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Although they are often overlooked by policymakers, intergenerational approaches to literacy and learning have huge potential across a range of agendas and particularly for disadvantaged and vulnerable families.

Research evidence reveals the considerable benefits of family learning for both children and adults. Fostering a culture of learning within the family can help prevent school failure and drop-out among children while helping parents in ensuring their children are school-ready and supporting them with their homework. The desire of parents to better support their children at...

Author/Editor:
UIL
Year of publication:
2017
No. of pages:
4

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

Local communities have an indispensable role to play in supporting people’s learning and development and in creating societies that are engaged, inclusive and sustainable. Community-based learning strengthens bonds across generations, promotes agency and self-reliance, and fosters social cohesion, thus encouraging active citizenship and a sense of ownership of a community’s future. Moreover, it enables the exchange of information and the development of skills necessary in tackling the challenges of today’s rapidly changing world, ultimately...

Author/Editor:
UIL
Year of publication:
2017

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

In Asia and the Pacific region, community learning centres – or CLCs – improve access to lifelong learning and education, and serve as an integral mechanism for achieving the 2030 Agenda for Sustainable Development Goal 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.

It is against this backdrop that six Asian countries (Bangladesh, Indonesia, Mongolia, Republic of Korea, Thailand and Viet Nam) participated in exploratory research launched by NILE in late 2015 to analyse the wider benefits of CLCs so...

Author/Editor:
Chris Duke; Heribert Hinzen
Year of publication:
2017

Available from UIL's Library in English.

Literacy and numeracy are central to lifelong learning and sustainable development. In today’s fast-changing world, both skills are essential to achieving independence and wellbeing, and provide the basis for sustainable societies with constant socio-economic progress.

Literacy and Numeracy from a Lifelong Learning Perspective , a new policy brief by the UNESCO Institute for Lifelong Learning (UIL), challenges the assumption that literacy and numeracy are stand-alone skills to be learned within a set timeframe. It argues instead for a...

Author/Editor:
UIL
Year of publication:
2017

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

Used strategically, libraries have the potential to play a key role in promoting national literacy efforts, as they are trusted by people in the communities they serve and are in a good position to provide a wide variety of literacy opportunities. Libraries provide literacy resources for children, youth and adults at all proficiency levels, thereby making an enormous contribution to supporting a reading culture and the creation of a literate society. They are also an ideal community space for facilitating intergenerational and ...

Author/Editor:
UIL
Year of publication:
2016

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

The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled Making Large-Scale Literacy Campaigns and Programmes Work . The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and 2014. Despite a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people, the analysis finds that most large-scale...

Author/Editor:
UIL
Year of publication:
2016

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

Learners, facilitators and managers of Kominkan (Community Learning Centres in Japan) and Community Learning Centres (CLCs) and other institutions that promote community-based learning, governments, civil society organisations, United Nations (UN) agencies, development partners, members of academia, the private sector and media from 29 countries, gathered in Okayama City, Japan at the Kominkan-CLC International Conference on Education for Sustainable Development (ESD) – “Community-Based Human Development for Sustainable Society” – commit to continuing and expanding Education for...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English, French.

The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. Policy Brief 4 is built on the...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English.

The third in UNESCO Institute for Lifelong Learning (UIL) current series of policy briefs, titled Gender equality matters: Empowering women through literacy programmes , offers research-informed analysis and action-oriented recommendations for local and national governments, providers of literacy programmes and educators on how to reduce the gender gap in adult literacy .

This document describes measures taken in different countries to reduce gender disparities in literacy and presents...

Author/Editor:
UIL
Year of publication:
2014

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

There are more than one billion young people worldwide aged between 15 and 24, representing the largest cohort that has ever had to progress from childhood to adulthood. Almost 87 per cent of them live in developing countries (United Nations, Department of Economic and Social Affairs, Population Division, 2011). As many as 123 million of this generation, 61 percent of them girls, were reported to be illiterate in 2011 (UIS, 2013).

Download:

Youth Matters: Equipping Vulnerable Young People...

Author/Editor:
UIL
Year of publication:
2013

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