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The Education for All Global Assessment Report pointed out that only 5% of primary school students in Africa have attained the minimal level of competency which should be acquired by the end of primary school. Based on this, the need for creating and sustaining alternative education systems and approaches is painfully evident. However, funding for alternative forms of education is dismally low. In most countries, government funding for “out-of-school” education programs is usually less than 1% of their education budget. This is the niche for non-formal education and literacy...

Author/Editor:
Fagerberg-Diallo; Sonja
Year of publication:
2007

Available from UIL's Library in English, French.

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.

Following CONFINTEA a meeting was held at the UNESCO institute for Education bringing experts on adult learning and work to discuss and debate issues on work, education and the future, and to come to a joint statement. It was also at this meeting that proposals were made for UIE’s round table on adult learning and the future of work. The aim of this round table was to contribute to the debate on vocational and technical education in the context of lifelong learning.

The present UIE working paper reports on the results of this round table which addressed several issues such as...

Author/Editor:
Singh; Madhu
Year of publication:
1999

Available from UIL's Library in English.

We, the 150 participants from seven countries in the Workshop on National Policy Frameworks for Lifelong Learning in the ASEAN Countries, which was held in Ha Noi on 10 and 11 January 2013, co-organised by the Viet Nam Ministry of Education and Training, the UNESCO Institute for Lifelong Learning and UNESCO in Viet Nam with the support of the UNESCO Asia and Paci­c Regional Bureau for Education in Bangkok and the Institute for International Cooperation of theGerman Adult Education Association (dvv international), considering the following, wish to propose to the Ministers of Education...

Author/Editor:
UIL
Year of publication:
2013

Available from UIL's Library in English.

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.

This document is an attempt to open a dialogue among educators working in the area of complex emergencies. It recognizes that most of the newly tested educational interventions lack a long-term perspective. Education, whether for peace and reconciliation or in the reconstruction of human resources, is hardly addressed at present. The case studies described here provide a vivid account of an approach using kits. Clearly, different contexts and levels of emergency warrant different kinds of response. Thus, there is the need for further research from field experiences, especially at the...

Author/Editor:
Aguilar; Pilar; Retamal; Gonzalo
Year of publication:
1998

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

The Fifth International Conference on Adult Education (CONFINTEA V), held in 1997, looked ahead to the world’s transition to the new millennium by identifyin adult learning as a key to the twenty-first century. The Hamburg Declaration on Adult Learning adopted there forcefully expresses the vital significance of adult education and learning by identifying its potential “for fostering ecologically sustainable development, for promoting democracy, justice, gender equity, and scientific, social and economic development, and for building a world in which violent conflict is...

Author/Editor:
International Conference on Adult Education; 5th; Hamburg; Germany; 1997
Year of publication:
2004

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

The Fifth International Conference on Adult Learning, held in Hamburg, Germany in July 1997, emphasized that “efforts need to be made to ensure greater access to and participation in the means of communication for all cultures and social groups.” This online forum was organized to respond to this need. It was a concrete way to contribute to policy development on accessibility issues related to the use of technologies in adult learning. A collection of practical and tangible recommendations and proposals were developed based on different national and regional contexts, and...

Author/Editor:
UIE
Year of publication:
1999

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 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.