Ugandan scholar Mr Willy Ngaka spent February 2018 at the UIL Library conducting research on community libraries and their influence on literacy development and lifelong learning.
Mr Ngaka is a researcher and lecturer at Markerere University and Uganda Technology and Management...
Message from Ms Audrey Azoulay,Director-General of UNESCO, on the occasion of International Mother Language Day, 21 February 2018
Today, UNESCO marks the nineteenth International Mother Language Day. This is an opportunity to recall our Organization’s commitment to...
The Global Book Alliance (GBA), which promotes the development of mother-tongue reading materials, held its first regional workshop in Abidjan, Côte d’Ivoire, from 22 to 25 January 2018. Representatives from one lusophone...
Eleven members of the Adult Learning Documentation and Information Network (ALADIN) have been granted free one-year online subscription to the International Review of Education – Journal of Lifelong Learning (IRE ) starting January 2018.
The IRE is the longest-running...
The UNESCO Institute for Lifelong Learning (UIL) regularly publishes a Global Report on Adult Learning and Education (GRALE) in order to monitor developments in adult learning and education...
Cities across Mexico continue to adopt the learning city concept following the second International Conference on Learning Cities (ICLC), which took place in...
The UNESCO Institute for Lifelong Learning (UIL) hosted six government officials and representatives of civil society organizations in the field of adult learning and education (ALE) in November 2017 through its CONFINTEA Fellowship Programme . The...
The Global Alliance to Monitor Learning (GAML) is an initiative to support national strategies for measuring learning. Led by the UNESCO Institute for Statistics (UIS), it provides stakeholders, researchers, UN agencies and NGOs with a platform for discussion to facilitate data collection on a...
This special issue on non-formal and community learning for sustainable development presents and analyses a wide range of non-formal Education for Sustainable Development (ESD) practices from different parts of the world (Western Europe, East Asia, Latin America, and Southern Africa). It should...
