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. It demonstrates how literacy (one of the key areas of non-formal education) is making a difference in HIV prevention through innovative approaches, where community participation and involvement of people living with HIV/AIDS are the main underlying...

This publication contains the results of the conference South-South Policy Dialogue on Quality Education for Adults and Young People that took place in Mexico City in 2005.

Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition.

Download: Literacy, Knowledge and Development (PDF 4,21 MB)

Addressing the needs of 774 million illiterate women and men globally is indeed an enormous challenge. It requires coordinated initiatives on all fronts: enabling policy-making that considers literacy central to education and development; increasing allocations to one of the most marginalised and underfunded education sub-sectors; developing a relevant curriculum, an appropriate methodology and suitable materials; seeking ways in which literacy may be integrated into development concerns such as livelihood, employment, health promotion and citizenship; recognising and valuing the...

Gemeinsam in der Sprache baden: Family Literacy. Internationale Konzepte zur familienorientierten Schriftsprachförderung Eds.: Elfert, Maren; Rabkin, Gabriele Ernst Klett Sprachen, 2007 – 140 pp. – ISBN 3-12-555111-0 € 14,80

This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and the history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for...

International Policy Dialogue: Challenges in Implementing Lifelong Learning for Adults

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.

Report on the Workshop Held at the CONFINTEA V Midterm Review Conference, Bangkok, Thailand, September 2003 Compiled by Luis Enrique López and Ulrike Hanemann UIL, 2006 - 35 pp. ISBN 92-820-1149...

Amartya Sen defined development as the creation of capabilities or capacities. One of the crucial capacities is basic education. With no access to writing, reading and numeracy, people are unable to fight against poverty and to build their lives in the current global environment. In this perspective, the right to education cannot be conceived only in a subsidiary or ancillary way. The realisation of the right to education is an essential pre-condition for human dignity and for development. But how does one measure this reality?

This book presents a methodology for observation and...

The successful implementation of the adult learning policies and programmes envisioned in the Fifth International Conference on Adult Education (CONFINTEA V) depends in large measure on the availability of knowledgeable, Skilful, sensitive and socially committed adult educators. The quality of adult learning programmes is influenced by the availability of competent personnel to develop, organise, promote, teach and evaluate modes of learning adults. The initial and continuing training for adult educators is therefore of considerable importance.

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Poverty may be defined as a lack of freedom to meet one’s basic needs. Hunger, lack of shelter and clothing, disease, and vulnerability are the fate of 1.2 billion people living in poverty. The gap between the rich and the poor results in instability that undermines cultures and rules, identities and values, rights and duties.

Download: Adult learning and poverty reduction (PDF 4,66 MB)