On 12 and 13 November 2020, UNESCO learning cities from around the globe will meet virtually to share strategies, experiences and challenges concerning citizenship education.
On 29 October 2020, over 70 UNESCO learning cities from Asia Pacific will launch a regional network to enhance collaboration with a view to strengthening lifelong learning at urban level. It is the first formal regional network within the UNESCO Global Network of Learning Cities (GNLC).
On 28 and 29 October 2020, the Global Alliance for Literacy within the Framework of Lifelong Learning (GAL) met virtually to assess the unprecedented challenges brought by COVID-19 on youth and adult literacy in its 29 member countries.
The COVID-19 pandemic has caused major disruption to education, at every level, right across the globe, but it has also highlighted the importance of fostering a culture of lifelong learning in supporting societies to build the capacities necessary to cope with and respond to such crises.
On 7 October, UIL will host a webinar on ‘Open and distance education to promote learning and skills development throughout life’ as part of the virtual Central Asia Symposium on ICT in Education (vCASIE) 2020.
This year, UNESCO celebrates World Teachers’ Day with a series of virtual events on the theme ‘Teachers: Leading in crisis, reimagining the future’.
The recent COVID-19 pandemic and its disruptions to education systems globally, has demonstrated the fragility of the situation of many youth and adult literacy educators, programmes and systems as represented by abrupt suspension of numerous programmes.
On 22 September 2020, the UNESCO Institute for Lifelong Learning (UIL), in cooperation with the Arab League Educational, Cultural and Scientific Organization (ALECSO), will virtually launch the report Trends in Adult Learning and Education in the Arab Region – Findings from the Fourth Global
International Literacy Day (ILD) 2020 will focus on Literacy teaching and learning in the COVID-19 crisis and beyond with a focus on the role of educators and changing pedagogies.
