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El aprendizaje basado en la comunidad para el desarrollo sostenible (Notas sobre Política del UIL Nº 8) 발행 연도: 2017 단체 저자: UNESCO Institute for Lifelong Learning (UIL) La Agenda 2030 para el Desarrollo Sostenible 2030 establece metas ambiciosas y universales para transformar el mundo, que mantienen el equilibrio entre las dimensiones económica, social y ambiental del desarrollo sostenible. Para superar los desafíos que suponen esas metas y asegurarse de que no se excluye a nadie, es primordial que las comunidades locales participen en la planificación y gestión del desarrollo sostenible y en la promoción de estilos de vida sostenibles. La Agenda 2030 comprende todos los aspectos de la vida, lo que supone que para sacar el máximo provecho de las posibilidades que brinda el aprendizaje y que contribuya plenamente a la Agenda, debe entenderse como un proceso permanente a lo largo de toda la vida. Para que se cumplan los 17 Objetivos de Desarrollo Sostenible, debe reconocerse y fomentarse en todos los países del mundo la importancia de la educación no formal basada en la comunidad y del aprendizaje informal para los niños, los jóvenes y los adultos, especialmente de los que no participan en la educación o forman parte de colectivos marginados o vulnerables de la sociedad. En las presentes Notas sobre política se proponen seis principios de actuación y se formulan cuatro recomendaciones para la adopción de políticas, con el propósito de impulsar el aprendizaje basado en la comunidad para el desarrollo sostenible. Se resumen asimismo las lecciones extraídas en todo el mundo a partir de experiencias fructíferas de ese tipo de aprendizaje. Обучение местных сообществ для устойчивого развития (Бюллетень UIL №8) 발행 연도: 2017 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Повестка Устойчивого Развития 2030 ставит перед собой амбициозные цели по преобразованию нашего мира, уравновешивая экономические, социальные и экологические аспекты устойчивого развития. Для решения проблем, проистекающих из этих целей, а также для обеспечения того, чтобы не было отстающих, крайне важно, чтобы местные сообщества участвовали в планировании и управлении устойчивым развитием и поощрении устойчивого образа жизни.Повестка 2030 охватывает все аспекты нашей жизни, подразумевая, что обучение, если оно должно вносить свой вклад в эту повестку, должно рассматриваться и как обучение на протяжении всей жизни, и как обучение на всю жизнь. Актуальность неформального образования на уровне сообществ и неформального обучения для детей, молодежи и взрослых, особенно тех, которые не имеют отношения к образованию, или являются представителями уязвимых слоев общества, или находятся в неблагоприятном положении, должна быть признана и поощряться во всех странах мира, если будут достигнуты 17 целей стойчивого развития.В этой сводке предлагается шесть принципов действий и четыре рекомендации по политике, направленные на то, чтобы продвинуть обучение на протяжении всей жизни для устойчивого развития. Они обобщают уроки успешного обучения на уровне местных сообществ для устойчивого развития во всем мире. 
Recommendation on Adult Learning and Education, 2015 발행 연도: 2016 단체 저자: UNESCO | UNESCO Institute for Lifelong Learning (UIL) The Recommendation on Adult Learning and Education was adopted at the 38th Session of the UNESCO General Conference in November 2015. The Recommendation supports the Education 2030 Framework for Action, reflects global trends, and will guide the transformation and expansion of equitable learning opportunities for youth and adults. The 2015 Recommendation takes a comprehensive and systematic approach to ALE, defining three key domains of learning and skills: literacy and basic skills; continuing education and vocational skills; as well as liberal, popular and community education and citizenship skills.It also describes five transversal areas of action: policy; governance; financing; participation, inclusion and equity; and quality. These areas of action were already introduced to the international community in the Belém Framework for Action, adopted at CONFINTEA in 2009 as a means of guiding Member States in improving ALE. This integrative and consistent approach to ALE will help Member States to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Sustainable Development Goal 4). 
Trends in Adult Learning and Education in the Arab States: Findings from the Fourth Global Report on Adult Learning and Education 발행 연도: 2020 단체 저자: UNESCO Institute for Lifelong Learning (UIL) This report reveals that adult learning and education in the region is strongly focused on literacy, with less attention given to other areas of adult learning, such as continuing education and professional development, and citizenship education. This suggests that, while further progress is needed in achieving basic education for all, the other dimensions of adult learning need to be given adequate attention to ensure provision that is comprehensive and relevant to the diverse needs of adult and youth learners. Furthermore, the report suggests that good governance, supportive political will and adequate funding are key to fully realizing the potential of adult learning and education for economic, social, technological, and societal transformation. It is hoped that this report can provide some benchmarks and be a source of inspiration for policy-makers and stakeholders in Arab countries to further enhance the provision, quality and relevance of adult learning and education in order to build a sustainable and resilient future. الكبار وتعليمهم يف الدول العربية : اتجاهات يف تعل َصة من التقرير العاملي نتائج مستخل الرابع بشأن تعلم الكبار وتعليمهم 발행 연도: 2020 단체 저자: UNESCO Institute for Lifelong Learning (UIL) يكشف التقرير أن تركيز دول المنطقة ّ العربية ينصب ّ في المقام األو ّ ل على مجال »القرائية/محو األمية والمهارات األساسية« ، في حين تحظى مجاالت أخرى ذات صلة، مثل »التعليم المستمر والتطوير المهني«، و« تعليم المواطنة«، بدرجة أقل من االهتمام. لذلك، ومع وجود حاجة إلى إحراز ّق بتوفير التعليم األساسي للجميع ّ مزيد من التقدم فيما يتعل ّصلة ، يظلّ من الضروري إيالء اهتمام أكبر لألبعاد األخرى المت ّم الكبار وتعليمهم، بما يضمن توفير التعليم على نحو شامل بتعل ّمين من الكبار والشباب. ّ ومالئم لالحتياجات المتنوعة للمتعل ّ عالوة على ذلك، يشير التقرير إلى أن الحوكمة الرشيدة واإلرادة ّ السياسية الداعمة والتمويل الكافي تشكل عوامل أساسية لضمان ّم الكبار وتعليمهم االستفادة الكاملة من اإلمكانات التي يتيحها تعل ّ لتعزيز التحول االقتصادي واالجتماعي والتكنولوجي والمجتمعي المنشود. وأخيرا، أملنا أن يوفّر هذا التقرير بعض النقاط المرجعية وأن ّ يشكل مصدر إلهام لصانعي السياسات ولجميع الجهات المعنية ّم الكبار وتعليمهم من حيث توفير البرامج وضمان الجودة وتحقيق ّ في البلدان العربية، من أجل المضي قدما في تعزيز تعل ُه االستدامة ُ ِ سهم في بناء مستقبل أفضل سمت ّ الجدوى، مما ي والقدرة على الصمود 
Why RAMAA Is Important for Literacy: Testimonies From Participating Countries; Action Research on Measuring Literacy Programme Participants’ Learning Outcomes (RAMAA) 발행 연도: 2016 단체 저자: UNESCO Institute for Lifelong Learning (UIL) The RAMAA action research, launched at the initiative of the UNESCO Institute for Lifelong Learning (UIL), and piloted in partnership with local UNESCO offices, responds to this vital need to assess the quality of literacy programmes by taking the learning effectively acquired by the beneficiaries at the end of their training as an objective variable.The first phase of RAMAA involved five countries, now twelve countries are participating in the second phase of RAMAA – Benin, Burkina Faso, Cameroon, Côte d'Ivoire, Central African Republic, Democratic Republic of Congo, Morocco, Mali, Niger, Senegal, Chad and Togo. The countries’ commitment throughout the implementation of the second phase of RAMAA and the integration of the results into the national systems are key to the project. 
How to Build a Learning City? Make Gender Equality a Priority 발행 연도: 2020 단체 저자: 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. 
The Role of Higher Education in Promoting Lifelong Learning 발행 연도: 2015 저자: Yang Jin, Schneller.Chripa, Roche.Stephen 단체 저자: UNESCO Institute for Lifelong Learning (UIL) UNESCO’s vision of lifelong learning encompasses all contexts (formal, non-formal and informal) and ages (‘from cradle to grave’) of learning. The UNESCO Institute for Lifelong Learning and its predecessor, the UNESCO Institute for Education, have promoted policy and practice in this field for more than four decades. The decision to produce this volume was prompted by an observation that lifelong learning – both as a concept and in its many practical manifestations – is becoming a staple of education policy discourse around the globe. At the same time, we noted that understandings of lifelong learning differ widely, not only between countries, but also across the sub-sectors of education systems.This book, which emerged from a seminar held in 2012 to mark the 60th anniversary of the UNESCO Institute for Lifelong Learning, addresses various ways that higher education can promote lifelong learning, paying due consideration to regional disparities and specificities. These include responses to the learning needs of senior citizens in China, the challenge of implementing recurrent education in Japan, European efforts to develop a common approach to life-long learning at university, and how a lifelong learning approach is put into practice in higher education in Australia. It is hoped that this book will help the reader gain a better understanding of the theoretical frameworks and practical implementation of lifelong learning in higher education, both within their own region and globally. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report 발행 연도: 2017 저자: John Aitchison 단체 저자: 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. 
CONFINTEA VI Mid-term Review 2017: The Status of Adult Learning and Education in Asia and the Pacific; Regional Report 발행 연도: 2017 저자: Govinda, Rangachar 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Adult learning and education policies and practices should be closely aligned with developments in school education. A quick survey of the state of education in the region reveals that significant progress has been made in providing basic education to all children. However, the achievements are noticeably uneven across sub-regions. For example, around 16 million primary-school-aged children and around 34 million lower-secondary-aged adolescents in the Asia-Pacific region are not in school; two-thirds of these are in South Asia (UIS, 2015). Outof-school children are an important concern as, barring special intervention, they are likely to remain non-literate as they grow into adulthood.