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A Transformative Agenda: Outcomes of the CONFINTEA VII Regional Preparatory Conferences Год публикации: 2022 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) In preparation for the Seventh International Conference on Adult Education (CONFINTEA VII), in Marrakech, Morocco, in June 2022, a series of regional conferences took place between February and September 2021, in some cases preceded by sub-regional consultations. Each of the regional preparatory conferences produced an outcome document summarizing the discussion, including key achievements in adult learning and education, crucial challenges and key recommendations. This document provides a synthesis of the outcomes of these regional and subregional consultations and will contribute to the Marrakech Framework for Action, the main outcome document from CONFINTEA VII, as well as providing a guide for all relevant stakeholders and UNESCO Member States to the key current issues in adult learning and education. 
Curriculum globALE: Рамка компетенций преподавателей для взрослых Год публикации: 2021 Организация-автор: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) В этой публикации представлена Curriculum globALE, базовая система компетенций для подготовки педагогов для взрослых во всем мире. Предлагая модульную структуру, основанную на компетенциях, и междисциплинарный подход, Curriculum globALE уникален своей целью сделать обучение и образование взрослых (ALE) профессиональным в международном масштабе с помощью компетенций, которые помогают преподавателям для взрослых работать в любой образовательной среде, поле или форма. Он стремится обеспечить, чтобы знания, компетенции, навыки и отношение педагогов соответствовали профессиональному стандарту. Curriculum globALE подходит для различных контекстов, а его характер и структура позволяют включать его в различные национальные системы образования. Учебный план globALE направлен на: повышать профессионализацию ООВ путем предоставления общей справочной системы для программ обучения взрослых и предлагаемого стандарта компетенций для преподавателей для взрослых оказывать поддержку провайдерам ООВ в разработке и реализации программ «обучения инструкторов» способствовать обмену знаниями и взаимопониманию между педагогами для взрослых во всем мире. 
Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes Год публикации: 2021 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) Since the first coronavirus case was reported to the World Health Organization in December 2019, millions of youth and adults around the globe – especially those with low literacy skills – have faced increased challenges to securing meaningful work and safeguarding their livelihoods. A more integrated approach to youth and adult learning and education, combining basic literacy, vocational and life skills, is needed now more than ever.This publication showcases selected examples of integrated youth and adult learning and education programmes featured in the UNESCO Effective Literacy and Numeracy Practices Database, also known as LitBase. Implemented in various social, cultural and economic contexts around the world, the programmes featured herein reveal not only the transformative potential that enhancing the quality of youth and adult learning and education can have, but also lay bare the hurdles and potential pathways to consider when planning effective integrated programmes.Integrated approaches to literacy and skills development: Examples of Best Practice in Adult Learning Programmes is useful not only for policy-makers, providers and educators who plan to implement integrated adult education programmes but also for those trying to help the most vulnerable groups reach their highest potential. 
Третий Глобальный доклад по обучению и образованию взрослых (ООВ) ий Влияние образования взрослых на здоровье и благополучие, занятость и рынок труда, социальную, гражданскую и общественную жизнь Год публикации: 2016 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) Данный доклад является результатом деятельности международного сообщества и связан с разработкой повестки дня в области устойчивого развития 2030 года, а также справочными и информационными документами, предоставляющими информацию для аналитиков и политиков, и напоминают государствам-членам об их обязательстве. Здесь политические деятели найдут веские доказательства в поддержку политики, стратегий и бюджетов. Заинтересованные стороны найдут убедительные аргументы того, как обучение и образование взрослых способствует устойчивому развитию, здоровому обществу, улучшению рабочих мест и более активной гражданской позиции. Исследователи найдут возможности и идеи для будущих исследований. 
Teachers’ Toolkit: UNESCO Schools Network in Canada Год публикации: 2020 Организация-автор: Canadian Commission for UNESCO This toolkit draws on a variety of resources to give educators a range of activities and best practices for students of all ages. Students will learn about human rights and global citizenship, sustainable development, climate action and reconciliation with Indigenous peoples. 
Sites for Sustainable Development: Realizing the Potential of UNESCO Designated Sites to Advance Agenda 2030 Год публикации: 2022 Автор: Tim Carter | Eleanor R. Haine | Alexander J. Kent | Matthew Rabagliati Организация-автор: Canadian Commission for UNESCO | United Kingdom National Commission for UNESCO This report outlines the role that UNESCO’s global network of designated sites — World Heritage Sites, global geoparks and biosphere reserves — can play in helping stakeholders (including businesses, communities, government agencies and their local organizations, Indigenous Peoples, traditional authorities, councils of elected representatives, and heritage and nature groups) carry out sustainable development approaches to tackle, mitigate and adapt to challenges like these.The ideas contained in this report emerge from a study designed to explore the merits of UNESCO’s increasing tendency to refer to biosphere reserves, global geoparks and World Heritage Sites as “sites for sustainable development.” 
Global Citizenship Education in ASPnet Schools: An Ethical Framework for Action Год публикации: 2018 Автор: Lynette Shultz | Maren Elfert Организация-автор: Canadian Commission for UNESCO This report proposes global citizenship not so much as a curriculum subject or a pedagogical approach, but as an ethical position, a worldview that emphasizes human rights and earth rights, the interconnectedness of all human beings with each other, the animals and the planet, and an awareness of our global responsibilities in the face of the key challenges that we are facing today on our planet.This document is structured into three sections: It starts by introducing the UNESCO Associated Schools Network and the UNESCO perspective on global citizenship. In the second section, it shows the framework to implement GCED in schools, which will serve as the foundation for a whole school approach to the integration of a GCED perspective in curricula, lesson plans and broader school and community activities. It also gives some selected resources and examples in section three. 
Inclusive Lifelong Learning in Cities: Policies and Practices for Vulnerable Groups Год публикации: 2021 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This publication features chapters on learning cities’ endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme ‘Inclusion – A principle for lifelong learning and sustainable cities’ and hence marks a transition between the learning city conferences of 2019 and 2021. 
Lifelong Learning Opportunities for All: Medium-Term Strategy 2022–2029 Год публикации: 2022 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The 2021 Futures of Education report calls for a new social contract for education, with recognition of an extended right to education throughout life. It represents an important restatement of the principles of UNESCO, and particularly its historic focus on our shared humanity, the universal right to education and its rich potential in addressing social, economic and political challenges. The need for a formal recognition of a universal entitlement to lifelong learning was also highlighted in the United Nations Secretary General’s Common Agenda report (also published in 2021) and is increasingly an avowed priority of the global development agenda for education, labour, human rights and sustainability. It is in this context that the UNESCO Institute for Lifelong Learning (UIL) advances its strategy for the next eight years. With this new Medium-Term Strategy (MTS), UIL aims to strike a balance between priorities rooted in the challenges faced by the global community and this new and emerging thinking about – and interest in – lifelong learning. The world must embrace lifelong learning if we are to build fairer societies and a sustainable world. 
Counting the Cost: Achieving Literacy in Countries of the Global Alliance for Literacy Год публикации: 2021 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This paper seeks to determine the cost of achieving Sustainable Development Goal 4 (SDG 4) Target 4.6: 'By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy'. In an effort to answer this question, UNESCO ran simulations and identified the cost and funding gap for the 29 member countries of the Global Alliance for Literacy within the Framework of Lifelong Learning (GAL). This paper argues that 739 million youth and adults require additional literacy programmes of which 580 million are located in 9 of the 29 member countries (the E-9 countries). Based on the results of the simulation, an estimated US$ 190 billion is needed to achieve Target 4.6 by 2030 in the 29 GAL countries. The E-9 countries account for 80% of this cost as the large majority of the global population of youth and adults who lack basic literacy skills live in these territories. The estimation considers the impact of the COVID-19 crisis on GDP growth and presents several scenarios for consideration. If the 29 member countries allocate the recommended 3 per cent of their national education budget to youth and adult literacy, a funding gap of US$ 17 billion will still remain. However, this gap is greater in the 20 non-E9 countries, which account for US$ 12 billion of the funding gap. These 20 non-E9 countries already experience massive challenges for investing in their public education system due to low economic growth and low education development outcomes. A detailed description of the UNESCO GAL simulation model used to estimate the total cost and identify the financing gap for the 29 countries is presented to help interpret the results. The paper ends with a set of recommendations for governments and the international community to work together and ensure the availability of lifelong learning opportunities for all, especially those often left behind.