The IDEAL project, funded by the Lifelong Learning Programme of the European Union, seeks to examine how higher education institutions can and do contribute to adult learning by way of distance education.
A study entitled Literacy and Education for Sustainable Development and Women’s Empowerment explores how and why literacy programmes can contribute to sustainable development and processes of women’s empowerment.
Together with the Asia South Pacific Association for Basic and Adult Education (ASPBAE), UIL has published a collection of testimonies from young people participating in community education and development programmes either as learners and facilitators entitled Youth Driving Community Education: Testimonies of Empowerment fr
This book analyses the cultural factors that influence the characteristics, behaviour and thinking of adult learners from the perspective of psychology. It emphasizes the collective orientation of African cultures and the view of the self vis- à-vis interdependent relationships within a community.
This book presents key concepts, information and principles to support the practice of adult education in African contexts.
‘There are porous boundaries between formal education, non-formal education and informal learning, and a number of issues affect the operationalization of lifelong learning.
The first International Conference on Learning Cities, which was co-organised by UNESCO, the Ministry of Education of China and Beijing Municipal Government, took place from 21–23 October, 2013 in Beijing. The aim of this conference was to mobilize cities to promote lifelong learning for all as a vector of equality and social justice, social cohesion and sustainable prosperity.