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 contains 23...

The UNESCO Institute for Lifelong Learning (UIL) has published a research study titled “Literacy and Women’s Empowerment: Stories Of Success And Inspiration” in contribution to the International Literacy Day on 8 September 2013.

The study describes promising approaches to developing literacy and learning for women, who are the majority of the world’s non-literate adults. Key success factors are identified to outline concrete recommendations on how to achieve literacy and empowerment of women...

Global National Qualifications Framework Inventory - Prepared for ASEM Education Ministers Conference , Kuala Lumpur, 13-14 May 2013 (ASEMME 4)

‘This glossary will support policymakers, researchers and practitioners involved in youth and adult education in Latin America and other Spanish- and Portuguese-speaking countries and can lead to a new way of developing youth and adult education in these countries,’ commented Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

A pioneer project has developed a Spanish and Portuguese glossary with new terms and concepts in lifelong learning. The glossary is intended to be used in youth and adult education in Latin America....