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School-based intergenerational programs

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.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

Revisiting lifelong learning for the 21st century

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.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

The Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution, January 2001

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.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

Los Pueblos indígenas y la educación de adultos en México (Indigenous Peoples and Adult Education in Mexico)

Los Pueblos indígenas y la educación de adultos en México (Indigenous Peoples and Adult Education in Mexico)

This document systematizes the results of the International Survey on Adult Education for Indigenous Peoples, supported by the UNESCO Institute for Education (UIE) in cooperation with the Regional Cooperation Center for Adult Education in Latin America and the Caribbean (CREFAL) on behalf of Mexico. The survey was completed by 34 governmental, non-governmental and indigenous organizations in Mexico, and covered the period from May to September 1999.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

Educación de los jóvenes y adultos indígenas en Bolivia: informe final (Education for Indigenous Youth and Adults in Bolivia: Final Report)

The following report is the outcome of a study commissioned by the UNESCO Institute for Education in Hamburg, Germany, within the framework of its ‘International Survey on Adult Education for Indigenous Peoples’, carried out in 15 countries worldwide.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

An Internationally-produced communication tool in support of the launch of the International Adult Learners' Week: the learning festivals guide

Welcome to the Learning Festivals Guide, an internationally-produced communication tool in support of the launch of the International Adult Learners’ Week.

The Guide has several aims:

◗ to strengthen International Literacy Day, recognising that the basic learning needs of all people of all ages should be met in each and every developing and developed country;

◗ to share the experiences of educators from around the world who have seen the value of using promotional campaigns to encourage learning by all;

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

Adult education and indigenous peoples in Russia

There are more than a hundred nationalities living in Russia. Indigenous peoples in Russia are now officially considered as 30 small-numbered nations which historically are settled in the huge territory of the North from the White sea in the west up to Bering Strait in the east. Each northern ethnic group has it own history and problems. They vary much from each other by number type of settlement, presence or absence of their own autonomy, ethnicity, geographical and climate condition, language etc.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning

Adult education and indigenous peoples in Brazil

This report is aimed at presenting an overview of the situation of adult education for indigenous peoples in Brazil based on a significant, if not exhaustive, survey of projects in hand in this field. At present, most projects in this area comply with a conception of the indigenous right to intercultural, bilingual education, even though this may be understood in many different ways, leading to great disparities when it comes to practical experiences.

  • Author/Editor:
  • UNESCO Institute for Lifelong Learning