Home

Achieving literacy and numeracy from a lifelong learning perspective - UIL Policy Brief 7

February 2017

Literacy and numeracy are central to lifelong learning and sustainable development. In today’s fast-changing world, both skills are essential to achieving independence and wellbeing, and provide the basis for sustainable societies with constant socio-economic progress.

Literacy and Numeracy from a Lifelong Learning Perspective , a new policy brief by the UNESCO Institute for Lifelong Learning (UIL), challenges the assumption that literacy and numeracy are stand-alone skills to be learned within a set timeframe. It argues instead for a...

Author/Editor:
UIL
Year of publication:
2017

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

Also from this series:
  • Community Matters: Fulfilling Learning Potentials for Young Men and Women - UIL Policy Brief 4
  • Community-based learning for sustainable development - UIL Policy Brief 8
  • Engaging Families in Literacy and Learning – UIL Policy Brief 9
  • Gender Equality Matters: Empowering Women through Literacy Programmes - UIL Policy Brief 3
  • Libraries and literacy: Using libraries to support national literacy efforts - UIL Policy Brief 6
  • Making large-scale literacy campaigns and programmes work - UIL Policy Brief 5
  • Quality Matters: Improving the Status of Literacy Teaching Personnel - UIL Policy Brief 1
  • Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills - UIL Policy Brief 2

The Hangzhou statement of the members of the UNESCO global network of learning city

January 2017
Download:

The Hangzhou statement of the members of the UNESCO global network of learning city

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2017
No. of pages:
4

Read online

English (PDF: 0.10 MB)

Libraries and literacy: Using libraries to support national literacy efforts - UIL Policy Brief 6

December 2016

Used strategically, libraries have the potential to play a key role in promoting national literacy efforts, as they are trusted by people in the communities they serve and are in a good position to provide a wide variety of literacy opportunities. Libraries provide literacy resources for children, youth and adults at all proficiency levels, thereby making an enormous contribution to supporting a reading culture and the creation of a literate society. They are also an ideal community space for facilitating intergenerational and ...

Author/Editor:
UIL
Year of publication:
2016

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

Also from this series:
  • Achieving literacy and numeracy from a lifelong learning perspective - UIL Policy Brief 7
  • Community Matters: Fulfilling Learning Potentials for Young Men and Women - UIL Policy Brief 4
  • Community-based learning for sustainable development - UIL Policy Brief 8
  • Engaging Families in Literacy and Learning – UIL Policy Brief 9
  • Gender Equality Matters: Empowering Women through Literacy Programmes - UIL Policy Brief 3
  • Making large-scale literacy campaigns and programmes work - UIL Policy Brief 5
  • Quality Matters: Improving the Status of Literacy Teaching Personnel - UIL Policy Brief 1
  • Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills - UIL Policy Brief 2

Learning, sharing and collaborating: Portraits of participating cities of the first Members' Meeting of the UNESCO Global Network of Learning Cities - 15/16 November 2016

November 2016
Download

Learning, sharing and collaborating: Portraits of participating cities of the first Members' Meeting of the UNESCO Global Network of Learning Cities

Year of publication:
2016
No. of pages:
43

Read online

English (PDF: 2.30 MB)

Third Global Report on Adult Learning and Education – Key Messages and Executive Summary

September 2016

Based on survey data and reports from 139 countries , the third Global Report on Adult Learning and Education (GRALE 3) finds that since 2009 , when countries adopted the Belém Framework for Action , progress in improving adult learning and...

Author/Editor:
UIL
Year of publication:
2016

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic, Portuguese.

Also from this series:
  • Second Global Report on Adult Learning and Education: Rethinking Literacy - Summary and Recommendations
  • Global report on adult learning and education: executive summary

Biennium Report 2014 | 2015: UNESCO Institute for Lifelong Learning

July 2016

The UNESCO Institute for Lifelong Learning (UIL) is pleased to present its Biennium Report 2014 | 2015, both in print and online .

With a series of milestone events in education and lifelong learning on a global scale, the 2014–2015 biennium was a period of transition in which the Institute worked with governmental and non-governmental partners for the greater good of all people. This report presents in a dynamic design UIL’s achievements in research, capacity building,...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2016

Available from UIL's Library in English, French.

Also from this series:
  • Annual report 2016: UNESCO Institute for Lifelong Learning
  • Annual report 2013: UNESCO Institute for Lifelong Learning
  • Annual report 2012: UNESCO Institute for Lifelong Learning
  • Annual report 2011: UNESCO Institute for Lifelong Learning
  • Annual report 2010: UNESCO Institute for Lifelong Learning
  • Annual report 2009: UNESCO Institute for Lifelong Learning
  • Annual report 2008: UNESCO Institute for Lifelong Learning
  • Annual report 2007: UNESCO Institute for Lifelong Learning
  • Annual report 2006: UNESCO Institute for Lifelong Learning
  • Annual Report 2005: UNESCO institute for Education
  • Annual report 2004: UNESCO Institute for Education
  • Annual report 2003: UNESCO Institute for Education
  • Annual report 2002: UNESCO Institute for Education (UIE)
  • Annual report 2000-2001: UNESCO Institute for Education (UIE)
  • Annual report 1998-1999: UNESCO Institute for Education (UIE)
  • Annual report 1997-1998: UNESCO Institute for Education (UIE)

Making large-scale literacy campaigns and programmes work - UIL Policy Brief 5

June 2016

The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled Making Large-Scale Literacy Campaigns and Programmes Work . The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and 2014. Despite a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people, the analysis finds that most large-scale...

Author/Editor:
UIL
Year of publication:
2016

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

Also from this series:
  • Achieving literacy and numeracy from a lifelong learning perspective - UIL Policy Brief 7
  • Community Matters: Fulfilling Learning Potentials for Young Men and Women - UIL Policy Brief 4
  • Community-based learning for sustainable development - UIL Policy Brief 8
  • Engaging Families in Literacy and Learning – UIL Policy Brief 9
  • Gender Equality Matters: Empowering Women through Literacy Programmes - UIL Policy Brief 3
  • Libraries and literacy: Using libraries to support national literacy efforts - UIL Policy Brief 6
  • Quality Matters: Improving the Status of Literacy Teaching Personnel - UIL Policy Brief 1
  • Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills - UIL Policy Brief 2

Recommendation on Adult Learning and Education 2015

February 2016

The 38th UNESCO General Conference adopted a new Recommendation on Adult Learning and Education, 2015. This Recommendation supersedes the 1976 Recommendation on the Development of Adult Education and is, therefore, the most up-to-date normative instrument in this important policy area.

It calls upon Member States to take action in the areas already defined in the Belém Framework for Action (BFA) – i.e. policy, governance, finance, participation, inclusion and equity, and quality – while building on the potentials of...

Author/Editor:
UNESCO
Year of publication:
2016

Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic, Portuguese.

The 3 × 3 × 3 × 3 Youth Statement on Learning Cities

October 2015

The 3 × 3 × 3 × 3 Youth Statement on Learning Cities outlines the ways in which young people should be involved in building learning cities. The Statement comprises three calls for action directed at UNESCO, three expressions of encouragement directed at local and national governments, and three commitments from youth to contribute to the building of learning cities.

Download : The 3 × 3 × 3 × 3 Youth Statement on...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

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

UNESCO Global Network of Learning Cities: Guiding Document

September 2015

The UNESCO GNLC’s Guiding Documents explain the concept and describe the role of learning cities in sustainable development. These learning cities’ documents consist of the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities, which were adopted at the 1st International Conference on Learning Cities in 2013. The Beijing Declaration, outlines the role of lifelong learning in promoting inclusion, prosperity and sustainability in cities and makes a commitment to twelve actions for developing learning cities. The Key Features of Learning Cities provides an...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2015

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

Also from this series:
  • Guidelines for Building Learning Cities