Home

Many adult learning stakeholders, UIE’s partners and Governing Board, and UNESCO have repeatedly stressed the need for a strategic plan for the work of the Institute. Priority issues, major areas of concern and requests for intervention in the search for sustainable solutions have emerged from a systematic needs assessment carried out by UIE and other partners. They have emerged also from demands expressed strongly in various ways by Member States and representatives of NGOs and CSOs. All of this has resulted in a clear mandate for UIE from UNESCO and the international community. The...

Author/Editor:
UIE
Year of publication:
2003

Available from UIL's Library in English, French.

In 2003, the UNESCO Institute for Education moved resolutely forward towards changing its status from that of a German foundation to becoming a full-fledged international institute. This change of status is not simply a legal matter. It implies much more: a transformation of identity, of spirit and of responsibility. Although a reduction of financial resources continues to weigh heavily on the Institute, UIE has proved that it will be able to continue its work under its new conditions, that it can win new sources of funding and that it is capable of thriving in a competitive surrounding...

Author/Editor:
UIE
Year of publication:
2003

Available from UIL's Library in English, French.

This report constitutes the Arab region’s main input into the CONFINTEA Mid-Term Review process. It is also an attempt at a critical assessment of the progress made since the Fifth International Conference on Adult Education (CONFINTEA), which took place in Hamburg in July 1997, and the Arab Regional Preparatory Conference, which took place in Cairo in February of that year.

Download: Literacy and adult education in the Arab World: regional report for the CONFINTEA V Mid-Term Review Conference...

Author/Editor:
UIE
Year of publication:
2003

Available from UIL's Library in English.

Youth and adult education (Educación de Personas Jóvenes y Adultas – EPJA) is frequently given a low priority on governmental agendas, which are sometimes forced to prioritize scarce resources and thus limit their areas of action to the standard education system. Nonetheless, increasing efforts are being made to provide educational opportunities to those who, earlier on in their lives, were unable to integrate successfully into the education system, and these efforts are being spearheaded not only by ministries of education, but also by a variety of institutions who have long been active...

Author/Editor:
UIE
Year of publication:
2003

The sub-Saharan region is the region with the highest prevalence of HIV worldwide. In 1998 the Durban Statement adopted by the MINEDAF VII Conference of African Ministers of Education stressed the urgent need of joint efforts to combat the devastating effects of HIV/AIDS “with all means at our disposal”. The Dakar Framework for Action adopted by the World Education Forum in April 2000 underlined that “programmes to control and reduce the spread of the virus must make maximum use of education's potential to transmit messages on prevention and to change attitudes and...

Author/Editor:
Hall; Nigel; Mauch; Werner
Year of publication:
2002

Available from UIL's Library in English.

2002 was a very special year for UIE. On 14 June, UIE celebrated its 50th anniversary in a spirit of renewed self-confidence and optimism. Although the Institute is now facing a tighter budget than in previous years, the threat of insolvency and uncertainty is now definitely averted. This is due in large measure to the support of many partners all over the world. UIE wishes to thank especially the German government and the government and Parliament of the Free and Hanseatic City of Hamburg for their continuing support and hospitality to the Institute. Equally, we are grateful to the...

Author/Editor:
UIE
Year of publication:
2002

Available from UIL's Library in English, French.

Grasping the breadth of learning festivals around the world poses a real challenge. This alone is a good sign because it indicates that the scope and wealth of activities carried out globally to celebrate and motivate learners are immense. International Adult Learners Week embraces them all, be they adult learners Weeks or Lifelong Learning Days, Learning Festivals, or Literacy Weeks. Whether they take place at a local, national, or sub regional level, in March, May, September, or November of any given year, together they constitute an international network and movement to...

Author/Editor:
Bochynek; Bettina; Kuhanen; Lari
Year of publication:
2002

Available from UIL's Library in English.

As UIE approaches its 50th anniversary it can look both back over the important ground covered since its foundation and forward to new challenges.

Despite the difficulties experienced by UIE from the early part of 2000, the Institute has not only been able to continue working at full speed, carrying out an extensive research programme, organising seminars and maintaining its publication and documentation services, but it has also embarked on a new programming cycle, involving a fundamental restructuring of its activities. This restructuring was completed successfully in 2000 and is...

Author/Editor:
UIE
Year of publication:
2001

Available from UIL's Library in English, French.

As defined by the International Consortium for Intergenerational Programs, “intergenerational programs” are “social vehicles that create purposeful and ongoing exchange of resources and learning among older and younger generations.” In a nutshell, it is about “intergenerational engagement” – the full range of ways in which young people and older adults interact, support, and provide care for one another. The focus is usually on establishing connections between people who are 21 and under and people who are 60 and over, with the intention of...

Author/Editor:
Kaplan; Matthew S.
Year of publication:
2001

Available from UIL's Library in English.

The philosophy of learning throughout life is anything but modern. Ancient societies all over the world have emphasized the need to learn from the cradle to the grave. Today in the 21st century, we find ourselves anew amidst the loud voices proclaiming the importance of lifelong learning. What is clear is that the context of lifelong learning has changed and the utopian and generous vision hitherto characterizing lifelong learning has now become a necessary guiding and organizing principle of education reforms. It is recognized today as an indispensable tool to enable education to face its...

Author/Editor:
Medel-Añonuevo; Carolyn; Ohsako; Toshio; Mauch; Werner
Year of publication:
2001

Available from UIL's Library in English.