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The Unesco Institute for Education (UIE) is committed to the promotion of research and international intellectual cooperation. Its focus is on lifelong learning and the democratization of education, as guiding principles for the reform and renewal of education for all children and adults. Research activities concentrate mainly on literacy, which is the absolute priority of UNESCO, and adult education. They take the form of research, dissemination and training concerning the quality and relevance of the content of education, and the development of learning strategies with a view to the...

Author/Editor:
UIE
Year of publication:
1992

Available from UIL's Library in English.

This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning.

It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO World Conference on Higher Education in Paris in 1998.

It was developed at the conference on Lifelong Learning, Higher Education...

Author/Editor:
University of the Western Cape (South Africa); UIE
Year of publication:
2001

Available from UIL's Library in English.

The aim of this report commissioned by the UNESCO Institute for Lifelong Learning (UIL) is to test and apply our approach and the normative model in Brazil, Burkina Faso and Uganda. The three countries are multilingual in various degrees, and differ in terms of educational development, literate environment and socio-economic development.

Download: The Costs and the funding of non formal literacy programmes in Brazil, Burkina Faso and Uganda (PDF 568 kb)

Author/Editor:
Ravens; Jan van; Aggio; Carlos
Year of publication:
2007

Available from UIL's Library in English, French.

We, from all regions of the world, university-based adult educators, scholars and other specialists in the field of lifelong learning together with representatives of non-governmental organizations having begun working at the UNESCO International Conference on Adult Education in Hamburg, Germany, July 14-18, 1997, and now meeting at the Department of Adult and Continuing Education and Extension of the University of Mumbai in Mumbai, India April 21-23, 1998 in order to prepare for the World Conference on Higher Education: Higher Education in the 21 st Century in Paris, in October of 1998...

Author/Editor:
UIE
Year of publication:
1998

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

This Executive Summary provides the key messages espoused in the report, offering an overview of the development of adult learning and education in the world ’, Arne Carlsen , Director of the UNESCO Institute for Lifelong Learning.

The third Global Report on Adult Learning and Education (GRALE III) takes a holistic approach to education and lifelong learning to support countries in achieving the goals set in in the...

Author/Editor:
UIL
Year of publication:
2016

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

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

UNESCO Institute for Lifelong Learning (UIL), located in Hamburg, Germany, is one of UNESCO’s key education-related institutes and is the only organizational unit in the UN family that holds a global mandate for lifelong learning. Taking a holistic and integrated, inter-sectoral and cross-sectoral approach to lifelong learning as the guiding paradigm for 21st century education, UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education. Its activities place particular emphasis on furthering educational equity...

Author/Editor:
UIL
Year of publication:
2014

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

In 2016, UIL’s work focused on the achievement of Sustainable Development Goal 4 (SDG 4) and its related targets, as set out in the 2030 Agenda for Sustainable Development and the Education 2030 Framework for Action.

UIL’s efforts to advance this agenda in 2016 included the production of the 3rd Global Report on Adult Learning and Education (GRALE III), which focused on the impact of adult learning and education (ALE) on health and well-...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2017

Available from UIL's Library in English, French.

The UNESCO GNLC’s Guiding Documents explain the concept and describe the role of learning cities in sustainable development. These learning cities’ documents consist of the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities, which were adopted at the 1st International Conference on Learning Cities in 2013. The Beijing Declaration, outlines the role of lifelong learning in promoting inclusion, prosperity and sustainability in cities and makes a commitment to twelve actions for developing learning cities. The Key Features of Learning Cities provides an...

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

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

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.