This study of the financing for promoting literacy in Senegal aims to provide a summary of the available reports on this question in order to:
-Compare the costs of different programmes implemented in Senegal.
-Make recommendations for the calculation of the cost of a national programme, providing quality whilst remaining within the country’s capacities.
-Draw conclusions for planning the LIFE initiative and developing a regional strategy for the UNLD.
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This study has been prepared for the African Inter-Ministerial Conference on Literacy, which is due to be held in September 2007. The main purpose of the paper is to analyse the costs of a range of successful literacy programmes, run by government ministries and international and national non-governmental organisations. The intention is to add to the limited amount of data on costs currently available, and provide broad recommendations regarding their calculation, to inform the planning for LIFE and the regional strategy for the UNLD.
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The Education for All Global Assessment Report pointed out that only 5% of primary school students in Africa have attained the minimal level of competency which should be acquired by the end of primary school. Based on this, the need for creating and sustaining alternative education systems and approaches is painfully evident. However, funding for alternative forms of education is dismally low. In most countries, government funding for “out-of-school” education programs is usually less than 1% of their education budget. This is the niche for non-formal education and literacy...
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The aim of this report commissioned by the UNESCO Institute for Lifelong Learning (UIL) is to test and apply our approach and the normative model in Brazil, Burkina Faso and Uganda. The three countries are multilingual in various degrees, and differ in terms of educational development, literate environment and socio-economic development.
Download: The Costs and the funding of non formal literacy programmes in Brazil, Burkina Faso and Uganda (PDF 568 kb)
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The year 2006 was another milestone in the transformation of the institute. At the end of June 2006 the UNESCO institute for Education (UIE), which was established in 1951/52 as a foundation under German law, closed down. The 174 th session of UNESCO’s Executive Board – following the recommendation of the Director-General- decided to turn the institute into a body under international law and to give it a new name, the UNESCO Institute for Lifelong Learning (UIL). This was a historic moment in the life of the Institute. The name change was recommended during a process of external evaluation...
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It is now foreseeable that 2005 was the last full year in which the UNESCO Institute for Education operated under its legal form as a German foundation. The 33rd General Conference of UNESCO has removed the last hurdle for the transformation of the Institute into a full-fledged international body. The decision to change the statutes of the Institute had been taken already in 2003 by the UNESCO Executive Board following a recommendation by the Director-General. The change will now be carried out in early 2006. In 2005 UIE made a big step forward towards being a more integral part of UNESCO...
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In 2003, the Executive Board of UNESCO decided that the status and statutes of the UNESCO Institute for Education should be changed in order to make it a full-fledged international institute. Although the Host-country Agreement between UNESCO and the German Government – which is the decisive step towards the new international status of UIE – has not yet been concluded, the Institute has made in the past year great efforts to adapt to the new situation. A considerable attempt was made by UNESCO to integrate more organically UIE and other Education Institutes and Centres into the Education...
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The Fifth International Conference on Adult Education (CONFINTEA V), held in 1997, looked ahead to the world’s transition to the new millennium by identifyin adult learning as a key to the twenty-first century. The Hamburg Declaration on Adult Learning adopted there forcefully expresses the vital significance of adult education and learning by identifying its potential “for fostering ecologically sustainable development, for promoting democracy, justice, gender equity, and scientific, social and economic development, and for building a world in which violent conflict is...
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Many adult learning stakeholders, UIE’s partners and Governing Board, and UNESCO have repeatedly stressed the need for a strategic plan for the work of the Institute. Priority issues, major areas of concern and requests for intervention in the search for sustainable solutions have emerged from a systematic needs assessment carried out by UIE and other partners. They have emerged also from demands expressed strongly in various ways by Member States and representatives of NGOs and CSOs. All of this has resulted in a clear mandate for UIE from UNESCO and the international community. The...
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In 2003, the UNESCO Institute for Education moved resolutely forward towards changing its status from that of a German foundation to becoming a full-fledged international institute. This change of status is not simply a legal matter. It implies much more: a transformation of identity, of spirit and of responsibility. Although a reduction of financial resources continues to weigh heavily on the Institute, UIE has proved that it will be able to continue its work under its new conditions, that it can win new sources of funding and that it is capable of thriving in a competitive surrounding...
Available from UIL's Library in English, French.