What has happened in Latin America and the Caribbean in terms of education, and of adult learning and education (ALE) in particular, since CONFINTEA V (Hamburg, 1997)? Are there quantitative and qualitative advances in relation to the major tasks and challenges identified over a decade ago? Who are the new actors intervening in the field? Are renewed thinking and strategies in place? How has the expansion of modern Information and Communication Technologies (ICTs) affected the field? What have been the lessons learned over the past decade? What are the main issues, trends, and challenges facing ALE today vis-à-vis the current regional and international scenarios? What parameters define ‘good practice’ in ALE, honouring the centrality of learners and learning, beyond traditional indicators of enrolment, completion or accreditation? How is the proposed lifelong learning paradigm received, interpreted and utilised in legislative frameworks, policies, programmes and practices in education, training and learning in general, and of youth and adults specifically, in the various countries? These are some of the questions this document addresses and wishes to illuminate. Its purpose is to help provoke and organise a much-needed reflection and informed debate on ALE and on lifelong learning at national and regional level, while taking into consideration and participating in the wider international discussion and momentum facilitated by the CONFINTEA VI process, its preparation and follow up.
Download: From literacy to lifelong learning: Trends, issues and challenges in youth and adult education in Latin America and the Caribbean: Regional synthesis report (PDF 385 KB)
- Author/Editor: Rosa María Torres
- From literacy to lifelong learning: Trends, issues and challenges in youth and adult education in Latin America and the Caribbean: Regional synthesis report
- UNESCO Institute for Lifelong Learning, 2009
- ISBN 978-92-820-1162-1
- Available in: English, French, Spanish