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Communities in Action: Lifelong Learning for Sustainable Development 발행 연도: 2015 저자: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu 단체 저자: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance communitybased learning for sustainable development, based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was held in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development (ESD), and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. 
ESD Implementation in Learning Cities 발행 연도: 2021 단체 저자: UNESCO Institute for Lifelong Learning (UIL) This publication aims to share the best practice cases from nine cities on ESD implementation (policy and practice) following a lifelong learning approach. These cases showcase innovative local initiatives that have embedded ESD into lifelong learning systems through policy/ strategy development or project implementation, focusing on the following priority areas of action and local activities laid down in the ESD for 2030 roadmap: Local policy/strategy development on ESD: The development of an action plan that determines how the community as a whole can become a learning laboratory for sustainable development. Capacity-building for educators and local authorities: Lifelong learning initiatives for systematic and comprehensive ESD capacity development for educators in the formal and non-formal education sectors, and for local government officials. Efforts to foster engagement with local communities, including: • formal education institutions’ engagement with local communities for the promotion of ESD; • non-formal education institutions (e.g. community learning centres) serving as a hub for lifelong learning on ESD in their communities. Empowerment and mobilization of youth: Lifelong learning initiatives for ESD that focus on young people. Innovative use of local spaces for ESD: Designated areas or spaces that inspire learning and host projects that promote sustainability. In addition to the five priority areas listed above, the case studies share one cross-cutting theme: • Multi-stakeholder approach: How people from different walks of life or professional sectors come together to contribute to local ESD initiatives at either the policy or the project level. 
Citizenship Education for Democratic and Sustainable Communities 발행 연도: 2021 저자: Dimitris Deligiannis | Kleoniki Tsiougou | Vicky Goutha | Antonis Moutselos | Ted Fleming 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | City of Larissa (Greece) | City of Yeonsu-Gu (Republic of Korea) This publication aims to make readers aware of the importance of citizenship education (CE) in local communities within the framework of lifelong learning. It supports cities and citizens in advancing their work on this critical aspect of formal and non-formal education, and in striving for progress in the provision of CE for youth and adult learners. It is mainly based on information from the 2020 survey of cluster members, as well as on case studies and inputs from the conference, ‘Strengthening citizenship education at local level’, which was held virtually on 12 and 13 November 2020. 
[ملخص تنفيذي] التقرير العالمي الخامس حول تعلم وتعليم الكبار: تعليم المواطنة؛ تمكين الكبار من أجل التغيير 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Lifelong learning is not only a right; it is also a crucial asset in facing social and economic uncertainty and environmental and digital disruption. It is a culture that must be developed to ensure social cohesion, equal opportunities, gender equality and the economic vitality of societies.The Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belem Framework for Action. In this Framework, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality. This report contributes to these goals by providing international reference data to support and inform public policies. [Executive Summary] 5th Global Report on Adult Learning and Education: Citizenship Education; Empowering Adults for Change 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Lifelong learning is not only a right; it is also a crucial asset in facing social and economic uncertainty and environmental and digital disruption. It is a culture that must be developed to ensure social cohesion, equal opportunities, gender equality and the economic vitality of societies.The Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belem Framework for Action. In this Framework, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality. This report contributes to these goals by providing international reference data to support and inform public policies. [Resumen ejecutivo] 5° informe mundial sobre el aprendizaje y la educación de adultos: Educación para la ciudadanía; Empoderar a los adultos para el cambio 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) El aprendizaje permanente no es solo un derecho; también es un activo crucial para enfrentar la incertidumbre social y económica y la disrupción ambiental y digital. Es una cultura que debe desarrollarse para asegurar la cohesión social, la igualdad de oportunidades, la igualdad de género y la vitalidad económica de las sociedades. Los Informes mundiales sobre el aprendizaje y la educación de adultos (GRALE) desempeñan un papel clave en el cumplimiento del compromiso de la UNESCO de monitorear e informar sobre la implementación del Marco de Acción de Belem en los países. En este Marco, los países acordaron mejorar el AEA en cinco áreas de acción: política; gobernancia; financiación; participación, inclusión y equidad; y calidad. Este informe contribuye a estos objetivos al proporcionar datos de referencia internacional para apoyar e informar las políticas públicas. [Résumé exécutif] 5e rapport mondial sur l’apprentissage et l'éducation des adultes: Éducation à la citoyenneté; Donner aux adultes les moyens du changement 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) L'apprentissage tout au long de la vie n'est pas seulement un droit; c'est aussi un atout crucial pour faire face à l'incertitude sociale et économique et aux bouleversements environnementaux et numériques. C'est une culture qui doit être développée pour assurer la cohésion sociale, l'égalité des chances, l'égalité des genres et la vitalité économique des sociétés. Les Rapports mondiaux sur l'apprentissage et l'éducation des adultes (GRALE) jouent un rôle clé dans le respect de l'engagement de l'UNESCO de suivre et de rendre compte de la mise en œuvre par les pays du Cadre d'action de Belém. Dans ce cadre, les pays ont convenu d'améliorer l'AEA dans cinq domaines d'action : politique ; gouvernance; financement; participation, inclusion et équité; et qualité. Ce rapport contribue à ces objectifs en fournissant des données de référence internationales pour soutenir et éclairer les politiques publiques. [요약본] 제5차 세계 성인학습∙교육 보고서: 시민성 교육; 변화를 위한 성인 역량 강화 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) 2009년에 처음 나온 세계 성인학습･교육 보고서(Global Report on Adult Learning and Education, GRALE)는 공공 정책을 지원하고 이에 필요한 정보를 포함한 국제 참고 데이터를 제공한다. 본 보고서는 회원국들이 유네스코에 협조를 요청했던 성인학습･교육에 관한 벨렘 실행계획 (Belém Framework for Action, BFA)이 지난 10년간 실제로 추진되었음을 보여준다. 본 문서는 2022년에 발간된 제5차 성인학습･교육 보고서(GRALE 5)의 요약본이다. 
How Can a Lifelong Learning Perspective Enhance the Relevance and Impact of the 1974 Recommendation?: Thematic Paper 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Lifelong learning is rooted in the integration of learning with participation in society. It includes learning activities for people of all ages, in all life-wide contexts and spaces (family, school, community, workplace and more), and through a variety of modalities (formal, non-formal and informal).The purpose of this background paper is to propose ways in which the significance of lifelong learning can be reflected in the revision of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. It does this by recalling previous international contributions to the promotion of lifelong learning, including the landmark publications Learning to Be: The World of Education Today and Tomorrow (Faure et al., 1972) and Learning: The Treasure Within (Delors et al., 1996), which show the benefits of lifelong learning not only for employment but for the whole life of an individual and their participation in society. 
Lifelong learning for health in cities: a guide, enacting the Yeonsu Declaration for Learning Cities 발행 연도: 2023 저자: Jourdan, Didier | Gray, Nicola | Howells, Alex | Valdés-Cotera, Raúl 단체 저자: UNESCO Institute for Lifelong Learning (UIL) <Executive summary> The COVID-19 health crisis has led all cities in the world to put public health issues at the top of their agendas. The pandemic has highlighted that one cannot implement public health measures without, or indeed against, the goodwill of the population. The population is not the ‘problem’. Rather, it is part of the solution to the health crisis. Cities play a major role in developing the population’s capacity to promote individual and collective health.Education and learning are at the very core of what makes ‘health for all’ possible. The crisis, therefore, has been an eye-opener regarding the importance and need for lifelong health education. Instituting such a place-based lifelong learning culture could play a key role in building resilience for individuals, communities and cities.In Yeonsu, Republic of Korea, the fifth International Conference on Learning Cities was convened from 27 to 30 October 2021. Attending in person or online were: mayors, deputy mayors, officials, representatives from 229 learning cities in 64 countries worldwide, education executives, education experts, representatives of United Nations agencies, the private sector, and regional, international and civil society organizations. At the end of the conference, a declaration was issued. It includes a set of commitments to build healthy and resilient cities.This guide aims to assist municipal teams in the concrete development of a policy that promotes lifelong learning for health within the framework of the Yeonsu Declaration. It is intended not only for cities already identified as learning cities or healthy cities – which may use the guide to integrate a lifelong learning for health dimension into existing city policies and projects – but also for all cities that wish to implement a policy promoting lifelong learning for healthThis guide proposes a three-step process for enacting such a policy: 1. raising awareness of the role of cities in lifelong learning for health; 2. developing a policy that promotes a healthy and resilient city; and 3. implementing the policy.The lifelong learning for health policy can be formalized through the creation of a learning for health pathway. The pathway makes explicit – and simultaneously formalizes – the content, the learning approaches and learning outcomes of the learning opportunities offered throughout people’s lives. It focuses on building individual capacities for awareness and understanding of complex health issues, critical judgment and action. The pathway also has a communication purpose by making what is being done to promote health in the city explicit to citizens, partners and professionals. It is based on four key action principles: ‘valuing, sharing, aligning and improving’. This approach seeks, first, to demonstrate the value of the educational work carried out in formal, non-formal and informal settings of the urban environment; then to make this known among stakeholders and to make the pathway coherent; and, finally, to identify the gaps and take the necessary initiatives to fill them.The guide can be used in different ways depending on the context, means and objectives of the individual cities. It is not always necessary to read the whole guide. And we expect that a large proportion of readers and users will simply pick and choose from the various sections of the guide elements that are of particular interest to them. Nonetheless, we hope that everyone will find something to contribute to their city’s efforts and actions for implementing an inclusive policy for promoting lifelong learning for health.