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“From literacy to lifelong learning” is the great challenge which this Regional Conference poses for us.

In other words, the challenge is to advance from initial literacy – which is the way in which literacy for young people and adults continues to be understood in many countries of the region to a vision and a broader educational provision which includes teaching but also recognizes and validates learning acquired, not only as adults, but also throughout our life: in the family, in the community, at work, through the media, through social participation and by the...

Author/Editor:
UIL
Year of publication:
2009

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

Published in 2009, the first Global Report on Adult Learning and Education (GRALE 1) was the most comprehensive overview to date of the global state of adult learning and education (ALE). It provided a strong basis for negotiations at the sixth International Conference on Adult Learning and Education (CONFINTEA VI). GRALE brought together findings and...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2009

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

Adult education is a human right to be exercised by all. The case for adult learning and education corresponds to the case for lifelong learning: throughout the world, education is the indispensable foundation for creating and sustaining personal, social and economic well-being. Today, this is a lifelong and life-wide agenda both for empowerment and for the development of human resources. These two pillars bear equal weight; only together can they work effectively. Their combined impact can improve the quality of life for all citizens around the globe, generating and developing to the...

Author/Editor:
UIL
Year of publication:
2008

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

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...

Author/Editor:
International Conference on Adult Education; 5th; Hamburg; Germany; 1997
Year of publication:
2004

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

This report constitutes the Arab region’s main input into the CONFINTEA Mid-Term Review process. It is also an attempt at a critical assessment of the progress made since the Fifth International Conference on Adult Education (CONFINTEA), which took place in Hamburg in July 1997, and the Arab Regional Preparatory Conference, which took place in Cairo in February of that year.

Download: Literacy and adult education in the Arab World: regional report for the CONFINTEA V Mid-Term Review Conference...

Author/Editor:
UIE
Year of publication:
2003

Available from UIL's Library in English.

Youth and adult education (Educación de Personas Jóvenes y Adultas – EPJA) is frequently given a low priority on governmental agendas, which are sometimes forced to prioritize scarce resources and thus limit their areas of action to the standard education system. Nonetheless, increasing efforts are being made to provide educational opportunities to those who, earlier on in their lives, were unable to integrate successfully into the education system, and these efforts are being spearheaded not only by ministries of education, but also by a variety of institutions who have long been active...

Author/Editor:
UIE
Year of publication:
2003

The sub-Saharan region is the region with the highest prevalence of HIV worldwide. In 1998 the Durban Statement adopted by the MINEDAF VII Conference of African Ministers of Education stressed the urgent need of joint efforts to combat the devastating effects of HIV/AIDS “with all means at our disposal”. The Dakar Framework for Action adopted by the World Education Forum in April 2000 underlined that “programmes to control and reduce the spread of the virus must make maximum use of education's potential to transmit messages on prevention and to change attitudes and...

Author/Editor:
Hall; Nigel; Mauch; Werner
Year of publication:
2002

Available from UIL's Library in English.

Grasping the breadth of learning festivals around the world poses a real challenge. This alone is a good sign because it indicates that the scope and wealth of activities carried out globally to celebrate and motivate learners are immense. International Adult Learners Week embraces them all, be they adult learners Weeks or Lifelong Learning Days, Learning Festivals, or Literacy Weeks. Whether they take place at a local, national, or sub regional level, in March, May, September, or November of any given year, together they constitute an international network and movement to...

Author/Editor:
Bochynek; Bettina; Kuhanen; Lari
Year of publication:
2002

Available from UIL's Library in English.

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...

Author/Editor:
Kaplan; Matthew S.
Year of publication:
2001

Available from UIL's Library in English.

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...

Author/Editor:
Martinez; Francisca; Weil; Markus
Year of publication:
2000

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