Search Results | VOCEDplus, the international tertiary education and research database

Transforming our world: literacy for sustainable development

The post-2015 development agenda sets 17 Sustainable Development Goals (SDGs) and 167 targets. People are at the ce... Show more
The post-2015 development agenda sets 17 Sustainable Development Goals (SDGs) and 167 targets. People are at the centre of sustainable development. However, sustainable development cannot be realized without educated people. Education has long been understood to be the key to sustainable development. All the programmes featured in this publication provide encouraging examples of the role adult literacy and education can play in enabling sustainable development. They also point to an urgent need for future policy development on the achievement of the Sustainable Development Goals to incorporate adult literacy and learning, promoting a transformative and holistic approach to the empowerment of disadvantaged individuals, families and communities. The implementation of the post-2015 development agenda - in particular, the education-related targets - requires the mobilization of sufficient resources for adult literacy and education to make sustainable development a reality for millions of people who have, until now, missed out.
The literacy programmes featured in this publication are drawn from every region of the world and testify to the central role of literacy in responding to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. Most literacy programmes set out to combine at least two of the three dimensions of sustainable development - social equality, economic empowerment and environmental sustainability - and many of them target women.
Excerpts from publication. Show less

Authors: Hanemann, Ulrike

Date: 2015

Geographic subjects: Africa; Angola; Egypt ... [+] Show more Africa">South Africa; countries">Arab countries; East">Middle East; Asia">Central Asia; title="Search for Central America and the Caribbean">Central America and the Caribbean; America">South America; [-] Show less

Resource type: Report, paper or authored book

Subjects: Literacy; Sustainability; Research ... [+] Show more
Languages in adult literacy: policies and practice in Education for All and beyond

Linguistic diversity characterizes many countries with large literacy needs. Meeting these needs will require a mul... Show more
Linguistic diversity characterizes many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner's mother tongue, with other languages used subsequently. This article identifies five major challenges in implementing multilingual programmes and traces the international policy developments over the 15 years of the [Education for All] EFA period. Four case studies - Mexico, Morocco, Papua New Guinea, and Senegal - illustrate a range of policies with differing approaches and levels of commitment to providing multilingual literacy opportunities. The article concludes with six policy orientations to guide action as part of the post-2015 agenda.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Robinson, Clinton

Date: 2016

Geographic subjects: Mexico; North America; Morocco ... [+] Show more

Resource type: Article

Journal title: Prospects: comparative journal of curriculum, learning, and assessment

Subjects: Adult and community education; Teaching and learning; Literacy ... [+] Show more
Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
Narrowing the gender gap: empowering women through literacy programmes

The examples of effective literacy and numeracy practices featured in this compilation showcase how gender mainstre... Show more
The examples of effective literacy and numeracy practices featured in this compilation showcase how gender mainstreaming in adult learning has been successfully applied in different contexts and countries across all world regions. The case studies included in this publication share unique experiences and lessons on how to reduce gender disparities in and through adult literacy and basic education. The case studies are drawn from 18 countries and are also available on the UNESCO Effective Literacy and Numeracy Practices Database.
Edited abstract from publisher's website. Show less

Authors: Hanemann, Ulrike; Scarpino, Cassandra

Date: 2015

Geographic subjects: Africa; Algeria; Ethiopia ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Gender; Literacy; Research ... [+] Show more
Global change with e-learning for peace

A knowledge nation that develops its education system based on e-learning and extends it to social media creates th... Show more
A knowledge nation that develops its education system based on e-learning and extends it to social media creates the ground pillars for a sustainable society, promoting growth, welfare and peace.
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Authors: Ritanoro, Marja-Riitta

Date: 2009

Geographic subjects: Asia; Africa; Europe ... [+] Show more

Resource type: Article

Journal title: Lifelong learning in Europe

Subjects: Sustainability; Lifelong learning; Adult and community education ... [+] Show more
Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers

The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information ... Show more
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and communications technologies] ICTs to support the acquisition and further development of reading, writing and numeracy skills is usually part of broader blended learning strategies. Traditional classroom teaching and learning approaches are complemented by self-directed learning, where learners can practice and progress at their individual pace, at their own time, and in different places. These strategies contain also possibilities for learners to interact with each other and share the learning experience from different places. A number of programmes featured in this selection are enabling learners to connect with each other and exchange information about health, nutrition, religion and other important day-to-day topics or to coordinate their community development activities. These inspiring programmes arose from different cultural backgrounds and are transferable to a variety of contexts.
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Authors: Hanemann, Ulrike

Date: 2014

Geographic subjects: Africa; Cabo Verde; Kenya ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Technology; Research; Literacy ... [+] Show more
The shifting development paradigm from state centredness to decentralization: what are the implications for adult education?

In this article, the authors examine the shift from the predominance of government controlled international develop... Show more
In this article, the authors examine the shift from the predominance of government controlled international development activities in developing countries to those of non-governmental and private for profit organisations, and the implications of this shift for the delivery of nonformal education (NFE) in the West African nations of Senegal, Ghana and Burkina Faso. They begin by providing the background to the paradigm shift in international development from the predominance of state-centred interventions in the 1960s through to the current preference for a limited governmental role in the provision of educational and other services. The status of NFE is tracked through this time period. The authors then outline their methodology and analysis of the current delivery methods of NFE in the three countries. They conclude by demonstrating how the delivery of NFE is increasingly part of the work of a network of public, nonprofit and private agencies and is usually integrated as one aspect of other service delivery such as primary healthcare. The programmatic and policy challenges of these emerging delivery patterns for the future of NFE in West Africa are discussed. Show less

Authors: Closson, Rosemary B.; Mavima, Paul; Siabi-Mensah, Kofi

Date: 2002

Geographic subjects: Africa; Ghana; Burkina Faso ... [+] Show more

Resource type: Article

Journal title: Convergence

Subjects: Adult and community education; Outcomes; Governance ... [+] Show more
Distinction, integration and identity: motivations for local language literacy in Senegalese communities

Successful adult literacy and basic education programs are notoriously difficult to achieve. One reason for this ha... Show more
Successful adult literacy and basic education programs are notoriously difficult to achieve. One reason for this has to do with how the question, ‘literacy for what?’ is answered for a given program. All too frequently, the answer to that question is shaped more by the goals of the literacy provider than it is by learners’ own goals and desires.
Accurate assessment of people’s motivations for participating in literacy programs can uncover motivations beyond the economic or development-related outcomes so often given as reasons for becoming literate. One type of motivation which has received limited attention is that related to cultural identity and cultural expression. Such motivations do not figure strongly for many of the target populations of literacy programs; yet for the minority language speakers of sub-Saharan Africa and elsewhere, the issues of cultural and linguistic identity are significant and could easily give rise to this type of motivation.
This paper addresses the question of whether cultural identity and expression, linked to the development and use of the mother tongue, are really a reliable motivation for adult literacy. Based on research done in five language communities of Senegal, the paper argues that two strong motivations exist among these communities for literacy: (1) the drive for internal social cohesion, solidarity and cultural uniqueness and (2) the drive towards citizenship, acceptance and equality in the larger national society. These two motivations, while apparently in opposition to each other, actually complement and enhance each other in the literacy programs under study.
Published abstract reprinted from ‘International journal of educational development’, copyright 2010, with permission from Elsevier. Show less

Authors: Trudell, Barbara; Klaas, Anthony R.

Date: 2010

Geographic subjects: Africa; Senegal

Resource type: Article

Journal title: International journal of educational development

Subjects: Literacy; Language; Adult and community education ... [+] Show more