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An Internationally-produced communication tool in support of the launch of the International Adult Learners' Week: the learning festivals guide

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...

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

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

Also from this series:
  • International Adult Learners Week: six years after CONFINTEA V

Adult education and indigenous peoples in Brazil

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...

Author/Editor:
Lopes da Silva; Aracy; King; Linda
Year of publication:
2000

Available from UIL's Library in English.

Also from this series:
  • Adult education and indigenous peoples in Canada
  • Adult education and indigenous peoples in Norway
  • Adult education and indigenous peoples in Russia
  • Adult education and indigenous peoples in the Philippines

Adult education and indigenous peoples in Russia

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,...

Author/Editor:
Meschtyb; Nina; King; Linda
Year of publication:
2000

Available from UIL's Library in English.

Also from this series:
  • Adult education and indigenous peoples in Brazil
  • Adult education and indigenous peoples in Canada
  • Adult education and indigenous peoples in Norway
  • Adult education and indigenous peoples in the Philippines

Adult education and indigenous peoples in Norway

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....

Author/Editor:
Lund; Svein; King; Linda
Year of publication:
2000

Available from UIL's Library in English.

Also from this series:
  • Adult education and indigenous peoples in Brazil
  • Adult education and indigenous peoples in Canada
  • Adult education and indigenous peoples in Russia
  • Adult education and indigenous peoples in the Philippines

Adult education and indigenous peoples in the Philippines

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.

Download:...

Author/Editor:
Fiagoy; Geraldine L.; King; Linda
Year of publication:
2000

Available from UIL's Library in English.

Also from this series:
  • Adult education and indigenous peoples in Brazil
  • Adult education and indigenous peoples in Canada
  • Adult education and indigenous peoples in Norway
  • Adult education and indigenous peoples in Russia
  • Adult education and indigenous peoples in the Philippines

Adult education and indigenous peoples in Canada

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...

Author/Editor:
Richardson; Cathy; Blanchet-Cohen; Natasha; King; Linda
Year of publication:
2000

Available from UIL's Library in English.

Also from this series:
  • Adult education and indigenous peoples in Brazil
  • Adult education and indigenous peoples in Canada
  • Adult education and indigenous peoples in Norway
  • Adult education and indigenous peoples in Russia
  • Adult education and indigenous peoples in the Philippines

Los Pueblos indígenas y la educación de adultos en México (Indigenous Peoples and Adult Education in Mexico)

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.

Download:...

Author/Editor:
Paz; María de la; Gómez-Gallardo; Valenzuela; King; Linda
Year of publication:
2000

Available from UIL's Library in Spanish.

Los Pueblos indígenas y la educación de adultos en Guatemala (Indigenous Peoples and Adult Education in Guatemala)

February 2000

Los Pueblos indígenas y la educación de adultos en Guatemala (Indigenous Peoples and Adult Education in Guatemala)

This study aims to systematize the results of the International Survey on Adult Education for Indigenous Peoples obtained in Guatemala in 1999 by the Rigoberta Menchú Tum Foundation’s Indigenous Education Institute. This initiative was launched within the framework of the Fifth International Conference on Adult Education (CONFINTEA), which took place in Hamburg, Germany, in July 1997. During this conferences, which was also attended by representatives from indigenous...

Author/Editor:
Duque Arellanos; Vilma; Salazar Monzón; Vivian; King; Linda
Year of publication:
2000

Available from UIL's Library in Spanish.

Educación de los jóvenes y adultos indígenas en Bolivia: informe final (Education for Indigenous Youth and Adults in Bolivia: Final Report)

February 2000

The following report is the outcome of a study commissioned by the UNESCO Institute for Education in Hamburg, Germany, within the framework of its ‘International Survey on Adult Education for Indigenous Peoples’, carried out in 15 countries worldwide. In Bolivia’s case, the study was headed by a team from the Master’s Programme in Intercultural Bilingual Education (Maestría en Educación Intercultural Bilingüe), which is part of the Training Programme in Intercultural Bilingual Education for the Andean Countries (Programa de Formación en Educación Intercultural Bilingüe para los Países...

Author/Editor:
López; Luis Enrique
Year of publication:
2000

Available from UIL's Library in Spanish.

CONFINTEA follow-up report to the General Conference of UNESCO, November 1999

December 1999

CONFINTEA crystallized an idea into an event, and made of an event an agreement between countries, principally by governments wishing to recognize and give impetus to the shifts taking place in the world of adult learning. However, the idea of adult learning, as it is now understood, is so broad and so all encompassing that to try to follow the whole field is to miss the essentials. How then to monitor the follow-up to CONFINTEA in its entirety when the field is so vast?

Download: CONFINTEA follow-up...

Author/Editor:
UIE
Year of publication:
1999

Available from UIL's Library in English.