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Since 1972, the Unesco Institute for Education (UIE) has been conducting basic as well as developmental research on the concept of lifelong education and its implications for educational reforms and development. The activities of the Institute have been specifically focused on practical implications of this concept for the goals and content of education, learning strategies, evaluation and teacher education, covering the broad spectrum of formal, non-formal and informal systems of learning. The needs of both developed and developing countries have been kept in view throughout the planning...

Author/Editor:
Dave; Ravindrakumar H.; Ouane; Adama; Ranaweera; A. Mahinda
Year of publication:
1986

Available from UIL's Library in English, French.

Within the framework of a project on the Development of Learning Strategies for Post-literacy and Continuing Education in the Perspective of Lifelong Education, which the Unesco Institute for Education (UIE) has been carrying out since 1980, an orientation seminar for the Arab States was held in Hamburg from 28 October to 8 November, 1985.

Download: Final Report: Orientation Seminar for the Arab States on the Development of Learning Strategies for Post-literacy and Continuing Education in the...

Author/Editor:
UIE
Year of publication:
1986

Available from UIL's Library in English, Arabic.

The history of illiteracy has long been regarded as the history of the social and educational problems of developing countries. Illiteracy will doubtlessly remain in a serious problem for developing countries in coming decades despite the fact that numerous efforts have been made to reduce rates of illiteracy, that notable advances have been achieved with respect to increasing the level of public participation in formal and non-formal educational activities, and that more and more people are becoming aware of the problem of illiteracy.

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Author/Editor:
Fuchs-Brüninghoff; Elizabeth; Kreft; Wolfgang; Kropp; Ulrike
Year of publication:
1986

Available from UIL's Library in English, French.

Kenya is a republic within the Organization of African Unity and the British Commonwealth of Nations. It attained its independence on 12th December, 1963, after 61 years of British colonial rule. The country is situated on the east coast of equatorial Africa. The surface area of 582,646 square kilometres includes 13,396 square kilometres of inland water. Ethiopia and Sudan are the northern neighbours, Uganda is on the west, Tanzania is the southern neighbour while Somalia and the Indian Ocean are to the east.

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Author/Editor:
Dave; Ravindrakumar H.; Perera; D.A.; Ouane; Adama
Year of publication:
1985

Available from UIL's Library in English, French.

Nonformal education is a world-wide phenomenon: systematic out-of-school activities designed to meet specific learning needs are to be found in developed and developing countries alike. The pervasiveness of nonformal education programs (NFEP's) is attributable in large part to their nature.

Download: Evaluation of nonformal education programs: the applicability and utility of the criterion-sampling approach (PDF 5,99 MB)

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Author/Editor:
Shavelson; Richard J.; Brophy; Michael; Obemeata; Joseph O.; Obemeata; Jiyono
Year of publication:
1985

Available from UIL's Library in English.

Since 1980 the Unesco Intitute for Education (UIE) has been carrying out a research and dissemination project on the Development of Learning Strategies for Post-literacy and Continuing Education of Neo-1iterates in the Perspective of Life-long Education. Within the framework of this project an orientation seminar for the Latin American and Caribbean region was held in Caracas, Venezuela from 24 September to 6 October 1984.

Download: Final report:Orientation Seminar for Latin America and the...

Author/Editor:
Armengol; Mercy Abreu de
Year of publication:
1985

Available from UIL's Library in English, Spanish, English, Spanish.

Efforts to establish universal primary education started a century ago. The vast majority of the industrialized nations stipulated that all children should complete secondary education. However, for Third World countries, universal primary education remains a dream that will prove difficult to achieve. This fact, coupled with population growth, are the two main reasons why, despite increases in literacy rates, the number of illiterate people worldwide continues to grow. Although the Soviet Union launched its literacy campaign at the end of 1919, adult education only really started to...

Author/Editor:
Bordia; Anil
Year of publication:
1985

Available from UIL's Library in Spanish, Arabic.

Venezuela is a democratic and representative Federal Republic, located in the northern part of South America and consisting of 20 states, one Federal District, two Federal Territories and 72 islands. The country was discovered by Christopher Columbus in 1486 and remained under Spanish rule until 1821 when it, like several other counties in the region, was liberated by Simon Bolivar and other leading figures.

Download: El Desarrollo de estrategias de aprendizaje para la post-alfabetización y la...

Author/Editor:
Valbuena Paz; Antonio
Year of publication:
1985

Available from UIL's Library in Spanish, Arabic.

ALPHA 94, is the third publication in the Unesco Institute for Education’s Literacy Strategies in Industrialized Countries program. The objectives of this action research program, coordinated by the Hamburg Institute, are to promote international intellectual cooperation in the field of adult literacy education, to support experimental socio-educational practices, and to disseminate its findings at the international level. The projects all run for two years. They are made possible by support from government agencies and non-governmental organizations by the participation of numerous...

Author/Editor:
Hautecoeur; Jean Paul
Year of publication:
1984

Amartya Sen defined development as the creation of capabilities or capacities. One of the crucial capacities is basic education. With no access to writing, reading and numeracy, people are unable to fight against poverty and to build their lives in the current global environment. In this perspective, the right to education cannot be conceived only in a subsidiary or ancillary way. The realisation of the right to education is an essential pre-condition for human dignity and for development. But how does one measure this reality?

This book presents a methodology for observation and...

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