Educators are key to quality adult learning and education. Yet, a shortage of professional adult educators in many countries around the world hinders progress towards the provision of lifelong learning opportunities and hence the achievement of Sustainable Development Goal 4.
To mark World Teachers’ Day 2022, the UNESCO Institute for Lifelong Learning (UIL) is launching the French and Arabic versions of Curriculum globALE, a competency framework for adult educators. In line with the theme of the World Teachers’ Day, ‘The transformation of education begins with teachers’, Curriculum globALE supports adult educators around the world by improving not only the standard of adult learning and education programmes but also the capacities of countries to meet the Sustainable Development Goals. The translations were made possible thanks to the support of DVV International.
Curriculum globALE supports the professionalization of adult educators by providing a cross-cultural, output-oriented core curriculum which targets teaching staff (course teachers, instructors, trainers, lecturers, facilitators) and can be adapted to various training needs (initial training, upskilling, higher education). It can be integrated into the national education system and used to meet teachers’ needs in areas such as literacy, civic education and vocational education.
Curriculum globALE has been piloted in countries in Asia, Europe, South America. With the publication of the French and Arabic versions it will be expanded to an additional 18 countries worldwide, with African countries commencing in September this year.
To kick off this second implementation phase, UIL contributed to the conference ‘Professionalization of Adult Learning and Education: Chances and Challenges in the Post-CONFINTEA VII time’, organized by the regional office of DVV International in Dar es Salaam, Tanzania, from 14 to 16 September 2022. Key stakeholders, such as representatives of government, academia, providers and civil society from Tanzania, Uganda and Ethiopia, discussed the way forward.
In line with the recommendations of the Marrakech Framework for Action, the three countries recognized the strategic importance of Curriculum globALE for the improvement of their existing systems for training adult educators, and prepared an action plan, including integration of Curriculum globALE into national training of trainers’ structures.
At the same time, the expansion of the implementation of Curriculum globALE in the Arab States is progressing with Tunis, the Kingdom of Morocco, Mauritania, Algeria and Libya, coordinated by the DVV International regional office for North Africa.
Curriculum globALE: competency framework for adult educators | UIL (unesco.org)