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The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication on successful youth and adult literacy programmes entitled Literacy in Multilingual and Multicultural Contexts: Effective Approaches to Adult Learning and Education (PDF 4,8 MB). This compilation of case studies will be shared with literacy stakeholders on the occasion of the 50th anniversary of International Literacy Day on 8 September 2016.

The publication showcases examples of effective and...

Author/Editor:
Ulrike Hanemann; Cassandra Scarpino
Year of publication:
2016

Available from UIL's Library in English, French.

'The integration of action research in training programmes for youth and adult educators can greatly enhance the quality of youth and adult teaching and learning', says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

The UNESCO Institute for Lifelong Learning (UIL), in collaboration with the UNESCO Multi-sectoral Regional Office for West Africa in Abuja, has published a guidebook on how action research can enhance youth and adult literacy education and learning. This guidebook can be used as a resource for training adult...

Author/Editor:
Christine Glanz; Hassana Alidou
Year of publication:
2015

Available from UIL's Library in English, French.

UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.

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...

Author/Editor:
Adama Ouane; Christine Glanz (eds.)
Year of publication:
2011

Available from UIL's Library in English, French.

In a 1953 landmark publication, UNESCO underscored the importance of educating children in their mother-tongue (UNESCO, 1953). Yet, more than 50 years since the first UNESCO statement, and despite a plethora of books, articles, numerous conventions, declarations and recommendations addressing this issue, including a range of conclusive experiments of using local languages in education and polity, most African countries continue to use the former colonial language as the primary language of instruction and governance. This advocacy brief seeks to show the pivotal role of languages in...

Author/Editor:
Adama Ouane; Christine Glanz
Year of publication:
2010

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

This publication examines the relationship between multilingualism and knowledge societies. It outlines the realities of knowledge societies while presenting linguistic challenges that arise when implementing them. It also discusses the interplay between linguistic choices and development.

Download: Du multilinguisme à la société du savoir: quelles stratégies? (From Multilingualism to Knowledge Societies: What Strategies Work Best?) (PDF 2.2 MB)

Author/Editor:
Hazoumê; Marc-Laurent
Year of publication:
2005

Available from UIL's Library in French.

Demonstrating the normality of multilingualism and questioning those teaching systems grounded in monolingualism are the objectives of this study. The data comes from 30 African, Asian and Latin American countries. The study underlines the advantages of multilingual learning: preservation of identity, cultural richness and plurality.

Download: Towards a Multilingual Culture of Education (PDF 18,4 MB)

Author/Editor:
Ouane; Adama
Year of publication:
2003

Available from UIL's Library in English.