The present book is about adult educators and/or facilitators who have come to change their educational practice, approaches and programmes in order to respond better to the needs and aspirations of the participants.

Download: Making a difference: innovations in adult education (PDF 11,5 MB)

This book is addressed to evaluators of nonformal education (NFE) and of adult education programs, and to those interested in or responsible for their work. It is designed to assist these staff in their own continuing professional education and in the task of continually improving their capacities for genuinely formative, informative and participatory assessment of education practice.

Download: Sharpening our tools: improving evaluation in adult and nonformal education (PDF 16,1 MB)

ALPHA 96: Basic Education and Work ist he fourth publication in the UNESCO institute for Education’s APLHA series, compiled as part of the research programme on literacy strategies in Industrialized Countries. This two-year porgramme of action-research aims to develop international intellectual cooperation in the field of adult literacy, to support experimental socioeducational practice, and to disseminate the research results to an international readership. Such projects can only be conducted with the support of government partners and non-governmental organizations, and with the...

The main purpose of this chapter is to describe some factors contributing to an explanation of recent growth in adult education and training in the European region. A second aim is to spell out the ramifications of problems and policy questions arising from this expansion. Here, the focus will be on the dilemmas of development faced at present by those taking part in decisions about the future of adult education in the region. Formulated as challenges confronting European adult education, these dilemmas are summarized towards the end of the chapter. The central theme running through these...

The purpose of the workshop organized by the UIE in April 1991 was to consult a group of specialists and to stress the research priorities needed in order to enhance the humanistic and intercultural dimensions of Adult Education, as well as to define the recent trends in the research on discrimination based on race, sex, religion, and political belief. Such research on discrimination based on race, sex, religion and political belief. Such research is seen as a contribution to peace, human rights and the diminution of all forms of discrimination. Further aims were to point out what...

The International Symposium on Language Standardization was organized by the Research Center for Multilingualism and Language Contact (HAZEMS) and the Graduate Program for the Study of Language Contact and Multilingualism, University of Hamburg, in association with the Unesco Institute for Education (USE).

The purpose of the Symposium was to exchange experiences in the standardization of national languages in different socio-cultural contexts. Examples of the strategies and results of such experiences in Africa, Latin America and Europe were presented for discussion in research...

Nonformal education is a world-wide phenomenon: systematic out-of-school activities designed to meet specific learning needs are to be found in developed and developing countries alike. The pervasiveness of nonformal education programs (NFEP's) is attributable in large part to their nature.

Download: Evaluation of nonformal education programs: the applicability and utility of the criterion-sampling approach (PDF 5,99 MB)

lThis 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...

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...