Building on our gains - UIL | UNESCO Institute for Lifelong …uil.unesco.org/fileadmin/download/en/information... · · 2015-09-11Medium-term strategy 2008–2013 ... Recognising

Medium-term strategy2008–2013

UNESCO Institute for Lifelong Learning

Building on our gains

© UNESCO Institute for Lifelong Learning, 2009Feldbrunnenstrasse 5820148 HamburgGermany

www.unesco.org/[email protected]

Designed by: Boldface, LondonPrinted by: Albert Schnell GmbH, Hamburg

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Foreword 5

The global context and its challenges 7

Making the case for lifelong learning 8

Lifelong learning and UNESCO 10

UNESCO and UIL 12

UIL’s strategic objectives 14

Advancing lifelong learning 15

Furthering literacy as a foundation for lifelong learning 19

Recognising and integrating adult education into sector-wide strategies 23

Strengthening capacity of governments and civil society in Africa 26

Institutional support for the pursuit of UIL’s goals 30

Contents

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It gives me great pleasure to introduce thisMedium-Term Strategy 2008-2013 for theUNESCO Institute for Lifelong Learning(UIL). Since our change of status to a fullUNESCO Institute two years ago, accom -panied by a new name (we were previously theUNESCO Institute of Education), many moreavenues have been opened up for us to explore.There have been new ideas, concepts andcourses of action to understand and engagewith, new methods of working and newpartnerships to be built, both within andoutside UNESCO. It has been a vibrant time.

Since its inception as a German foundation in1952, the Institute has gone through differentphases, just like any other organisation,responding to the rapid changes around us at thetime. We have constantly redefined our roles,and have emerged a stronger and more matureorganisation. After our first Medium-TermStrategy 2002–2007, Nurturing the Treasure, weare turning a new page in con soli dating ourgains and reassessing our comparative advantage.

Here we present our strategic objectives basedon our analysis of the challenges in a globalisedworld and the mandate of the Institute withinthe UNESCO family. This is what we arehearing from various stakeholders in the field,

expressed as needs and demands. As in theprevious Medium-Term Strategy, partnershipswith the Member States, inter-governmentalagencies, civil society and the private sector willbe fundamental in reaching our objectives.Trans lating this strategy into reality will requireresources, and we look upon our ever-reliablepartners, the governments of Denmark, Finland,Germany, Nigeria, Norway, Sweden and Switzer -land, and to maintain their support, even as welook for new partners to further strengthen ourwork.

This Strategy, inspired by UNESCO C/4, hasbeen a subject of major consultation. It hasbenefited from the conscientious steering of theChairperson of the UIL Governing Board,Anders Falk, the collec tive wisdom of the UILGoverning Board and the hard work of mycolleagues at UIL. The UNESCO AssistantDirector-General for Edu ca tion, Nicolas Burnett,has also been an important source of counsel inthe development of this strategy. Finally, withoutthe unswerving support of the Director-General,Koïchiro Matsuura, we would not have beenable to arrive at the Institute´s Second Medium-Term Strategy.

Adama OuaneDirector

Foreword

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Our world is one of unprecedentedaffluence, thanks in part to advances in

science and technology. Our age is one ofglobalisation and internationalisation, ofcooperation but also of fierce competition. Wecan benefit from positive social, economic andtechnological opportu nities that this age offers,such as the possibility of learning from the richand diverse cultural resources that traversegeographical boundaries.

Yet while some thrive as a result of theseopportunities, the promises of globalisationhave not been fulfilled for many others. In spiteof the wealth of economic and cultural resourcesthat are available, the world is confronted withmajor unresolved challenges. Poverty remainsthe biggest. Half of the world’s population, orthree billion people, live on less than US$2 aday. Despite talk of a global knowledge society,there are 774 million illiterate people. The major -ity are women. Their lack of basic skills preventsthem from participating fully in a wide range ofsocietal processes. The disparities in health of theworld’s population remain a key issue: malariacauses the deaths of over a million people everyyear, and over two million die from AIDS.

Poverty, inequality and a shortage of resourcesare key challenges. A large majority of adults inthe poorer nations, however, are not evenequipped with the skills and capabilities tofunction effectively in society, let alonecontribute to addressing these challenges.

Demographic changes present a serious chal -lenge. Significant increases in life expectancyhave led to a growing population of older

citizens, many of whom have insufficient or noaccess to social security and pension systems.The large-scale movements of people withinand between countries as a result of urbanisa -tion, globalisation and conflict deserve urgentpolitical attention.

Moreover, with a world population of morethan six billion and a global economic output ofUS$60 trillion, we are putting immense pressureon the earth’s ecosystem. Climate change, anincreasing shortage of food and water, depletionof global fisheries, environ mental degradationand loss of biodiversity all threaten our survivaland that of future generations.

We also facel a formidable test of our ability toco-exist peacefully. We have a duty to bequeatha better world to our children by working toguarantee equity and promote inclusion for allour citizens.

It is clear that as individuals, as communities,as societies and as a race, we must acquire andfurther develop our capacity to cope withexisting challenges and anticipate future ones.For example, we are fast becoming knowledgesocieties, with an exponentially growingknowledge base. Ownership and storage ofinformation, and the management and criticaluse of knowledge, are increasingly importantdeterminants of who has access to resources andpower. Indeed, as the saying goes, knowledge ispower. We need more and ongoing learning toobtain and strengthen capabilities for personaland societal development, and to ensure thatthe fruits of knowledge are fairly distributed.

The global context and its challenges

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Individuals and governments are coming torealise that learning is necessary to meet the

challenges of our fast-changing world, to closethe gap between those who can adapt to themainstream and those who are left by thewayside, and to enable everyone to achieve theirfull potential. The transformative power oflearning must be mobilised for the benefit ofindividuals, communities and societies.

Learning can no longer be seen as somethingthat is confined to childhood, schools or whatwas previously seen as the “educational” sector.Learning is lifelong and life-wide: it takes placeat home, in family life; in working life and insocial and civic life. It is through learning thatpeople can become conscious, responsible agentsof change – acting as genuine lifelong learners.

Often lifelong learning is seen as a means toachieve economic goals. Less frequently is itseen as a responsibility of a government to itscitizens or as a means of their empowerment.

Building on the UNESCO 1972 Faure Report,Learning to Be, the 1996 Delors Reportexpounded the notion of “four pillars oflearning”: learning to do, learning to learn,learning to be and learning to live together.Since then, it has been suggested that other“pillars” be added, such as learning to changeand to transform, learning to endeavour and totake risks, and learning to become. All thesemirror the evolving nature of the concept oflifelong learning and the need not only to facecurrent issues and challenges but also toanticipate emerging ones.

Realising the concept of lifelong learning alongthese lines would bring immense benefits forindividuals, societies and the world as a whole.

Benefits at individual level

Everyone is a learner, with learning needsvarying according to the different roles theyplay – as wage earner, self-employed orunemployed worker, manager, parent, citizen,volunteer, migrant, neighbour, religious believeror consumer. The wider and more diverse theprovision of learning opportunities, the greaterthe likelihood that the learning journey willprove a fulfilling one, the broader the range ofoptions and oppor tunities afforded the indivi -dual throughout life, the more extensive thepossibilities for empowering the disempowered,and the better citizens’ capacity and ability tocope with the changes that they will inevitablyencounter in the course of their lives.

Benefits at societal level

Continuous learning brings demonstrable gainsin economic productivity, prosperity and livingstandards. It also allows people to participatemore fully in their society, to question whythings are as they are, and to make informedchoices for themselves.

Benefits at global level

The exercise of the right to learn enables greaterunderstanding between peoples and respect fordiversity. There are immeasurable benefits interms of improvements in health and thealleviation of poverty. The guardianship of theworld’s natural resources, and a more equal

Making the case for lifelong learning

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distribution of its wealth, are more sustainablymanaged with an environmentally-aware, criti -cal and active citizenry.

Clearly we are very far from such a world, withgaps in learning policy and strategy at local,national and global levels. Much more needs tobe done in terms of equity and inclusion.Lifelong learning, as we conceive it, is not apipe-dream or a remote ideal to be imple -mented at some indeterminate time in thefuture when greater priorities have been takencare of. On the contrary, there is an immediateneed to make lifelong learning an integral partof the whole educational system, indeed of theentire social and economic fabric.

� The basic human right to learn throughoutlife is not widely recognised. The observance ofthis right must constantly be reaffirmed andupheld. The constitutional adoption of thisright by Governments would be a clear signalof intent.

� In view of the compartmentalised and sector-specific thinking that predominates, there is aneed for holistic and inter-sectoral approachesto education and learning. Atten tion must begiven to synergy between all stages of educationand learning, including early childhood care andeducation, life-skills for youth and adults, andadult literacy. This will be cemented by acomprehensive system of recognition, validation

and accreditation of all forms of learningachieved, irrespective of mode (formal, non-formal, informal) or place of acquisition (face-to-face, self-directed distance or open learning).

� Concerted efforts need to be made tocombat the poor awareness of the benefits ofadult learning and the resulting lack ofmotivation, through advocacy campaigns suchas Adult Learners’ Weeks and learning festivalsand support for the growing movement oflearning communities, cities and regions.

� Inclusive approaches to lifelong learning areneeded, encompassing not only labour market-oriented and vocational approaches but alsoapproaches that foster critical citizenship andsocial cohesion, ultimately promoting humanpotential to the full.

� There is a need to establish and nurtureeffective partnerships between relevant stake -holders, including governments, civil societyorganisations and educational institutions, aswell as the corporate sector and the media.

� Creative use should be made of the newmedia with their enormous potential forcreating learning spaces (such as interactivewebsites, chat-rooms, listservs, web-basedcourses and online libraries), and steps shouldbe taken to reduce the digital learning divide.

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The UNESCO Medium-Term Strategy for2008-2013 (34C/4) addresses sev eral

challenges related to the complex process ofglobalisation. These include peace, humanrights, gender equality, HIV and AIDS preven -tion or mitigation, sustainable develop ment,emerging social and ethical challenges,biological and cultural diversity, response topost-conflict situations, use of ICT, enhancingmulti lingualism and building inclusive know -ledge and learning societies. Lifelong learningcan be seen as a guiding principle of thisMedium-Term Strategy across all sectors.

The UNESCO Medium-Term Strategy pro videsstrategic orientation for the organisation inaccordance with its mission statement, prioritiesand five over-arching goals.

As a global initiative, the UNESCO Medium-Term Strategy contributes to the attainment ofthe Millennium Development Goals (MDGs),with particular regard to the fight againstpoverty. Furthermore, UNESCO takes a leadingrole in Education for All (EFA) and is the mainUN agency for the United Nations LiteracyDecade (UNLD) and the United NationsDecade of Education for Sustainable Develop -ment (DESD). The principle of life long learningstrongly supports the achievement of the EFAgoals as a whole.

Lifelong learning needs to be promoted as anapproach that allows individuals and com -munities to cope with all kinds of emergingchallenges. There is a need to apply scientificand technological innovations responsibly, to

Lifelong learning and UNESCO

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live together in a world that is increasinglyshaped by mobility and diversity, to act asagents of change by processing informationcritically and communicating with others, andto continue acquiring the competence to dealwith new situations.

The importance of lifelong learning has beenrecognised by all major agencies and institu -tions concerned with education, both nationaland international, including the OECD, theCouncil of Europe and the World Bank.

UNESCO’s core ethical concerns for socialjustice, human rights and equality of oppor -tunity for all lead to a natural emphasis on theneeds of the most disadvantaged, excluded andvulnerable segments of the world’s societies andregions. Improving their partici pation inlearning is a key dimension of promotinginclusion. Working for a world that respectsdifference and in which resources and goods areequitably distributed, UNESCO’s Medium-Term Strategy for 2008 to 2013 accords priorityto poor and vulnerable regions in the world,

comprising Africa, the least developed countriesand the small island developing states. As three-fifths of the poorest people in the world arewomen and girls, another priority is thefurtherance of women’s empowerment andgender mainstreaming.

The Education Sector’s agenda centres on theattainment of quality education for all within alifelong learning perspective. This principle cutsacross and extends beyond all levels of educa -tion. It encompasses all forms of learning thattake place in different settings, spaces and lifecircumstances. It is only by applying the fullrange of educational modalities to lifelonglearning that UNESCO’s Education Sector canmeet the challenges of today’s rapidly-changingenvironment.

UNESCO has a lifelong learning agenda at itsheart because it understands that only byeducating empowering people to become activeand democratic citizens is it possible to achievea world of mutual respect, with peace, dignityand the security of families and nations.

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The UNESCO Institute for LifelongLearning in Hamburg (UIL) has been

working in the field of lifelong learning for overthree decades. The challenges of the field, fromearly childhood education to post-graduateeduca tion, encompassing formal and non-formal education and informal learning, havebeen central to its agenda.

UIL’s mission embraces new perspectives whilebuilding on its own experience and under -standing of lifelong learning, and on its activityin adult learning and literacy. These are nowcomplemented by a new awareness of the globalimplications of learning throughout the lifespan.

It is not UIL’s ambition or desire to span thewhole field of lifelong learning. Other parts ofUNESCO cover various aspects of educationthroughout life. However, UIL understands anelement of its specific mission as being to promotea new complementarity and synergy betweenUNESCO’s various bodies, both at Headquartersand at the level of the Institutes and local bureaux,to meet the challenge of providing qualityeducation for all, throughout life.

UNESCO Member States have acknowledgedthe importance of lifelong learning; hence UILhas a role to operationalise and mainstreamlifelong learning within national policies andprogrammes. Furthermore, UIL is working forthe creation of environments conducive tolifelong learning, in keeping with the right ofevery citizen to access a variety of forms ofeducation and learning.

UIL currently contributes to UNESCO’s missionthrough its areas of specialisation: literacy, non-

formal education, and adult and lifelong learn -ing. Its activities are geared towards achievingthe Education for All (EFA) objec tives andMillennium Development Goals (MDGs), inaddition to the objectives of the United NationsLiteracy Decade (UNLD), the Decade of Edu -ca tion for Sustainable Devel opment (DESD),and coordinating the Inter national Conferenceon Adult Education (CONFINTEA) process.UIL responds to UNESCO priority areas bycommitting significant programmes to Africaand by ensuring that gender equality principlesare embedded right across its workplan.

UIL’s major goals are aligned with the UNESCOEducation Sector’s two strategic programmeobjectives: strengthening UNESCO’s global leadand coordination role for EFA and providingsupport to national leadership in favour of EFA;and developing policy, capacity and tools forquality education for all, and lifelong learning aswell as promoting education for sustainabledevelopment.

In line with UNESCO’s key functions, UILoperates as a laboratory of ideas by identifyingemerging challenges and current trends relatedto the building of learning societies throughpolicy-driven and action-oriented research. UILconducts and collates research to make a casefor – and to monitor progress towards – theachievement of literacy and basic education forall as the foundation of lifelong learning.

UIL’s clearing-house function for lifelonglearning consists of gathering, documenting anddisseminating information, knowledge, exper -tise, innovative approaches and effective prac -tice through its documentation centre, its

UNESCO and UIL

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publishing activity and online informationservices. In response to requests from MemberStates, it provides technical support to develophuman and institutional capacity. Through theAdult Learners’ Week (ALW) movement, UILstrongly advocates for lifelong learning bypromoting exchanges and study visits toimmerse key policy-makers into well-establishedcontexts and giving them the opportunity toparticipate in lifelong learning festivals andother events within learning communities, citiesand regions. Finally, UIL acts as a catalyst atglobal level through the promotion of net -working, partnership and twinning arrange -ments, as well as South-South and triangularNorth-South-South co-operation.

UIL is responsible for the global coordination ofthe Literacy Initiative for Empowerment (LIFE),UNESCO’s support mechanism to promotenational processes and capacity that help toimprove literacy activities, increase learning

opportunities and literacy rates. As a strategicframework to enhance literacy efforts incountries with a literacy rate of less than 50% oran adult population of more than 10 millionwithout literacy competencies, LIFE contri -butes to the achievement of the Dakar Goals (inparticular Goals 3, 4 and 5) and the goals of theUnited Nations Literacy Decade (UNLD).Concretely this means that UIL assists MemberStates to enhance their ability in policy formu -lation, programme delivery, advocacy and inno -va tion. A special focus is placed on vulner ablepopulations and groups with special learningneeds.

The implementation and follow-up of the SixthInternational Conference on Adult Education(CONFINTEA VI), which is one of UIL’s keymandates, will also – in dialogue with keystakeholders – serve as a means of main streamingMember States’ adult education and learningapproaches from a lifelong learning perspective.

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The table below sets out, broadly, the para -meters of what UIL aims to achieve over

the duration of the Medium-Term Strategy.Specifically UIL’s strategic objectives are toadvance lifelong learning for all, to furtherliteracy as a foundation for lifelong learning andto ensure the recognition and integration ofadult education sector-wide strategies. There isa geographical focus on Africa. UIL will aim toachieve these strategic objectives by applyingexpertise in advocacy, research, capacity-building and networking, supported by itstransversal units and services.

Currently UIL benefits from the efforts andabilities of its dedicated staff, who are active inmore than one area of specialisation. For UILthis ambitious set of objectives will of necessityrequire a commensurate expansion of humanand technical resources. Secondments andconsultancies will bring brief respite, but willincrease neither the organisation’s capacity norskills base long-term. If UIL is to be successfulin achieving the objectives it has set itself, thena major investment in staff training andrecruitment is required.

UIL’s strategic objectives

Area of action Areas of specialisation

Advancing Furthering Integrating Strengthening Transversallifelong literacy adult capacity supportlearning education in Africa

Advocacy Improved Literacy policies Adult education Promotion of Appropriate education integrated policies integrated bilingual channels ofdevelopment into national with education education and communications policies with a development and development local languages used to reach lifelong learning and education agendas to targetperspective plans audiences

Research Increased synergy Use of research Publish Global Research Publication andbetween to improve Report on Adult collaboration dissemination of non-formal and literacy policy, Learning and with ADEA research to Informformal education programmes Education (biennial stakeholders inpractices and training regularly conferences) policy formulation

Capacity- Frameworks and Development of Develop data Improved Development ofbuilding tools developed educators, collection and curricula, trainer online information

to promote and materials, analysis capacity, resourceinstitutionalise assessment tools methodology monitoring and lifelong learning evaluation

systems

Networking More informed Active networks Encouragement Input into practitioner for north-south- of global and African Union networks south regional adult Second Decade

co-operation learners’ forums for Education

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Promoting lifelong learning has been part ofUIL activity since 1972. To achieve the

objective of advancing lifelong learn ing for allfor 2008-2013, four strategic areas of actionhave been identified: � advocacy for the formulation and integra -tion of the lifelong learning perspective intoeducational policy; � research on good practice in lifelonglearning, emphasising synergy between formaland non-formal education; � capacity-building for effective lifelong learn -ing policies and practice; and � building partnerships and facilitating net -works with government agencies, researchinstitutes, academic institutions and civil society.

National, regional and international policydialogues that bring together key stakeholderswill be organised to highlight the impact oflifelong learning policies and to showcaseinnovation in lifelong learning for activecitizenship, workforce development and socialintegration. From these exchanges, UIL willdevelop country profiles on structures andsolutions to support lifelong learning. UIL willorganise appropriate forums to share practice inincorporating lifelong learning into theactivities of the Decade of Education forSustainable Development.

Research on key lifelong learning issues will beundertaken to support UIL’s advocacy work.

Effective practice on synergy between formaland non-formal education, including experi -ence in recognition, validation and accredita -tion, will be collated, analysed and dissemi na ted.Findings will be made available to the broaderpublic. UIL will also conduct studies on thebroader socio-economic impact of lifelonglearning, demonstrating the difference thatlifelong learning provision has made on indi -viduals, communities and societies.

UIL will provide technical assistance to MemberStates in formulating their policies and strategiesin non-formal education and in incorporatinglifelong learning perspectives into their educa -tional reforms. This support will be responsive todemand from Member States, in close collab -oration with UNESCO field offices andregional bureaux. Furthermore, UIL will supportMem ber States in integrating validation andrecognition of non-formal and informal learninginto national qualifications systems to encouragecontinuous education and entry into the labourmarket. The focus on Africa will continuethrough an observatory of models and practice.

Recognising the need to reach the broadestpossible constituencies in lifelong learning, andthe importance of ensuring the active partici -pation of all relevant stakeholders, UIL willstrengthen current partnerships and set up newnetworks of lifelong learning centres, expertsand policy-makers.

Advancing lifelong learning for all

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Area of Action Activities

1.1 Advocacy for the formulation and integration of the Organising international and regional policy dialogues in lifelong lifelong learning perspective into educational policies learning, bringing together member states, research institutions

and civil society

Providing support for the formulation of gender-just lifelong learning policies in selected countries

Analysing UNESCO National Education Support Strategy (UNESS) plans to ensure they have a lifelong learning perspective

1.2 Research on good practice in lifelong learning emphasising Undertaking and publicising research on effective practice in bridging synergy between formal and non-formal education between formal and non-formal education in identified areas

(e.g. HIV prevention, work-related learning, intergenerational learning)

Synthesising experiences on recognition, validation and accreditation of non-formal and informal learning and prior learning

1.3 Capacity-building for effective lifelong learning policy Disseminating lessons in effective practice for recognition, validation and practice and accreditation of non-formal and informal learning

Disseminating lessons in learning in multilingual and multi-cultural environments

Organising capacity development and facilitating policy-making and research in the field of lifelong learning in the developing countries

1.4 Building partnerships and facilitating networks with Organising forums and virtual communities for the exchange of government agencies, research institutes, academic research findings on lifelong learning.institutions and civil society

Developing partnerships with institutes, agencies working on the implementation of UN Decade of Education for Sustainable Development to ensure the lifelong learning perspective

Advancing lifelong learning for all

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Programmes Expected Outcomes

Series of international and regional policy dialogues Improved education and development policies with a lifelong learning perspective

Technical support to further develop the non-formal education system in the perspective of lifelong learning as part of the overall education reform in Member States

Integration of a lifelong learning perspective into national UNESS plans

International and regional research on the interface of Increased synergies between non-formal and formal formal and non-formal education education practices

Country studies in Africa– Set up Observatory models – Exchange of experience on North-South basis

Series of advocacy briefs Capacities developed and programmes, frameworks and tools disseminated in recognition, valuation and accreditation of non-formal and informal learning

Developing a database of relevant institutions and identification of appropriate tools

Communication papers on lifelong learning and capacity Capacities developed and a contingent of core change development workshops agents formed in policy-making and research in lifelong learning

in developing countries

Building partnerships with research institutes on Integration of effective practice into lifelong learning policies and lifelong learning programmes

Promoting global network of lifelong learning More informed network of practitionersstakeholders

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Taking the role of UNESCO’s lead agencyfor literacy, UIL will situate activities

within the six Dakar Goals of EFA as well aswithin the UNLD. To achieve the objective offurther ing literacy as a foundation for lifelonglearning, five strategic areas of action have beenidentified: � macro-coordination of UNESCO’s Literacy

Initiative for Empowerment (LIFE); � advocacy for literacy� research on literacy policies and practices; � capacity-building for the achievement of

Dakar Goal 4 in Member States: and� effective monitoring and evaluation systems.

UIL will continue to coordinate the imple -menta tion of LIFE, while seeking synergy withthe two other UNESCO initiatives, EDUCAIDSand TTISSA. As LIFE is a framework forcollaborative action in literacy, UIL will facilitatean enabling process of continuous consultationand negotiation with all national and inter -national stakeholders to build sustainablepartnerships. UIL will assist with developingstrategic proposals, advocacy and communica -tion strategies, and organising events forconsultation, coordination, dialogue and, inparticular, South-South exchange.

UIL capacity-building activity for MemberStates and LIFE countries includes customisedsupport in developing and reinforcing literacypolicies and strategies, building capacity forprogramme design and delivery, and usinginnovative and effective practice.

Experts and policy-makers in literacy arecurrently debating the contribution of adultliteracy to social develop ment. This discussion

is pertinent in raising and deploying resourcesfor large-scale programmes. It presents anexcellent opportunity for UIL to engage inaction-oriented and policy-driven research, inconjunction with leading research institutions.UIL’s research-related activities during themedium-term period include the building ofnational, regional and international networks ofspecialised research centres, map ping andanalysis of quality indicators and the impact ofliteracy programmes. The literacy researchagenda will cover areas such as family literacy, useof mother tongue and multi lingualism, use ofICTs, the creation of literate environments andmeasuring learning outcomes.

One of UIL’s literacy advocacy activities is toinform policy-makers, researchers and practi -tioners by culling research-based evidence oncritical issues. Its action programme is built onthe need to increase understanding among allstakeholders of the key issues in literacy forempowerment, to share research-based know -ledge and innovation for the continuousimprovement of literacy policy and practice,and to strengthen partnerships at national, sub-regional and international levels. The LiteracyPortal and LIFE-line will constitute keychannels for advocating for literacy to thebroadest audience.

UIL will develop in-built evaluation practices inthe LIFE programme through a regular reportingprocess. UIL will organise a medium-term(2011) evaluation of LIFE. Technical supportwill be given to selected countries to developeffective monitoring and evaluation systems forliteracy and non-formal education, and can beadapted to the post-CONFINTEA process.

Furthering literacy as a foundation forlifelong learning

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2.1 Macro-coordination of UNESCO’s Literacy Creating an enabling and facilitating process of continuous consultation and Initiative for Empowerment (LIFE) negotiation with all stakeholders

Formulation and communication of strategic orientation of LIFE

Building of partnerships and networks to support LIFE

Supporting LIFE countries in development and reinforcement of literacy policies and building capacities for programme delivery

Monitoring and assessment of LIFE progress at national and international levels

2.2 Capacity-building for the achievement of Assisting Member States with policy and strategy formulationDakar Goal 4 in Member States

Providing demand-oriented capacity-building, training and technical backstopping in programme delivery

Developing and disseminating capacity-building resources and tools

Building capacities for EFA in LIFE and other countries

Supporting Member States in the development and implementation of assessment, monitoring, and evaluation systems

2.3 Research on literacy policies and practices Undertaking action-oriented and policy-driven research

Building national, regional and international networks of specialised research centres

Mapping and editing research evidence for dissemination

Analysing quality indicators and the impact of literacy programmes

Collecting, synthesising, analysing and disseminating international trends, innovations and good practice

2.4 Advocacy for literacy Informing policy-makers, researchers and practitioners

Culling research-based evidence on critical areas and making it available to policy-makers and practitioners

Exchange of experiences, research findings and collaboration in planning of policies and cooperation strategies

Documentation/information management and dissemination

Coordination of learning partnerships

Networking and partnership building

Furthering literacy as a foundation for lifelong learning

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Broad-based cooperation framework built

Integration of literacy policies in national development andeducation plans

Committed and sustainable LIFE processes at country level

Overall increase in literacy activities, participation and literacylevels in LIFE countries

Regular reports on progress in LIFE and other countries

Improved policy and delivery of programmes through reinforcedcapacities

Literacy personnel trained at all levels

Relevant resources and tools developed and made available

Improved capacities at national level to put forward empoweringalternative, good quality learning opportunities

Assessment tools developed and capacities to design and usethem fostered

Research-based findings and good practice utilised to improveliteracy policies, programmes and training

More informed network of practitioners

Use of synergies between formal and non-formal education forupgrading people’s literacy skills

Baseline data compiled and analysed at country level

Online database with effective practice examples in literacy

Use of effective monitoring and evaluation systems in MemberStates to improve policies and practices

Increased understanding among all stakeholders of the keyissues in literacy for the empowerment of individuals and thewhole society

Increased political commitment to invest in literacy

Integration of literacy in international initiatives and nationaleducation and development policies

Research-based knowledge and innovation are shared tocontinuously improve literacy policies and practices

More active networks of practitionersStrong partnerships at national and international levels

Programmes

LIFE coordination and working structure

Relevant strategic proposals

Advocacy and communication

Events for consultation, coordination and exchange

Mid-term evaluation (2011) and overall evaluation (2015)at international level

Workshops and seminars for policy and strategy formulationbased on needs assessment studies/analysis

Training courses for the development of literacy/non-formal education

Development of capacity building resources and tools-

Technical support a) to LIFE countriesb) to post-conflict countriesc) responding to specific requests

Technical support to selected countries in building monitoring and evaluation systems

Studies carried out in critical and emerging areas such aspedagogy, multilingualism/interculturalism, empowerment, post-conflict, use of ICTs, literate environment

Literacy research coordination in Germany with BMBF funds

Continuous research and capacity-building in family literacy

Research on quality indicators and impact

Research on global and emerging trends, innovativeexperiences (good practice) and lessons learned

Series of advocacy events to support LIFE and UNLD

Organisation of platforms for policy dialogue, networking and exchange of expertise

National literacy dossiers

Organisation of forums and virtual communitiesSouth–South dialogue

Literacy Portal

Literacy and life skills in prisons

Literacy networksUNLD in Europe (with a special focus on Germany)

Expected Outcomes

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In addition to the systemic appraoch gen erallyapplied by UIL regarding lifelong learning

frameworks and envir on ments, the activities tosupport this objective concentrate on advancingthe recogni tion and integration of adultlearning and non-formal education into sector-wide strategies and cross-sectoral approaches.During the current medium-term period, UIL’swork in adult learning and non-formaleducation is embedded in the preparation andstaging of the Sixth Inter national Conference onAdult Education (CONFINTEA VI) in 2009,as well as in the subsequent follow-up andimplementation processes.

In keeping with the previous conferences of theCONFINTEA series, CONFINTEA VI itselfwill provide an important platform for policydialogue and advocacy in adult learning andnon-formal education at global level, involvingUNESCO Member States, United Nationsagencies and international development part -ners, civil society organisations, research institu -tions, the private sector and learners from allover the world. In line with UNESCO’s mainfunctions, CONFINTEA VI and the relatedprocesses are enabling UNESCO to act as astandard setter. The CONFINTEA VI processemphasises support for the development ofevidence-based policies, as well as monitoringtools and benchmarks.

Building on CONFINTEA V’s (1997)achievements, CONFINTEA VI will report onoverall developments in adult learning and non-formal education since then. It will aim to createthe necessary political momentum and providethe necessary technical tools to move fromrhetorical vision to action in generating

systematic and effective policies and conditionsfor adult learning and non-formal education.

UIL’s coordination of the CONFINTEA VIpreparatory and follow-up process will takeplace at international, regional and nationallevels. UIL will closely cooperate with a Con -sultative Group in the preparation and conductof the conference. The Group will ensure inputfrom stakeholders, establish interfaces withother areas and increase co-operation with UNagencies. Regional reviews as well as nationalreporting will be organised and monitored.

UIL will steer the development of imple men -tation and monitoring tools during theCONFINTEA VI process. A final Frameworkfor Action will be the concrete outcome ofCONFINTEA VI 2009. It will back up andincorporate benchmarks to monitor thesubsequent implementation and to measureprogress in meeting agreed commitments. Aglobal report on adult learning and educationwill be published, giving an overview of theworldwide state of adult learning and non-formal education and providing monitoringmeans to gauge future developments in the field.

International Adult Learners’ Week will con -tinue as an advocacy and mobilisation networkfor adult and non-formal learning, and to fosterthe increased participation of adults and out-of-school youth in learning opportunities.National and international networks of adultlearners will be supported as sounding-boardsand discussion venues for the development oflearner-based policies and provision, and as ameans of enhancing the voice of learners inpolicy-making.

Recognising and integrating adulteducation into sector-wide strategies

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3.1 Co-ordination of the CONFINTEA preparatory process at Advocating for CONFINTEA VIinternational and regional levels

Coordinating the CONFINTEA VI consultative group

Supporting regional consultation

Organising the national and thematic reporting process

3.2 Implementation of CONFINTEA VI and follow-up Holding the CONFINTEA VI Conference

Steering and supporting the CONFINTEA VI follow-up process

Monitoring the implementation of CONFINTEA VI commitments

Undertaking policy-oriented research on critical issues of adult learning and non-formal education

Documenting and disseminating good practice examples of adult and non-formal education policies

3.3 Networking and advocacy for adult learning and Coordinating International Adult Learners’ Week adult learners

Facilitating the participation of adult learners in international meetings and debates on adult learning

Recognising and integrating adult education into sector-wide strategies

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Production and distribution of information Momentum for the CONFINTEA VI process createdmaterials and website

Development of a communication strategy

Standing consultative meetings Stakeholder input ensured

Interfaces between adult learning and other areas created

Cooperation between UN agencies increased

Five regional preparatory meetings (2008) Regional input ensured

Synergies with other education/development agendas created (EFA, MDGs, LIFE)

Regular reporting according to set benchmarks National input ensured

and indicators Evidence provided

Targeted studies on adult learning

Coordination with CONFINTEA VI Host Country CONFINTEA VI conference implemented with thematic focus, and UNESCO HQ participation of all stakeholders and action-oriented follow-up document

Political momentum created

Professional growth for the field of adult learning promoted

Advocacy for adult learning undertaken

Integration of adult learning into other education/ Synergies between adult learning with other education/development development agendas (EFA, MDGs, LIFE) agendas (EFA, MDGs, LIFE) increased

Support for the development of policies that Development of policies of adult learning within a lifelong learning highlight the importance of adult learning from a perspectivelifelong learning perspective Integration of adult learning and non-formal education in national education

sectors ensured

Application of benchmarks to track the progress of Global Report on Adult Learning and Education produced at regular adult learning intervals (every 4 years)

Follow-up of CONFINTEA VI

Coordination and stimulation of targeted research Physical and virtual space for adult education stakeholders and networks in adult learning to share adult learning practices

Coordination and support for policy dialogue and Policies and practices exchanged and utilised in different contextsSouth–South cooperation on adult learning

Identification of good practice in implementing adult Effective practice in adult and non-formal education practices demonstrated and non-formal education policies and disseminated

Dissemination of research findings to improve Integrated policies and programmes promoted and improvedintegrated polices and programmes

International advocacy campaign for Continued advocacy campaign for adult learning undertakenadults and adult learning Increased participation of adults and out-of-school youth in learningSupporting national adult learners’ weeks opportunities encouraged

Networks for adult learning created

Incorporating adult learners in international policy Learners voices’ and perspectives incorporateddialogues and meetings A global Adult Learners’ Network developedSupporting the creation of national and Regional Adult Learners’ Forums set upinternational adult learners’ forums

Learner-based policies and provision developed

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In response to the UNESCO priorityaccorded to Africa, UIL is supporting the

activities of the African Union (AU) and theAssociation for the Development of Educationin Africa (ADEA) in their efforts to strengthencapacities of government and civil society toadvance quality lifelong learning, adult educa -tion, literacy and non-formal education for all.To attain this objective, three strategic areas ofaction have been identified: � integrating lifelong learning, based on holi -stic, integrated and diversified African perspec -tives into national education sector; � promoting the use of African languages inbuilding literate environments and lifelonglearning; and � improving the evidence base for adultliteracy and non-formal education programmes.

These strategic areas are based on the BamakoAppeal adopted in the Regional Literacy Con -ference in September 2007 and on the MaputoPlatform adopted in the Regional LIFEMeeting in January 2008. Activities will followup the commitments and agreements made inthese key conferences and in CONFINTEA VIby policy dialogue, capacity-building, researchand networking and partnerships for advocacy.

Currently education policies and plans of actionat national, sub-regional and regional levels inAfrica do not fully integrate lifelong learningperspectives. UIL will work closely with theAU, ADEA and other education networks tokeep lifelong learning, literacy, non-formaleducation and adult education on the agendaof the education policy dialogue and planningprocesses. To ensure that these initiatives receivedue support, UIL will also conduct advocacy

among international and bilateral developmentagencies, the African Development Bank andgroupings such as the Economic Communityof West African States (ECOWAS). UIL willadvise national governments in policy formu -lation and holistic education sector program -ming through UNESS and LIFE. A key policyrecommendation from UIL will be on bilingualeducation and the use of local languages.

A main characteristic of African countries ismultilingualism, with English/French/Portu -guese being used in schools, government,administration and communication. UIL’sresearch on the use of African languages ineducation has proved that learners from bi-lingual/multi-lingual learning systems havehigher learning achievements than thoselearning in foreign language systems. Buildingon research with ADEA and on an advocacydocument on the use of African languages ineducation to be published in 2009, UIL willorganise activities for policy dialogue andcapacity-building in Africa and other regions.Furthermore, UIL proposes the development ofa Regional Charter on Literacy and Languageand indi cators for education in multilingualcontexts. Key partners for these activities willbe the African Union (AU) and the AfricanAcademy of Languages (ACALAN).

UIL will provide technical and advisory serviceson curriculum development, training oftrainers, gender-sensitive programming, HIV/AIDS education, rebuilding literacy and non-formal education in post-conflict situations,bilingual education and the use of local languages.UIL will aim to support the integration of literacyinto Sector-Wide Approaches (SWAps) as well as

Strengthening capacities of governments and civil society in Africa

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assist refined literacy surveys and enhancedpolicies in the field of cost and financing. Thetextbook series African Perspectives on AdultLearning, written by African researchers forhigher education on adult learning, will beextended, with new titles planned for Franco -phone and Lusophone Africa. Through capacity-building in selected countries and in regionalsettings, UIL aims to institutionalise effectivepractices identified in our research activities, andto strengthen national capacities in the deliveryof quality programmes on a mass scale.

Evidence on the benefits of adult literacy andnon-formal education programmes need to becollected and analysed. UIL plans to pursueresearch and capacity-building using householdliteracy surveys, costing options and models andin-built monitoring and evaluation systems inliteracy and non-formal education programmes.These will help countries improve theirplanning process and control the quality ofimplementation. Some of these activities maybe carried out in co-operation with the ADEAWorking Group on Non-formal Education.

Major research activities planned for Africainclude a review of the status of adulteducation, stock-taking research on recognition,

validation and accreditation (RVA) of non-formal and informal learning and experience,research on literacy and quality educationthrough mother tongue and bilingual/multi -lingual education, and analysis of the linkagesbetween formal and non-formal education forchildren and adolescents. It is envisaged thatthe close monitoring and evaluation of LIFE in18 countries in Africa will provide good basesfor research, findings of which will be shared inmajor international conferences such as theADEA Biennial, CONFINTEA VI and EFAregional meetings.

Within UNESCO, UIL will work in collabo -ration with the Education Sector (especially theRegional Bureau for Education in Africa and 14Field Offices in Africa), Africa Department andPartnerships built with the AU, AfricanDevelopment Bank, ADEA as well as regionaland sub-regional institutions. Networks will beenhanced in order to support the countries toaccelerate their progress towards EFA andlifelong learning. Networking with researchersand civil society organisations will be main -tained to build powerful partnerships atnational and regional levels and to promoteour strategies.

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4.1 Policy dialogue Ensuring full integration of lifelong learning into the programmes of the regional andsub-regional organisations such as AU, AfDB, ADEA, ECOWAS and NEPAD

Advocating to include literacy and NFE in international funding mechanisms

Providing advice to include literacy, NFE, adult and lifelong learning in national policy frameworks and in education sector programmes

Providing policy advice to countries interested in ‘bilingual education and use of local languages’

4.2 Capacity-building Providing advisory services to countries and regional organisations

Curriculum development

Training of trainers

Gender-sensitive programming

HIV/AIDS education

Rebuilding literacy and non-formal education systems in post-conflict situations

Bilingual education and use of local languages

Publish textbooks on adult education by African scholars

4.3 Research Supporting research in preparation for the ADEA Biennials

Taking stock of policy, practice and research with respect to ‘recognition, validation and accreditation of non-formal and informal learning and experience (RVA)’ in Africa

Reviewing the status of adult education in Africa

Analysing the linkage between formal and non-formal education for children and adolescents

Analysing other areas (i.e. HIV/AIDS)

Bringing together educational stakeholders to examine evidence of good practice in therelevant areas.

4.4 Networking and partnerships for Promoting the African Perspectives on Adult Learning (APAL) series.advocacy

Promoting literate environment through the AU Second Decade for Education

Supporting country and regional networks for ADEA WGNFE

Working in synergy with government, civil society, academic institutions and private sectors to facilitate cross-national initiatives

Disseminating outcomes and results from UIL activities

Strengthening capacities of governments and civil society in Africa

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UNLD (2003–2012)

UNDESD (2005–2014)

LIFE (2005–2015)

WADEA WGNFE

ADEA Inter-country Node on Literacy

ADEA Inter-country quality node on bilingual education

Lifelong learning perspectives integrated into regional, sub-regional and national development initiatives

LIFE (2005–2015)

ADEA Inter-country Node on Literacy

ADEA WGNFE

AU Second Decade for Education

ADEA Inter-country quality node on bilingual education

APAL series

Improved curricula, enhanced capacities of trainers, and moreeffective monitoring and evaluation system

Institutionalising effective practices within the region

Strengthened capacities in the delivery of programmes

ADEA Biennial RVA in Africa

Regional Conference (2008) and CONFINTEA VI

Evidence collected and analysed for programme improvement,research and advocacy

EFA (2000–2015) and next EFA (2015)

Promoting African perspectives

AU Second Decade for Education

ADEA WGNFE

Reinforced synergies among wide range of stakeholders.

Sharing across the region of information and knowledge gained


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Institutional support for the pursuitof UIL’s goals

The outward-looking objectives set for UILcan only be achieved if there is sufficient

organisa tional back-up. To achieve the objectiveof supporting UIL’s goals, two strategic areas ofaction have been identified: � collecting, documenting and disseminatinginformation on UIL's areas of expertise; and � capacity-building of professionals fromMember States.

UIL’s Documentation Centre and Library willcontinue to enlarge its holdings and to collectand compile information from UIL’s fields ofcompetence. A major objective for the comingyears is to find ways of responding mosteffectively to the requests and needs of MemberStates and of sharing the available informationwith the widest possible audience, includingusers with limited technical opportunities. Waysforward include continuing to make full-textdocuments accessible online and consolidatinginformation for databases and exhibitions.

The 100 international documentation andinformation centres of ALADIN, the AdultLearn ing Documentation and InformationNetwork, will play a major role in sharinginformation, building capacity and connectinginformation services to make accessible relevantand continuously-updated information onadult learning and literacy. ALADIN will focusin the coming years on setting-up andsupporting documentation and informationcentres and structures in LIFE countries.

UIL is an online information hub for literacy,non-formal education, adult and lifelong learn -ing. Various UIL databases will be co-ordinatedand enhanced by giving access to existing onlineresources in UIL’s areas of expertise. A majorproject will be the establish ment of a web-baseddata bank, providing information on policy,concepts and innovative practice in literacy,non-formal education, adult and lifelong learn -ing from Member States.

Enhancing the visibility and image of UIL andits work vis-à-vis the outside world is the goal ofthe various press and public relations activities.This entails ongoing information work withpartners and the media by publishing thequarterly UIL Nexus and other materials,presentations at workshops and conferences andthe hosting of visitors. UIL will continue topublish and disseminate its research and publishthe International Review of Education.

The UIL website, developed as a user-friendlyplatform, will be the most important accesspoint to information about UIL, its work andareas of expertise.

The offer of training opportunities to inter -national fellows and interns from the hostcountry and other Member States, is onemethod by which the Institute can contributeconcretely in capacity-building.

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1. Collecting, Documentation Centre documenting and and Librarydisseminatinginformation in UIL’sareas of expertise

Publications

Public Relations

UIL Website

Data bank

2. Capacity-building UIL training coursesof professionals fromMember States

Fellowship Programme

Internships

Area of Action Service/Unit Activities Expected Outcomes

Integrating the UIL onlinecatalogue into the UNESCOcatalogue

Digitisation of selectedmaterials

ALADIN

Publishing research and good practice

Advocating for literacy (e.g.through cooperation withFrankfurt Book Fair)

Documentation servicesenhanced, stock of availableliterature enriched, compatibilityof catalogues verified

Better global access to relevantdocumentation and information onadult learning

Number of publications producedand disseminated

Ongoing information work withpartners and media

Regular update of UIL website

Coordinating Literacy Portal andproviding contributions

Installing special communicationplatforms (e.g. for CONFINTEApreparations)

Building a data bank on policies,concepts and practices in literacy,non-formal education, adult andlifelong learning and co-ordinatevarious UIL databases

Design and implement tailor-made training based on needs ofMember States

Website functional and updatedLiteracy Portal enriched with afocus on good practices and LIFEcountries

Information on UIL’s activitieswidely distributed, media equippedwith necessary data

Web-based data bank withcountry windows accessible andfunctioning

Professionals trained

Capacities in Member States inliteracy, non-formal education,adult and lifelong learning built

Institutional support for the pursuit of UIL’s goals

Documents

Building on our gains - UIL | UNESCO Institute for Lifelong …uil.unesco.org/fileadmin/download/en/information... · · 2015-09-11Medium-term strategy 2008–2013 ... Recognising