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Together with the Asia South Pacific Association for Basic and Adult Education (ASPBAE) , UIL has published a collection of testimonies from young people participating in community education and development programmes either as learners and facilitators entitled Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific . The testimonies provide excellent illustration of how youth-focused education and development programmes in Bangladesh, India, Indonesia, New Zealand, the Philippines and...

Author/Editor:
Fahima Prity; Shanti Devi; Subhash Maule; Sifa Humaeroh; Brooklyn Emery; Carol Doyanan; Fonseca Goveia Leite
Year of publication:
2014
No. of pages:
32

Available from UIL's Library in English.

To celebrate the 10th Anniversary of Hamburg’s award-winning Family Literacy project (FLY) (2010 winner of the UNESCO King Sejong Literacy Prize and 2011 winner of the Hamburg Education Prize), UIL and the Hamburg State Institute for Teacher Training and School Development (LI) are launching the publication Learning to Fly: Family-oriented Literacy Education in Schools (in English and German). This co-publication includes contributions from key stakeholders – academics, teachers, parents and children – participating in the conceptualization and implementation of FLY in...

Author/Editor:
Stephen Roche; Gabriele Rabkin (editors)
Year of publication:
2014

A study entitled Literacy and Education for Sustainable Development and Women’s Empowerment explores how and why literacy programmes can contribute to sustainable development and processes of women’s empowerment. The paper argues that only by looking in depth at literacy learning and development practices can we begin to address the challenge of narrowing the gender gap in literacy attainment. The paper reviews a range of adult literacy programmes and distills principles of good practice in order to arrive at recommendations for future action. It makes a case for the importance of literacy...

Author/Editor:
Anna Robinson-Pant
Year of publication:
2014
No. of pages:
31

Available from UIL's Library in English, French, Spanish.

The UNESCO Institute for Lifelong Learning (UIL) has published a research study titled “Literacy and Women’s Empowerment: Stories Of Success And Inspiration” in contribution to the International Literacy Day on 8 September 2013.

The study describes promising approaches to developing literacy and learning for women, who are the majority of the world’s non-literate adults. Key success factors are identified to outline concrete recommendations on how to achieve literacy and empowerment of women...

Author/Editor:
Janine Eldred
Year of publication:
2013
No. of pages:
78

Available from UIL's Library in English, French, Spanish.

The global mid-term evaluation report on UNESCO’s Literacy Initiative for Empowerment (LIFE, 2006-2015), produced by UIL on the basis of national and regional mid-term evaluation processes and reports, is now available online. It seeks to contribute to the effective implementation of the initiative through to 2015.

The report shows mixed results with regard to progress in literacy. The majority of the 35 LIFE countries recorded an increase in adult literacy rates – by on average 3.1 percentage points compared to the global average of 1.9 percentage points over the period 1995-2004...

Author/Editor:
Ulrike Hanemann
Year of publication:
2012
No. of pages:
88

Available from UIL's Library in English, French.

UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.

The authors of the study highlight that improvements in educational quality and learning outcomes derive from strong multilingual language models and socio-culturally relevant curricula which use African languages as media of instruction for at least six years. Further, they make the case that locally-based...

Author/Editor:
Adama Ouane; Christine Glanz (eds.)
Year of publication:
2011
No. of pages:
380

Available from UIL's Library in English, French.

Since literacy is a fundamental right for all, how can one explain that 62 per cent of women in Africa are denied the right to literacy? How can current trends be changed to prevent nearly 800 million adults, among whom a high proportion of women are still illiterate in 2015?

While there is a willingness on the part of stakeholders to meet international commitments on gender equality and the empowerment of women, efforts remain insufficient in light of the scale of the challenge.UIL is addressing this issue through capacity building for literacy and gender research. It has adopted...

Author/Editor:
Carolyn Medel-Añonuevo; Madina Bolly
Year of publication:
2011

Available from UIL's Library in French.

In a 1953 landmark publication, UNESCO underscored the importance of educating children in their mother-tongue (UNESCO, 1953). Yet, more than 50 years since the first UNESCO statement, and despite a plethora of books, articles, numerous conventions, declarations and recommendations addressing this issue, including a range of conclusive experiments of using local languages in education and polity, most African countries continue to use the former colonial language as the primary language of instruction and governance. This advocacy brief seeks to show the pivotal role of languages in...

Author/Editor:
Adama Ouane; Christine Glanz
Year of publication:
2010
No. of pages:
71

Available from UIL's Library in English, French, Spanish.

The Literacy Initiative for Empowerment (LIFE 2006-2015) is one of UNESCO’s three flagship initiatives dedicated to tackling illiteracy, advancing the EFA agenda and achieving the goals of the United Nations Literacy Decade (UNLD – 2003-2012). The LIFE initiative targets 35 countries that are home to 85 % of the world’s population deprived of literacy competencies. It is built on genuine commitment and provides a new vision and course of action. Now that the initiative has been in place for three years, a major review has been published to take stock, assess its achievements, identify...

Author/Editor:
Ulrike Hanemann
Year of publication:
2009
No. of pages:
63

Available from UIL's Library in English, French.

This publication provides an analysis of and recommendations on literacy learning for indigenous youth and adults in multicultural and multilingual contexts. The publication is based on seven studies on the topic carried out in Bolivia, Brazil, Ecuador, Guatemala, Mexico, Nicaragua and Peru in 2007-2008 to mark the UN’s International Year of Languages (2008). The studies focused on analysing programmes that recognised the crucial role that indigenous languages play in people’s acquisition of the written code and consequently combined bilingual/multilingual learning opportunities with an...

Author/Editor:
Luis Enrique López; Ulrike Hanemann
Year of publication:
2009

Available from UIL's Library in Spanish.