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CONFINTEA crystallized an idea into an event, and made of an event an agreement between countries, principally by governments wishing to recognize and give impetus to the shifts taking place in the world of adult learning. However, the idea of adult learning, as it is now understood, is so broad and so all encompassing that to try to follow the whole field is to miss the essentials. How then to monitor the follow-up to CONFINTEA in its entirety when the field is so vast?

Download: CONFINTEA follow-up...

Author/Editor:
UIE
Year of publication:
1999

Available from UIL's Library in English.

In line with the 2030 Agenda for Sustainable Development, the Cork Call to Action for Learning Cities recognizes the important role of lifelong learning as a driver for environmental, social, cultural and economic sustainability. It outlines key points for cities to promote health and environment, equity and inclusion, as well as decent work and entrepreneurship.

The document is available for download in English , French and...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2017
No. of pages:
3

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

The following report is the outcome of a study commissioned by the UNESCO Institute for Education in Hamburg, Germany, within the framework of its ‘International Survey on Adult Education for Indigenous Peoples’, carried out in 15 countries worldwide. In Bolivia’s case, the study was headed by a team from the Master’s Programme in Intercultural Bilingual Education (Maestría en Educación Intercultural Bilingüe), which is part of the Training Programme in Intercultural Bilingual Education for the Andean Countries (Programa de Formación en Educación Intercultural Bilingüe para los Países...

Author/Editor:
López; Luis Enrique
Year of publication:
2000

Available from UIL's Library in Spanish.

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.

Published in 2009, the first Global Report on Adult Learning and Education (GRALE 1) was the most comprehensive overview to date of the global state of adult learning and education (ALE). It provided a strong basis for negotiations at the sixth International Conference on Adult Learning and Education (CONFINTEA VI). GRALE brought together findings and...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2009

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

At the Sixth International Conference on Adult Education (CONFINTEA VI), which was held in Belém, Brazil, in December 2009, 144 UNESCO Member States, in-cluding 40 from Africa, adopted the Belém Framework for Action, the most recent international policy document seeking to strengthen adult education. The UNESCO Institute for Lifelong Learning (UIL), in co-operation with the UNESCO Institute for Statistics and UNESCO offices in the different world regions, is coordinating the global monitoring of the follow-up to the Belém Framework for Action.This includes the preparation of the Global...

Author/Editor:
Angela Owusu-Boampong
Year of publication:
2013

Available from UIL's Library in English, French.

“From literacy to lifelong learning” is the great challenge which this Regional Conference poses for us.

In other words, the challenge is to advance from initial literacy – which is the way in which literacy for young people and adults continues to be understood in many countries of the region to a vision and a broader educational provision which includes teaching but also recognizes and validates learning acquired, not only as adults, but also throughout our life: in the family, in the community, at work, through the media, through social participation and by the...

Author/Editor:
UIL
Year of publication:
2009

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

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.

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.

These guidelines provide cities with strategic approaches for building dynamic and sustainable learning cities. They contain a set of actionable recommendations that can be referred to at every stage of the process of becoming a learning city. The documents are available for download in Arabic , Chinese ,...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

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