‘The recent development of lifelong learning policies in many UNESCO Member States has shown that there is a growing demand for the knowledge, skills and competences acquired by adults and young people over the course of their lives to be evaluated and accredited within different contexts: work, education, family life, community and society,’ says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

Alongside established systems for recognizing formal learning, some Member States have developed mechanisms to recognize and...

[Translate to Español:] This publication brings together the main presentations from the meeting on “Literacy and the Promotion of Citizenship: The Challenge of Learning“, which took place in Lyon, France from 2-5 April 2005 and was organized by UIE (now UIL) and its partners, the Agence Nationale de Lutte Contre L’Illettrisme (ANLCI) and the UNESCO French National Commission. It documents the diversity of literacy-related thinking and practice in the region.

This advocacy meeting, attended by policy makers, researchers and practitioners, succeeded in creating a momentum to forge a...

The present publication is the final product of the collective work of IntALWinE, giving an account of the activities carried out and the results achieved in the framework of the Socrates/Grundtvig network. It includes a series of suggestions and examples of good practice collected by the IntALWinE partners for the improvement of learning festivals and structured in five categories around events and activities, promotional material awards, cooperation and evaluation. Two sets of policy recommendations are also presented in this publication: one produced by the network partners and the...

Para Arne Carlsen, director del Instituto de la UNESCO para el Aprendizaje A Lo Largo de Toda La Vida, "Existen fronteras porosas entre la educación formal, la educación no formal y el aprendizaje informal, y hay una serie de asuntos[DE1] que están afectando la puesta en práctica del aprendizaje a lo largo de toda la vida. Éstos incluyen la comprensión conceptual del aprendizaje a lo largo de toda la vida, el reconocimiento de los logros del aprendizaje y el papel del asesoramiento y la orientación, de los docentes y facilitadores, de los recursos financieros e infraestructura, y de la...