In the context of UNESCO’s Capacity Development Programme for Education for All, the Democratic Republic of Congo (DRC) and UNESCO developed a normative framework with a sector-wide approach to education. The aim of this case study is to provide a coherent and contextualized normative framework that promotes lifelong learning for the whole education sector in DRC .
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 presents key concepts, information and principles to support the practice of adult education in African contexts.
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.
‘There are porous boundaries between formal education, non-formal education and informal learning, and a number of issues affect the operationalization of lifelong learning.