The Global Literacy Challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012

The publication examines the many dimensions of youth and adult literacy set in the context of development and shows how it connects with other societal challenges such as gender equality, and poverty reduction. Although literacy is at the core of the Education for All goals, three-quarters of the 127 countries for which projections were calculated will miss the target of halving adult illiteracy rates by 2015; moreover, the literacy gender gap is closing too slowly: 63 per cent of illiterate adults were women in 1985-1994, compared to 64 per cent in 2000-2006.

Literacy for life

The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundation not only for achieving EFA but, more broadly, for reaching the overarching goal of reducing human poverty.

Lifelong learning from a social justice perspective

Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence

Realising the right to education through non-formal education

The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system.

Dichotomy of technical vs. general education: Challenging the indivisibility of the right to education

I was very pleased to be invited by UNESCO to participate in the Asia Pacific Conference on Education and Training (ACET) that took place in Kuala Lumpur, Malaysia from August 3 to 5. It was organized jointly by UNESCO and the Ministry of Education, Malaysia, with participation from 48 countries. The timing of the Conference couldn’t have been better, right after the World Education Forum in May and before the Sustainable Development Goal (SDG) Summit in September.

Date: 
18 Agosto 2015

World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs

The Framework for Action is the companion to the World Declaration on Education for All and is intended as a reference and guide for national governments, international organisations, educators and development professionals as to the formulation of their own plans for action for implementing the World Declaration.

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