lThis publication, based on a workshop held in the context of the CONFINTEA V Midterm Review Conference, addresses the issue of adult education for the estimated 300 million people in the world belonging to indigenous population groups. It includes an overall survey, reports and good practice models from many different countries, and a list of the final recommendations made by the workshop.
Encouraging adults to take part in learning activities has become a unanimous principle in international policy discourse. Upgrading skills, adapting to new technological challenges and rapidly changing labour markets, and contributing to overall development are the main elements in the rationale of policy makers when arguing in favor of lifelong learning.
This book will help to promote literacy by raising understanding and awareness of family literacy in Africa. It shows that a variety of experiences with regard to this concept exist in this region and will help to bring different stakeholders together, enter into dialogue and chart a new course of action.
This issue looks at the relationship between literacy and HIV prevention education. It is the result of the Institute’s work on examining the contribution of non-formal education (NFE) to HIV prevention, carried out in collaboration with the Association for the Development of Education in Africa (ADEA) Working Group on Non-formal Education.
In November 2007, the UNESCO Institute for Lifelong Learning brought together family literacy practitioners and researchers from all over the world to take stock of policies, practices and research in family literacy and to explore the relevance and potential of family literacy in adult education and lifelong learning.