© UNESCO
Ms Lily Asamoah (Institute of Continuing and Distance Education, Ministry of Education, Ghana) drafted the first non-formal education policy for Ghana. Upon her return to Ghana she shared the draft with her supervisors for their comments and feedbacks. Additionally, she shared her improved knowledge in the field of adult education and lifelong learning with colleagues at the Ministry of Education.
Mr Lourenço Andrade (Education Service and Vocational Training of Adults, Ministry of Education and Sports, Cabo Verde) prepared the draft for a scholarly article on adult education in Cabo Verde, entitled “L’Éducation et l’Alphabétisation des Adultes et le Développement : Le cas du Cabo Verde”. This will serve as a basis for developing a plan of action to be implemented from 2015 until 2025.
Ms Togtokhmaa Zagir (Mongolian Institute of Educational Research, Mongolia) started to develop the first Bachelor’s degree programme for teachers and facilitators of Community Learning Centres (CLCs) in Mongolia. Upon her return to Mongolia she organized a meeting with representatives of the Department of Lifelong Education at the Mongolian State University of Education, the National Centre for Lifelong Education and directors of Community Learning Centres of Ulaanbaatar districts to present her study results. As a result of this meeting, the participants agreed that they need to identify first the competencies of CLC teachers to draft national standards. The National Centre for Lifelong Education has taken the leadership in conducting the research study, starting in February 2015. Ms Zagir, who will be a member of the study team, has started to compile and translate comparative examples from other countries. Additionally, she has written an article on the concept of lifelong learning which is currently awaiting publication.
Mr Yuan Dayong (Institute of Vocational and Adult Education, Beijing Academy of Educational Sciences, China) prepared a case study on the Learning City of Beijing. As a follow-up he will review and revise the case study and finalize it for publication on the website of the Global Network of Learning Cities (GNLC). Furthermore, he supports the signing of a Memorandum of Understanding (MoE) between UIL and his institute, with the aim of his institute becoming an official partner of the GNLC. He will also contribute to the 2nd international conference on Learning Cities in 2015 and the Learning City pilot study.
