Home

In celebrating its anniversary this year, the Institute reflected on its success in weathering the storms of sixty years, and emerging stronger than ever. That UIL remains vibrant and responsive to diverse national, regional and global demands is testimony to the consistently excellent work of its staff. The core tasks of advocacy, research, capacity-building and partnership development continued to guide their efforts in 2012.

Download: Annual report 2012: UNESCO Institute for Lifelong Learning...

Author/Editor:
UIL
Year of publication:
2013

Available from UIL's Library in English, French.

To raise awareness of policy makers on key issues on lifelong learning, adult education and literacy, UIL has started developing a series of policy briefs. The theme of the Policy Brief No.1 is Quality Matters: Improving the Status of Literacy Teaching Personnel , and is based on the discussions of experts and practitioners from more than ten countries during the “International Workshop on Strategies for the Improvement of the Status of Literacy Teaching...

Author/Editor:
UIL
Year of publication:
2013

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

Literacy Initiative for Empowerment (LIFE, 2006–2015) was conceptualised as a key operational mechanism for achieving the goals of the United Nations Literacy Decade (UNLD, 2003–2012) and as a framework for action to accelerate efforts in countries where a lack of literacy and numeracy skills poses a critical challenge to achieving EFA, the Millennium Development Goals (MDGs, 2000–2015) and the United Nations Decade of Education for Sustainable Development (DESD, 2005–2014).

LIFE targets the 36 countries with literacy rates below 50 per cent and/or a population of more than 10...

Author/Editor:
Ulrike Hanemann
Year of publication:
2012

Available from UIL's Library in English, French, Arabic, Portuguese.

The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning were developed to facilitate recognition, validation and accreditation (RVA) of all learning outcomes, particularly those of non-formal and informal learning. UNESCO Member States also committed themselves to establishing recognition frameworks to develop and improve RVA principles and mechanisms.

The UNESCO Guidelines define the key areas of action at national level in terms of:...

Author/Editor:
UIL
Year of publication:
2012

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

The present Annual Report provides a detailed account of UIL’s activities and achievements in 2011. They include the meetings organised and publications produced, as well as the new alliances made, the awareness raised, and the support provided to partners from within government and civil society in UNESCO’s Member States. The report highlights specific programmes undertaken by UIL in 2011, namely the preparation of the Global LIFE Mid-Term Evaluation Report,the development of the UNESCO Guidelines on the Recognition,Validation and Accreditation of Learning Outcomes of Non-formal and...

Author/Editor:
UIL
Year of publication:
2012

Available from UIL's Library in English, French.

Mauritania’s “National Programme for Development of the Education Sector” (PNDSE 2011-2020) gives particular attention to basic education. This addresses Mauritania’s challenges, with among the lowest rates in primary school enrolment and adult literacy in the Middle East and North Africa region, as well as significant gender disparities in education, to the disadvantage of girls’ access. Evidence shows that illiteracy and low educational achievement are being passed from one generation to the next. Existing evidence from around the world seems to indicate...

Author/Editor:
UIL
Year of publication:
2011

Available from UIL's Library in English, Arabic.

The follow-up to the Sixth International Conference on Adult Education (CONFINTEA VI), held in Belém, Brazil in December 2009, was high on UIL’s agenda in 2010. Following the man-date given to the Institute by UNESCO Member States in the Belém Framework for Action, UNESCO and UIL are committed to coordinating the monitoring of the implementation of the recommendations spelled out in the document. A follow-up strategy was produced, which was discussed during the first meeting of the CONFINTEA Advisory Group, held at UIL in March. As an important pillar of this follow-up, the Institute is...

Author/Editor:
UIL
Year of publication:
2011

Available from UIL's Library in English, French.

In 2009, the Institute worked hard to drive the vision of lifelong learning forward on international education agendas. On behalf of UNESCO, UIL was entrusted with coordinating the preparation, implementation and follow-up of the Sixth International Conference on Adult Education (CONFINTEA VI). Preparations for this intergovernmental conference, which was held from 1 to 4 December 2009 – after its postponement from May 2009 – required the Institute’s full attention. The conference was clearly a success, with more than 50 ministers and deputy ministers travelling to Belém in the Amazon...

Author/Editor:
UIL
Year of publication:
2010

Available from UIL's Library in English, French.

The Sixth International Conference on Adult Education (CONFINTEA VI) closed with the adoption of the Belém Framework for Action. Held from 1 to 4 December 2009 in Belém, Brazil, with the participation of over 1,100 delegates, including including 55 Ministers and Deputy Ministers from 144 UNESCO Member States, CONFINTEA VI continued a series of global UNESCO meetings on adult education and learning which have been held every twelve years since 1949. Building on the Hamburg Declaration on Adult Learning and the Agenda for the Future of 1997, the Belém Framework for Action records the...

Author/Editor:
UIL
Year of publication:
2010

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

The purpose of this guide is to affirm the policy stance that multilingual and multicultural education should be chosen as the general education system in African countries, with a view to the transformation of African societies. The aim of this transformation, in tur, is to reduce poverty through sustainable development based on African languages and cultures. For this reason, it should be pursed through the programs of existing institutions, whose capacity needs to be strengthened accordingly. Such an education system not only offers equality of opportunity and success to all children,...

Author/Editor:
UIL
Year of publication:
2010

Available from UIL's Library in English, French.