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UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning

May 2012

The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning were developed to facilitate recognition, validation and accreditation (RVA) of all learning outcomes, particularly those of non-formal and informal learning. UNESCO Member States also committed themselves to establishing recognition frameworks to develop and improve RVA principles and mechanisms.

The UNESCO Guidelines define the key areas of action at national level in terms of:...

Author/Editor:
UIL
Year of publication:
2012
No. of pages:
13

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English (PDF: 136.00 MB)
French (PDF: 132.00 MB)
Spanish (PDF: 123.00 MB)

Available from UIL's Library in English, French, Spanish.

Policy Guide on the Integration of African Languages and Cultures into Education Systems

February 2010

The purpose of this guide is to affirm the policy stance that multilingual and multicultural education should be chosen as the general education system in African countries, with a view to the transformation of African societies. The aim of this transformation, in tur, is to reduce poverty through sustainable development based on African languages and cultures. For this reason, it should be pursed through the programs of existing institutions, whose capacity needs to be strengthened accordingly. Such an education system not only offers equality of opportunity and success to all children,...

Author/Editor:
UIL
Year of publication:
2010
No. of pages:
12

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English (PDF: 3.30 MB)
French (PDF: 3.54 MB)

Available from UIL's Library in English, French.

Revisiting lifelong learning for the 21st century

February 2001

The philosophy of learning throughout life is anything but modern. Ancient societies all over the world have emphasized the need to learn from the cradle to the grave. Today in the 21st century, we find ourselves anew amidst the loud voices proclaiming the importance of lifelong learning. What is clear is that the context of lifelong learning has changed and the utopian and generous vision hitherto characterizing lifelong learning has now become a necessary guiding and organizing principle of education reforms. It is recognized today as an indispensable tool to enable education to face its...

Author/Editor:
Medel-Añonuevo; Carolyn; Ohsako; Toshio; Mauch; Werner
Year of publication:
2001
No. of pages:
32

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English (PDF: 625.00 MB)

Available from UIL's Library in English.

The Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution, January 2001

January 2001

This statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning.

It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO World Conference on Higher Education in Paris in 1998.

It was developed at the conference on Lifelong Learning, Higher Education...

Author/Editor:
University of the Western Cape (South Africa); UIE
Year of publication:
2001
No. of pages:
9

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English (PDF: 159.00 MB)

Available from UIL's Library in English.