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
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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...
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UNESCO Institute for Lifelong Learning (UIL), located in Hamburg, Germany, is one of UNESCO’s key education-related institutes and is the only organizational unit in the UN family that holds a global mandate for lifelong learning. Taking a holistic and integrated, inter-sectoral and cross-sectoral approach to lifelong learning as the guiding paradigm for 21st century education, UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education. Its activities place particular emphasis on furthering educational equity...
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Learners, facilitators and managers of Kominkan (Community Learning Centres in Japan) and Community Learning Centres (CLCs) and other institutions that promote community-based learning, governments, civil society organisations, United Nations (UN) agencies, development partners, members of academia, the private sector and media from 29 countries, gathered in Okayama City, Japan at the Kominkan-CLC International Conference on Education for Sustainable Development (ESD) – “Community-Based Human Development for Sustainable Society” – commit to continuing and expanding Education for...
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The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. Policy Brief 4 is built on the...
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We are pleased to announce the publication of the Annual Report for 2013. The publication has been redesigned in order to provide a more accessible and visually attractive information source about the Institute and its work.
The Annual Report provides an overview of UIL’s key activities in 2013 and highlights outcomes and expected results in Member States. It opens with a timeline of activities, giving a general impression of the work carried out in 2013. Different work areas present their activities supported by testimonies from beneficiaries and actors. Each programme section...
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The third in UNESCO Institute for Lifelong Learning (UIL) current series of policy briefs, titled Gender equality matters: Empowering women through literacy programmes , offers research-informed analysis and action-oriented recommendations for local and national governments, providers of literacy programmes and educators on how to reduce the gender gap in adult literacy .
This document describes measures taken in different countries to reduce gender disparities in literacy and presents...
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Drawing on data and reports from 141 countries , the second Global Report on Adult Learning and Education (GRALE 2) was the first international report to monitor progress in promoting adult learning and education (ALE) since countries adopted the 2009 Belém Framework for Action . GRALE 2 also included ground-breaking analysis on literacy .
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At the Sixth International Conference on Adult Education (CONFINTEA VI), which was held in Belém, Brazil, in December 2009, 144 UNESCO Member States, in-cluding 40 from Africa, adopted the Belém Framework for Action, the most recent international policy document seeking to strengthen adult education. The UNESCO Institute for Lifelong Learning (UIL), in co-operation with the UNESCO Institute for Statistics and UNESCO offices in the different world regions, is coordinating the global monitoring of the follow-up to the Belém Framework for Action.This includes the preparation of the Global...
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There are more than one billion young people worldwide aged between 15 and 24, representing the largest cohort that has ever had to progress from childhood to adulthood. Almost 87 per cent of them live in developing countries (United Nations, Department of Economic and Social Affairs, Population Division, 2011). As many as 123 million of this generation, 61 percent of them girls, were reported to be illiterate in 2011 (UIS, 2013).
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