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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. 
Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific Year of publication: 2014 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Asia South Pacific Association for Basic and Adult Education (ASPBAE) This publication presents a collection of testimonies from young women and men from vulnerable backgrounds who have transformed their lives through community education and development activities. Their testimonies describe the challenges they faced in pursuing an education, how they benefited from community education programmes, and the active roles they now play in community education and development.The publication will meet its objectives if it inspires young people and their partners to take action to:> Improve educational and learning environments for young men and women;> Improve the participation of young women in community building and democratic processes; and> Engage young men and women as active citizens working towards peace, democracy and sustainable development. 
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. 
[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. 
4th Global Report on Adult Learning and Education: Leave No One Behind: Participation, Equity and Inclusion Year of publication: 2019 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report demonstrates the important role participation in adult learning and education can play in achieving the Sustainable Development Goals, highlights the distance we have to travel, and offers clear guidance on how to move forward. As the report clearly also shows, it is only by prioritizing ALE, and rebalancing resources accordingly, that can we ensure that the commitment of the 2030 Agenda to ‘leave no one behind’ in the pursuit of equitable, inclusive and sustainable development is fully and fairly realized. 4e rapport mondial sur l’apprentissage et l’éducation des adultes: ne laisser personne pour compte: participation, équité et inclusion Year of publication: 2019 Corporate author: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Le présent rapport démontre le rôle crucial que la participation à l’apprentissage et à l’éducation des adultes peut jouer dans la réalisation des objectifs de développement durable, souligne la distance qu’il nous reste à parcourir pour y parvenir et propose des orientations claires sur la manière d’aller de l’avant. Il ressort clairement du GRALE 4 que, ce n’est qu’en accordant la priorité à l’apprentissage et à l’éducation des adultes et en rééquilibrant les ressources en conséquence, que nous réussirons à réaliser pleinement et justement l’engagement à travers le Programme de développement durable à l’horizon 2030 de « ne laisser personne pour compte » dans notre quête d’un développement équitable, inclusif et durable. 
Annual Report 2018 : UNESCO INSTITUTE FOR LIFELONG LEARNING Year of publication: 2019 Corporate author: UNESCO Institute for Lifelong Learning (UIL) UIL’s 2018 Annual Report shows how, last year, our work contributed to fulfilling our mission to support better policy-making and strengthen the capacities of UNESCO Member States in the field of lifelong learning. UIL’s vision is for all children, youth and adults to benefit from quality lifelong learning, within the framework of sustainable development and peace, and we pursue it in the context of the United Nations 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal (SDG) 4 on quality education and lifelong learning. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners.