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¿Qué ha sucedido en América Latina y el Caribe en términos de educación y aprendizaje de las personas jóvenes y adultas (EPJA) en la última década, desde la realización de CONFINTEA V (Hamburgo, 1997)? ¿Hay avances en relación a los grandes desafíos identificados una década atrás? ¿Cuáles son los nuevos actores que intervienen en el campo?¿Existe un pensamiento renovado? ¿Hay nuevas estrategias en marcha? ¿Cómo ha incidido en el campo la expansión de las modernas Tecnologías de la Información y la Comunicación (TICs)? ¿Cuáles son algunas de...

Author/Editor:
Rosa María Torres
Year of publication:
2009
No. of pages:
107

Available from UIL's Library in Inglés, Francés, Español.

El primer Informe Mundial sobre el Aprendizaje y la Educación de Adultos está basado en 154 informes nacionales presentados por los Estados Miembros de la UNESCO sobre el estado del aprendizaje y la educación de adultos, cinco Informes de Síntesis Regionales y literatura secundaria. Su propósito es proporcionar una visión general de las tendencias en el aprendizaje y la educación de adultos, así como identificar los desafíos clave. Está destinado a ser utilizado como...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2009
No. of pages:
159

Available from UIL's Library in Inglés, Francés, Español, Portuguese.

This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and the history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for...

Author/Editor:
Fredrick Nafukho; Maurice Amutabi; Ruth Otunga
Year of publication:
2006

Available from UIL's Library in Inglés.

Este folleto refleja los asuntos tratados en el grupo de trabajo ‘Educación de las personas adultas, democracia y paz’ durante la Quinta Conferencia Internacional de Ediicacion de las Personas Adultas (CONFINTEA) celebraba en IIambiirgo en julio de 1997.

El grupo de trabajo tuvo el importante papel de examinar la relación entre la educación de las personas adultas, la democracia, la ciudadanía, el género, la sociedad civil y una cultura de paz. Se discutieron las estra- tegias de la educación de las personas adultas necesarias para cumplir con las aspiraciones...

Author/Editor:
UIE
Year of publication:
1999
No. of pages:
436

Available from UIL's Library in Inglés, Francés, Español.

Erwachsene zum Wahrnehmen von Lernangeboten zu ermutigen gehört mittlerweile international ganz selbstverständlich zum politischen Diskurs. In der Regel beschränken sich die Argumente für das lebenslange Lernen jedoch darauf hinzuweisen, dass Lernen im Erwachsenenalter berufliche und soziale Kompetenzen erweitern hilft. Hört man dagegen von den erwachsenen Lernern selbst, wie Lernerfahrungen ihr Leben positiv und umfassend beeinflusst haben, erweitert sich der Blick. Die vorliegende Dokumentation der Lernwege von erwachsenen Lernern aus 14 Ländern möchte dazubeitragen; sie ist das Ergebnis...

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Available from UIL's Library in Inglés, Francés, Alemán.

The present publication is the final product of the collective work of IntALWinE, giving an account of the activities carried out and the results achieved in the framework of the Socrates/Grundtvig network. It includes a series of suggestions and examples of good practice collected by the IntALWinE partners for the improvement of learning festivals and structured in five categories around events and activities, promotional material awards, cooperation and evaluation. Two sets of policy recommendations are also presented in this publication: one produced by the network partners and the...

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Available from UIL's Library in Inglés, Francés, Alemán.

The book identifies quantitative, qualitative and multi-method approaches, and is based upon existing research methods teaching in Africa. It is grounded in African adult education contexts and draws on material and experiences from research courses taught in African universities. It emphasises the importance of combining quantitative methods with qualitative research that is embedded in adult education contexts and that builds on indigenous knowledge. Examples of the contexts addressed in the book include: village communities, agriculture development workers, literacy and income...

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Available from UIL's Library in Inglés.

This publication, based on a workshop held in the context of the CONFINTEA V Midterm Review Conference, addresses the issue of adult education for the estimated 300 million people in the world belonging to indigenous population groups. It includes an overall survey, reports and good practice models from many different countries, and a list of the final recommendations made by the workshop.

Report on the Workshop Held at the CONFINTEA V Midterm Review Conference, Bangkok, Thailand, September 2003 Compiled by Luis Enrique López and Ulrike Hanemann UIL, 2006 - 35 pp. ISBN 92-820-1149-...

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This book examines how adult education is influenced by and has an influence on the society in which it takes place. It presents a clear analysis of the development challenges and sociological realities of the adult education context, which is essential if educators are to help African countries and communities achieve their developmental goals. The ten chapters in this book address the following issues as they impact on adult education: development and social change; community; rate, ethnicity and religion; social class and gender; empowerment; democracy; health and HIV/AIDS; poverty and...

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Available from UIL's Library in Inglés.

Amartya Sen defined development as the creation of capabilities or capacities. One of the crucial capacities is basic education. With no access to writing, reading and numeracy, people are unable to fight against poverty and to build their lives in the current global environment. In this perspective, the right to education cannot be conceived only in a subsidiary or ancillary way. The realisation of the right to education is an essential pre-condition for human dignity and for development. But how does one measure this reality?

This book presents a methodology for observation and...

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