Together with the Asia South Pacific Association for Basic and Adult Education (ASPBAE) , UIL has published a collection of testimonies from young people participating in community education and development programmes either as learners and facilitators entitled Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific . The testimonies provide excellent illustration of how youth-focused education and development programmes in Bangladesh, India, Indonesia, New Zealand, the Philippines and...

To celebrate the 10th Anniversary of Hamburg’s award-winning Family Literacy project (FLY) (2010 winner of the UNESCO King Sejong Literacy Prize and 2011 winner of the Hamburg Education Prize), UIL and the Hamburg State Institute for Teacher Training and School Development (LI) are launching the publication Learning to Fly: Family-oriented Literacy Education in Schools (in English and German). This co-publication includes contributions from key stakeholders – academics, teachers, parents and children – participating in the conceptualization and implementation of FLY in...

A study entitled Literacy and Education for Sustainable Development and Women’s Empowerment explores how and why literacy programmes can contribute to sustainable development and processes of women’s empowerment. The paper argues that only by looking in depth at literacy learning and development practices can we begin to address the challenge of narrowing the gender gap in literacy attainment. The paper reviews a range of adult literacy programmes and distills principles of good practice in order to arrive at recommendations for future action. It makes a case for the importance...

This book presents key concepts, information and principles to support the practice of adult education in African contexts. The authors introduce the foundations and the history of adult education in Africa and discuss the philosophy of adult education, its socio-cultural, political and economic environments, opportunities and access for adult learners, gender and development in adult education, adult education as a developing profession, the role of information and communications technology, how globalization impacts on adult education, and policies and structures of lifelong learning....

This book analyses the cultural factors that influence the characteristics, behaviour and thinking of adult learners from the perspective of psychology. It emphasizes the collective orientation of African cultures and the view of the self vis- à-vis interdependent relationships within a community. The chapters provide an introduction to the psychology of adult learning and address the following themes: characteristics of adult learning; lifespan development; human motivation and participation; learning styles; facilitating adult learning; and guidance and counselling of adult learners....

‘There are porous boundaries between formal education, non-formal education and informal learning, and a number of issues affect the operationalization of lifelong learning. These include conceptual understandings of lifelong learning, the recognition of learning achievements and the role of counselling and guidance, teachers and facilitators, financial resources and infrastructure, and coordination among stakeholders,’ says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

The UNESCO Institute for Lifelong Learning has produced a study on key issues and policy...

The first International Conference on Learning Cities, which was co-organised by UNESCO, the Ministry of Education of China and Beijing Municipal Government, took place from 21–23 October, 2013 in Beijing. The aim of this conference was to mobilize cities to promote lifelong learning for all as a vector of equality and social justice, social cohesion and sustainable prosperity. The specific objectives of the conference were:

• Adoption of the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities; and

• Exchange of best practices in building...

The UNESCO Institute for Lifelong Learning (UIL) contributes to the Global Inventory of National Qualifications Frameworks (NQFs) which is prepared by two EU agencies, the European Training Foundation (ETF) and the Centre for the Development of Vocational Training (Cedefop) , and two UNESCO units, UNESCO’s section for Technical and Vocational Education and Training (UNESCO-TVET), and UIL.

It has been produced at the request of the...

The UNESCO Institute for Lifelong Learning (UIL) published its second Global Report on Adult Learning and Education (GRALE 2) in 2013. Drawing on data and reports from 141 countries , 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 . The...

Qualification systems across the globe are generally well equipped to deal with learning acquired in institutional settings. However, one of the greatest challenges is how to recognise learning that occurs outside the formal education sector.

UIL’s new book, Linking Recognition Practices and National Qualifications Frameworks, edited by Madhu Singh and Ruud Duvekot, tackles this challenge. The recognition, validation and accreditation (RVA) of learning in formal, non-formal, and informal settings is examined within a variety of national and regional contexts.

It...