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Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa Год публикации: 2011 Автор: Adama Ouane | Christine Glanz Организация-автор: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. Optimiser l'apprentissage, l'éducation et l'édition en Afrique: le facteur langue; étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne Год публикации: 2011 Автор: Adama Ouane | Christine Glanz Организация-автор: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
UNESCO Strategy for Youth and Adult Literacy and its Action Plan (2020-2025) Год публикации: 2023 Организация-автор: UNESCO I. Introduction1. The international community has set an ambitious 2030 Agenda for Sustainable Development1, with education and learning central to its achievement. The vision of the Incheon Declaration2, Education 2030, is fully captured by Sustainable Development Goal 4 (SDG4) “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Education 2030 devotes considerable attention to literacy and adult learning including through Target 4.6 and related indicative strategies.2. By 205 EX/Decision 6.III, the Executive Board requested the Director-General to review, update and improve the vision and strategy for literacy to contribute to SDG 4 – Education 2030, and to present it at its 207th session, with a view to transmitting it to the General Conference at its 40th session. The present document therefore contains the draft UNESCO Strategy for Youth and Adult Literacy (2020- 2025). The Strategy was developed through an inclusive and participatory process, including research and analysis of key trends, online consultation of Member States and expert meetings. 
Report of the Global Conference on Promoting Literacy for a World in Transition: Building the Foundation for Sustainable and Peaceful Societies Год публикации: 2024 Организация-автор: UNESCO The report presents an overview of the global celebration of International Literacy Day (ILD) 2023 held at UNESCO Headquarters in Paris, France on 8 September 2023. Under the ILD 2023 theme of ‘Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies’, the Global Conference explored how literacy and numeracy can be better promoted as part of lifelong learning to achieve more peaceful and sustainable societies as envisioned by the international community through the Sustainable Development Goals (SDGs). The global celebration also included the award ceremony of the 2023 edition of the UNESCO International Literacy Prizes with six outstanding laureates from Bangladesh, Dominican Republic, Finland, Pakistan, South Africa and Uganda.