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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.

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.

This conference is being held within the framework of the Millennium Development Goals, the United Nations Literacy Decade, the United Nations Decade of Education for Sustainable Development, the Arab Plan for the Development of Education in the Arab World and the Islamic Programme for Literacy and Basic Education for All.

Download: Statement on Investing in Adult Education: Building Learning and Knowledge Societies in the Arab States (PDF 138 KB)

Also available in Arabic: (PDF 375 KB)...

Author/Editor:
UIL
Year of publication:
2009

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

Drawing on data and reports from 141 countries , the second Global Report on Adult Learning and Education (GRALE 2) was the first international report to monitor progress in promoting adult learning and education (ALE) since countries adopted the 2009 Belém Framework for Action . GRALE 2 also included ground-breaking analysis on literacy .

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Author/Editor:
UIL
Year of publication:
2013

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

The Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in December 2009, closed with the adoption of the Belém Framework for Action , which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education from a lifelong learning perspective. The third Global Report on Adult Learning and Education (GRALE III), published in 2016, drew on...

Year of publication:
2018
No. of pages:
10

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.

The 3 × 3 × 3 × 3 Youth Statement on Learning Cities outlines the ways in which young people should be involved in building learning cities. The Statement comprises three calls for action directed at UNESCO, three expressions of encouragement directed at local and national governments, and three commitments from youth to contribute to the building of learning cities.

Download : The 3 × 3 × 3 × 3 Youth Statement on Learning Cities ...

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

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

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.