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Capacity development

The UNESCO Institute for Lifelong Learning (UIL) supports capacity-development processes in selected UNESCO Member States in the area of literacy and non-formal education. These processes ensure national ownership and are based on an analysis of capacity-development needs. The overall focus is on the development of institutional, organizational and personal capacities at the national and sub-national levels. The strengthened capacities are used to design and implement high-quality, gender-sensitive and development-responsive literacy and non-formal education policies, strategies and programmes.

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UIL’s activities

UIL’s key interventions are the following:

1) Providing technical backstopping to UNESCO’s Capacity Development for Education for All (CapEFA) programme, with a particular focus on the eleven countries – Bangladesh, Cambodia, Chad, Mauritania, Mozambique, Nepal, Senegal, South Sudan, Timor-Leste, Togo and Yemen – implementing CapEFA programmes centring on literacy.

2) Assisting with the implementation of literacy and non-formal education programmes targeting girls and women in four CapEFA literacy countries that have been selected to benefit from UNESCO’s Malala Fund for Girls’ Education: Cambodia, Mauritania, Mozambique and Nepal.

3) Providing particular technical support to CapEFA activities in Mozambique, Senegal and Togo related to the evaluation and updating of the Adult Literacy and Education Strategy, the development of a bilingual model of formal and non-formal teacher training, and the piloting of new teacher training modules.

4) Providing technical support to the third phase of the Enhancement of Literacy in Afghanistan programme, which is funded by the governments of Japan, Sweden and Finland, and coordinated by UNESCO Kabul.

5) Supporting four countries (Bangladesh, Egypt, Ethiopia and Mexico) in implementing the Advancing Mobile Literacy Learning project, which is funded by Microsoft.

6) Providing technical support to the Mexican National Institute for Adult Education (INEA) in order to strengthen the monitoring and evaluation system of Mexico’s ongoing National Literacy Campaign.

7) Contributing to the Education Sector Analysis and Education Sector Development Plan (ESDP for the next ten years in Tanzania mainland.

8) Providing technical assistance to the Revitalizing of Adult and Youth Literacy (RAYL) project, which is being implemented by UNESCO Abuja in Nigeria.

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