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[요약본] 제5차 세계 성인학습∙교육 보고서: 시민성 교육; 변화를 위한 성인 역량 강화 出版年份: 2022 机构作者: 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. 
Lifelong learning for health in cities: a guide, enacting the Yeonsu Declaration for Learning Cities 出版年份: 2023 作者: Jourdan, Didier | Gray, Nicola | Howells, Alex | Valdés-Cotera, Raúl 机构作者: 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. 
CONFINTEA VII Seventh International Conference on Adult Education: Final Report; Adult learning and Education for Sustainable Development; A Transformative Agenda 出版年份: 2023 机构作者: UNESCO Institute for Lifelong Learning (UIL) The International Conference on Adult Education (CONFINTEA) is a UNESCO intergovernmental conference for policy dialogue on adult learning and education (ALE) and related research and advocacy, which has taken place every 12 to 13 years since 1949. This is a final report of the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 
[Summary] 3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-being, Employment and the Labour Market, and Social, Civic and Community Life; Key Messages and Executive Summary 出版年份: 2016 机构作者: UNESCO Institute for Lifelong Learning (UIL) The third Global Report on Adult Learning and Education (GRALE III) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries’ progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009.In addition, the report examines the impact of ALE on three major areas: health and well-being; employment and the labour market; and social, civic and community life. GRALE III provides policymakers, researchers and practitioners with compelling evidence for the wider benefits of ALE across all of these areas. In so doing, it highlights some of the major contributions that ALE can make to realizing the 2030 Agenda for Sustainable Development. This report is guided by three goals: first, to analyse the results of a monitoring survey of UNESCO Member States, and to take stock of whether countries are fulfilling the commitments they made at CONFINTEA VI; second, to strengthen the case for adult learning and education with evidence of its benefits on health and well-being,employment and the labour market, and social, civic and community life; and third, to provide a platform for debate and action at national, regional and global levels. [Resumen] 3do Informe mundial sobre el aprendizaje y la educación de adultos: el impacto del aprendizaje y la educación de adultos sobre la salud y el bienestar, el empleo y el mercado de trabajo, y la vida social, cívica y comunitaria, mensajes clave y resumen ejecutivo 出版年份: 2016 机构作者: UNESCO Institute for Lifelong Learning (UIL) El tercer Informe mundial sobre el aprendizaje y la educación de adultos (GRALE III) se funda en los estudios de monitoreo completados por 139 Estados Miembros de la UNESCO a fin de producir una visión diferenciada sobre el estado global del aprendizaje y la educación de adultos (AEA). Evalúa el progreso de los países en lo que respecta al cumplimiento de los compromisos que hicieron en el Marco de acción de Bélem, aprobado en la VI Conferencia Internacional de Educación de Adultos (CONFINTEA VI) en 2009.Además, el informe examina el impacto del AEA en tres áreas importantes: salud y bienestar; empleo y mercado de trabajo, así como vida cívica y comunitaria. El GRALE III brinda a los responsables de la formulación de política, investigadores y practicantes pruebas convincentes de los más amplios beneficio del AEA en todas estas áreas. Al hacerlo, destaca algunas de las contribuciones más importantes que el AEA puede hacer para realizar los objetivos de la Agenda 2030 para el Desarrollo Sostenible.El presente informe responde a tres objetivos: en primer lugar, analizar los resultados de una encuesta de seguimiento realizada entre los Estados Miembros de la UNESCO y determinar si los países están cumpliendo los compromisos que contrajeron en CONFINTEA VI; en segundo lugar, reforzar los argumentos en favor del aprendizaje y la educación de adultos con datos fehacientes sobre los beneficios que reportan en los ámbitos de la salud y el bienestar, el empleo y el mercado de trabajo y la vida social, cívica y comunitaria; y en tercer lugar, proporcionar un referente a partir del cual debatir y pasar a la acción a escala nacional, regional e internacional. [Résumé] 3e rapport mondial sur l'apprentissage et l'éducation des adultes: l'impact de l'apprentissage et l'éducation des adultes sur la santé et le bien-être, l'emploi et le marché du travail, et la vie sociale, civique et communautaire, points à retenir et résumé exécutif 出版年份: 2016 机构作者: UNESCO Institute for Lifelong Learning (UIL) Le troisième Rapport mondial sur l’apprentissage et l’éducation des adultes (GRALE III) s’appuie sur les réponses de 139 Etats membres de l’UNESCO à l’enquête de suivi GRALE III et brosse un tableau nuancé de la situation de l’apprentissage et de l’éducation des adultes dans le monde. Le rapport évalue les progrès accomplis par les pays dans la mise en oeuvre des engagements qu’ils ont pris dans le Cadre d’action de Belém, document adopté lors de la sixième Conférence internationale sur l’éducation des adultes (CONFINTEA VI) en 2009.En outre, le rapport examine l’impact de l’apprentissage et de l’éducation des adultes sur trois domaines majeurs : la santé et le bien-être ; l’emploi et le marché du travail ; et la vie sociale, civique et communautaire. GRALE III fournit aux décideurs politiques, chercheurs et praticiens des preuves irréfutables des bénéfices élargis de l’apprentissage et l’éducation des adultes dans tous ces domaines et éclaire, de ce fait, les contributions essentielles qu’ils peuvent apporter à la réalisation du Programme de développement durable à l’horizon 2030.Ce rapport répond à trois objectifs : premièrement, analyser les résultats d’un suivi des États membres de l’UNESCO et établir si les pays remplissent les engagements pris à CONFINTEA VI ; deuxièmement, promouvoir l’apprentissage et l’éducation des adultes par des preuves de leurs effets positifs sur la santé et le bien-être, l’emploi et le marché du travail, ainsi que la vie sociale, civique et communautaire ; et troisièmement fournir une plate-forme de débat et d’action aux niveaux national, régional et international. 
CONFINTEA VI Mid-Term Review: Report of the Conference 出版年份: 2017 作者: Clinton Robinson 机构作者: UNESCO Institute for Lifelong Learning (UIL) The Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in 2009, closed with the adoption of the Belem Framework for Action (BFA), which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education. The third Global Report on Adult Learning and Education (GRALE 3), published in 2016, drew on survey data to evaluate progress made by countries in fulfilling the commitments made in Brazil.The CONFINTEA VI Mid-Term Review, held in Suwon, Republic of Korea, in October 2017, took stock of progress made by Member States in the past eight years, looking ahead to GRALE 4 in 2019 and CONFINTEA VII in 2021.This report summarizes the discussions that animated the Mid-Term Review conference and gives readers a brief survey of the key issues concerning progress against the BFA, across all world regions. 
Fostering a culture of reading and writing: examples of dynamic literate environments 出版年份: 2017 作者: Hanemann, Ulrike | Krolak, Lisa 机构作者: UNESCO Institute for Lifelong Learning (UIL) The examples of literacy programmes showcased and analysed in this publication confirm the critical role of literate environments. They have been selected from UNESCO’s Effective Literacy and Numeracy Practises Database (LitBase), which UIL develops on a continuous basis. They demonstrate first and foremost how the development of literate environments can positively influence people’s motivation to (re-)engage in literacy and learning and how they can practise their newly acquired skills in their daily activities to reach sustainable skills levels. In addition, they reveal successful strategies towards a culture of reading, writing and learning in the family, community or wider society. The examples reflect different contexts, such as families, libraries and prisons, to illustrate the potential of ICTs, intergenerational approaches, and community, mobile and prison libraries to engage young people and adults in literacy and learning. Créer des cultures de la lecture, de l'écriture et de l'apprentissage 出版年份: 2017 作者: Hanemann, Ulrike | Krolak, Lisa 机构作者: UNESCO Institute for Lifelong Learning (UIL) Les exemples de programmes d'alphabétisation présen-tés et analysés dans cette publication confirment le rôle déterminant des environnements alphabétisés. Ils sont tirés de la base de données Pratiques efficaces d'alpha-bétisation (LitBase) de l'UNESCO, que UIL développe en permanence. Ils démontrent, d'abord et avant tout, com-ment la mise en place d'environnements alphabétisés peut influencer positivement une personne et la pousser à se (re)mettre à l'alphabétisation et à l'apprentissage, mais aussi comment l'apprenant peut pérenniser ses acquis en les appliquant à ses activités quotidiennes. En outre, ils révèlent des stratégies efficaces pour créer une culture de la lecture, de la lecture et de l'apprentissage au sein de la famille, de la communauté ou de la société. Les exemples incluent divers contextes – familles, biblio-thèques et prisons – pour illustrer la capacité des TIC, des approches intergénérationnelles et des bibliothèques communautaires, mobiles et carcérales à encourager jeunes et adultes à s'alphabétiser et à apprendre. 
An intercultural program from a Balkan perspective 出版年份: 2003 作者: Emilia Ilieva The author focuses on the particular case of the Bosporus International Network as an intercultural program. Bosporus International Network is a network of five independent and registered NGOs in Germany, Bulgaria, Romania, Greece and Turkey and four local groups in Albania, Macedonia/FYROM, Slovenia and Hungary that share the same name, goals and aims. The goal of the network can best be described as “building bridges" between cultures.