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This study has been prepared for the African Inter-Ministerial Conference on Literacy, which is due to be held in September 2007. The main purpose of the paper is to analyse the costs of a range of successful literacy programmes, run by government ministries and international and national non-governmental organisations. The intention is to add to the limited amount of data on costs currently available, and provide broad recommendations regarding their calculation, to inform the planning for LIFE and the regional strategy for the UNLD.

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Author/Editor:
Carr-Hill; Roy; Roberts; Fiona
Year of publication:
2007
No. of pages:
47

Available from UIL's Library in English, French.

The Education for All Global Assessment Report pointed out that only 5% of primary school students in Africa have attained the minimal level of competency which should be acquired by the end of primary school. Based on this, the need for creating and sustaining alternative education systems and approaches is painfully evident. However, funding for alternative forms of education is dismally low. In most countries, government funding for “out-of-school” education programs is usually less than 1% of their education budget. This is the niche for non-formal education and literacy programs. This...

Author/Editor:
Fagerberg-Diallo; Sonja
Year of publication:
2007
No. of pages:
37

Available from UIL's Library in English, French.

The aim of this report commissioned by the UNESCO Institute for Lifelong Learning (UIL) is to test and apply our approach and the normative model in Brazil, Burkina Faso and Uganda. The three countries are multilingual in various degrees, and differ in terms of educational development, literate environment and socio-economic development.

Download: The Costs and the funding of non formal literacy programmes in Brazil, Burkina Faso and Uganda (PDF 568 kb)

Author/Editor:
Ravens; Jan van; Aggio; Carlos
Year of publication:
2007
No. of pages:
61

Available from UIL's Library in English, French.

This document is an attempt to open a dialogue among educators working in the area of complex emergencies. It recognizes that most of the newly tested educational interventions lack a long-term perspective. Education, whether for peace and reconciliation or in the reconstruction of human resources, is hardly addressed at present. The case studies described here provide a vivid account of an approach using kits. Clearly, different contexts and levels of emergency warrant different kinds of response. Thus, there is the need for further research from field experiences, especially at the...

Author/Editor:
Aguilar; Pilar; Retamal; Gonzalo
Year of publication:
1998
No. of pages:
48

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

This book constitutes one of a number of activities completed as part of a collaboration between the UNESCO Institute for Education (Hamburg) and the German Foundation for International Development (DSE), whose objective was to gain a better understanding of innovative educational practices in countries in the South or countries with an economically and socially disadvantaged population. A three-year research programme analysed a series of non-formal educational programmes for adults in selected countries in Africa, Latin America, Asia and Canada, using an inclusive approach that viewed...

Author/Editor:
Büttner; Thomas; Jung; Ingrid; King; Linda
Year of publication:
1997

Available from UIL's Library in Spanish.

Round Table on the Complementarity of Formal and Non-formal Approaches at the Primary Education Level; Hamburg, Germany; 1990

Download: Alternative approaches to the provision of fundamental education for all: discussion guidelines (PDF 566 KB)

Author/Editor:
UIE
Year of publication:
1990
No. of pages:
15

Available from UIL's Library in English, French.

The UNESCO Institute for Lifelong Learning (UIL), UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and the UNESCO Almaty Office have jointly published the issue note Promoting technology-enabled education and skills development in rural and remote areas of Central Asia . It explores the realities and challenges of technology-enabled education in the four Central Asian countries of Kyrgyzstan, Kazakhstan, Tajikistan and Uzbekistan.

More than a half of the region’s population resides in rural areas (57.5 per cent), with the lowest percentage of rural...

Year of publication:
No. of pages:
12

Available from UIL's Library in English, Russian.