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How to Build a Learning City? Make Gender Equality a Priority Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This video tutorial explains how gender equality must be prioritized in learning cities to empower women through learning, eliminate gender-based discrimination and foster equitable, inclusive, resilient and sustainable cities. Comment créer une ville apprenante: Égalité des genres Year of publication: 2020 Corporate author: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Ce tutoriel vidéo explique comment développer une compréhension commune de l’égalité des genres dans l'éducation et l'apprentissage, identifier les défis que rencontre la ville apprenante, impliquer les parties prenantes concernées, renforcer les capacités et encourager une programmation inclusive, consolider les politiques d'éducation et d'apprentissage, mener des recherches et sensibiliser. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report Year of publication: 2017 Author: John Aitchison Corporate author: UNESCO Institute for Lifelong Learning (UIL) The Sustainable Development Goals include educational targets which are entirely congruent with the existing focuses of ALE in African countries – to ‘ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy’ (4.6), to ‘substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’ (4.4) and to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (4.7). National targets and the criteria for success in reaching those targets will need to be developed. Undoubtedly, international cooperation and international support can help this gearing-up process. 
Literacy and education for sustainable development and women's empowerment Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196).Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change.How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. 
Literacy and the Promotion of Citizenship: discourses and effective practices Year of publication: 2008 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The UNESCO Institute for Lifelong Learning and its partners, the Agence Nationale de Lutte Contre L’Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on “Literacy and the Promotion of Citizenship: The Challenge of Learning” from 2-5 April 2005 in Lyon, France. Participants from 38 countries of what UNESCO considers to be the European Region (i.e. Europe, Canada, Israel and the United States of America) reviewed pertinent policies and shared good practices.By focusing on the theme of citizenship, the meeting sought to establish a link between literacy and the empowerment of citizens. This publication brings together the main presentations from that meeting, and as such documents the diversity of literacy-related thinking and practice in the region. 
Alfabetización para el desarrollo sostenible y el empoderamiento de las mujeres Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196). Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change. How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. Alphabétisation et éducation pour le développement durable et l'autonomisation des femmes Year of publication: 2014 Author: Anna Robinson-Pant Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196). Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change. How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. 
Embracing a Culture of Lifelong Learning: Contribution to the Futures of Education Initiative Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report, a contribution to UNESCO's Futures of Education initiative, reflects on the potential contribution of lifelong learning both in transforming the field of education and in creating a more sustainable, healthy and inclusive future. Drawing on the insights of 12 distinguished experts from different disciplines and countries, the report presents a compelling vision for lifelong learning and the values and principles that must underpin it. It calls on the international community to acknowledge the social and private dimensions of education, and to recognize lifelong learning as a new human right. Realizing this vision, it argues, requires adopting a transdisciplinary approach that can effectively grasp the complex, multidimensional nature of the challenges faced by humanity. The report outlines the main features of the ‘enabling environment’ needed to make lifelong learning the governing principle of education policy and to offer people opportunities to learn throughout life, whatever their background or context. It concludes with a set of key messages, complemented by specific action points and a discussion of selected policy measures. 
[Summary] 4th Global Report on Adult Learning and Education: Leave No One Behind: Participation, Equity and Inclusion; Key Messages and Executive Summary Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fourth Global Report on Adult Learning and Education (GRALE 4) argues that achieving SDG 4, and realizing its cross-cutting contribution to the other 16 goals, demands a much more integrated and comprehensive approach to education, with adult learning and education at its heart. GRALE 3, published in 2016, showed that adult learning and education produces significant benefits across a range of policy areas. Countries reported a positive impact on health and well-being, employment and the labour market, and social, civic and community life. GRALE 4, while reinforcing the message that the benefits of participation in ALE are substantial, shows that they remain unevenly distributed. [요약문] 제4차 유네스코 성인학습 및 교육에 관한 글로벌 보고서: 참여, 형평 및 포용을 통해 그 누구도 소외되지 않는 세상; 주요 결과 및 요약 Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) 제4차 유네스코 성인학습 및 교육에 관한 글로벌 보고서(GRALE IV)는 SDG 4의 달성 및 이를 통한 나머지 16개 목표에 대한 범분야적 기여 실현에 있어 성인학습 및 교육을 중심으로 교육에 대해 훨씬 더 통합적이고 포괄적인 접근이 요구된다고 주장한다. 본 보고서의 주요내용은 대부분의 회원국이 능동적 시민성 함양을 위한 성인학습 및 교육(ALE for active citizenship)의 가능성을 인정하고 있음에도 불구하고 여전히 정책우선순위에서 밀려나 있다는 것이다. 이러한 정책 흐름을 바꾸지 않는 이상, SDG 4의 다양한 세부 목표를 이행할 수 없으며 교육분야 목표가 달성되지 못하면 다른 목표 역시 달성되지 못할 위험에 빠질 것이라고 강조한다. GRALE IV는 성인학습 및 교육 참여가 가져오는 다양한 이점을 강조함과 동시에 이러한 이점들이 고르지 않게 분배되어 있음을 보여준다.