international understanding in 1949, adult education is now seen
as a key in the economic, political and cultural transformation of individuals,
communities and societies in the 21st century. While UNESCO has spelled out a
definition of adult education in the Nairobi Recommendation, what is considered as adult education is still subject to a wide range of interpretations. The shift from education to learning also constitutes an important change in  conceptualising the field (see Definitions panel). But what, exactly is an “adult”? Cultural and social factors have significant impact on the division of the human life-course into age-linked stages and phases. These phases vary widely across time and space. Furthermore, there is no inevitable or automatic correlation between age and learning needs or preferences beyond (PDF 1,726KB)]]> Publications Recent Publications Thu, 01 Jan 1970 01:00:00 +0100