In line with the 2030 Agenda for Sustainable Development, the Cork Call to Action for Learning Cities recognizes the important role of lifelong learning as a driver for environmental, social, cultural and economic sustainability. It outlines key points for cities to promote health and environment, equity and inclusion, as well as decent work and entrepreneurship.
The document is available for download in English , French and...
Villa María Declaration - Meeting on Learning to Live Sustainably in Cities in Latin America and the Caribbean (Villa María, Argentina, 26 - 28 April 2017)
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Villa María Declaration - Meeting on Learning to Live Sustainably in Cities in Latin America and the Caribbean (PDF, 0.4MB)
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...
Available from UIL's Library in English, French, Spanish.
The Mexico City Statement on Sustainable Learning Cities outlines the role of learning cities in achieving the 2030 Agenda for Sustainable Development and defines strategic directions and action points for building sustainable learning cities.
Download : Mexico City Statement on Sustainable Learning Cities
Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.
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...
Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.
These guidelines provide cities with strategic approaches for building dynamic and sustainable learning cities. They contain a set of actionable recommendations that can be referred to at every stage of the process of becoming a learning city. The documents are available for download in Arabic , Chinese ,...
Available from UIL's Library in English, French, Spanish, Chinese, Russian, Arabic.
The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning were developed to facilitate recognition, validation and accreditation (RVA) of all learning outcomes, particularly those of non-formal and informal learning. UNESCO Member States also committed themselves to establishing recognition frameworks to develop and improve RVA principles and mechanisms.
The UNESCO Guidelines define the key areas of action at national level in terms of:...
Available from UIL's Library in English, French, Spanish.
The purpose of this guide is to affirm the policy stance that multilingual and multicultural education should be chosen as the general education system in African countries, with a view to the transformation of African societies. The aim of this transformation, in tur, is to reduce poverty through sustainable development based on African languages and cultures. For this reason, it should be pursed through the programs of existing institutions, whose capacity needs to be strengthened accordingly. Such an education system not only offers equality of opportunity and success to all children,...
Available from UIL's Library in English, French.
