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. The focus is usually on establishing connections between people who are 21 and under and people who are 60 and over, with the intention of...
April 2001
February 2001
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. It is recognized today as an indispensable tool to enable education to face its...
Year of publication:
2001
Available from UIL's Library in English.
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.
It was developed at the conference on Lifelong Learning, Higher Education...
Year of publication:
2001
Available from UIL's Library in English.
December 2000
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;
◗ to inspire more countries to join the movement...
Year of publication:
2000
Available from UIL's Library in English, French, Spanish.
April 2000
Adult education programs for indigenous peoples in The Philippines used to be the monopoly of the church, mainly the Roman Catholic and Protestant churches. Indigenous peoples were given basic literacy training to enable them to write their names. Numeracy was also given importance to prevent the people from being cheated of their products by non-indigenous traders. To uplift the economic situation of the people, the church included the formation of cooperatives and training in agricultural techniques in their programmes.
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Year of publication:
2000
Available from UIL's Library in English.
April 2000
The history of adult education for Aboriginal peoples in Canada is recent. Only since the 1970s has specific attention been paid to the needs of Aboriginal peoples in higher education. Not so long ago, it was a non-issue for few were allowed to go beyond 8 th grade without being threatened to lose their Indian status.
Since 1972, the residential school system has been dismantled and the number of schools under Aboriginal administration has grown, as have the number of Aboriginal teachers being hired by these schools. Language classes have been introduced and cultural elements have...
Year of publication:
2000
Available from UIL's Library in English.
April 2000
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.
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Year of publication:
2000
Available from UIL's Library in Spanish.
April 2000
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.
Download: Adult education and indigenous peoples...
Year of publication:
2000
Available from UIL's Library in English.
April 2000
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. They practice a wide range of economic activities such as hunters, reindeer breeders,...
Year of publication:
2000
Available from UIL's Library in English.
April 2000
The Sami people is an indigenous people living in the northern areas of Norway, Sweden and Finland and the Kola peninsula in Russia. Throughout history, several states have sought to control the natural resources and the people of Sápmi or Samiland, and the borders across Sápmi have been altered several times. The four countries in which the Samis live today have all included the Samis into their national education system. The Samis had to, and still have to, fight for an education which is built on their own language and culture and which provides knowledge which is relevant to them....
Year of publication:
2000
Available from UIL's Library in English.