Produced in 2009, the first Global Report on Adult Learning and Education (GRALE 1) was the most comprehensive overview to date of the global state of adult learning and education (ALE). Designed for policy-makers, practitioners and researchers, GRALE I provided a strong basis for negotiations at the Sixth International Conference on Adult Education (CONFINTEA VI). Many of its recommendations were taken up in the outcome document of CONFINTEA VI: the...

The book identifies quantitative, qualitative and multi-method approaches, and is based upon existing research methods teaching in Africa. It is grounded in African adult education contexts and draws on material and experiences from research courses taught in African universities. It emphasises the importance of combining quantitative methods with qualitative research that is embedded in adult education contexts and that builds on indigenous knowledge. Examples of the contexts addressed in the book include: village communities, agriculture development workers, literacy and income...

The present publication is the final product of the collective work of IntALWinE, giving an account of the activities carried out and the results achieved in the framework of the Socrates/Grundtvig network. It includes a series of suggestions and examples of good practice collected by the IntALWinE partners for the improvement of learning festivals and structured in five categories around events and activities, promotional material awards, cooperation and evaluation. Two sets of policy recommendations are also presented in this publication: one produced by the network partners and the...

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...

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...

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...

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.

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In this booklet we focus on the cultural dimension of new lifelong learning perspectives, looking at the changing role of cultural institutions, libraries and cultural heritage. They are important agencies in new learning societies; their roles are both educative and educational. If learning environments and the creation of general disposition to creativity and learning are critical for the participation of people in learning activities throughout life, then the educative role of these cultural organisations is also crucial.

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The chapters in this booklet were generated in a workshop on the theme of ‘Adult Learning and the Changing World of Work’, which was held in the ontext of the CONFINTEA Mid-term Review Conference in September 2003 in Bangkok. The aim of this conference was to review developments in adult learning and, more specifically, the commitments made during the Fifth International Conference on Adult Education (CONFINTEA V) held in Hamburg, Germany, in 1997.

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