Narrowing the Gender Gap: Empowering
Women Through Literacy Programmes
Revision of Literacy Programmes with a Focus on
Women to Reduce Gender Disparities
Ulrike Hanemann (Ed.)
UIL, revised 2015, 116 pages
ISBN: 978-92-820-1186-7

This collection of twenty-four case studies covers successful
programmes directly targeting women in eighteen countries
in Africa, the Arab States, Asia and the Pacific, Latin America
and the Caribbean, Europe and North America. According
to the UNESCO Institute for Statistics (UIS), two-thirds of
the 774 million adults who are unable to read and write are
women. This publication is intended to serve as a resource
to inspire the implementation and continuation of literacy
programmes for women.

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Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the First Phase (2011–2014)
Madina Bolly, Nicolas Jonas
UIL, 2015, 85 pages
ISBN 978-92-820-1202-4

RAMAA aims to develop, implement and collaborate in the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in five participating countries: Burkina Faso, Mali, Morocco, Niger and Senegal. It assesses the institutional and technical implementation of the project while identifying challenges and discussing lessons learned. The goal of this mid-term review is to provide strategic guidance for RAMAA II and to enable countries to utilize the results.

Global Report on Adult Learning and Education
UIL, 2010, 156 pages
ISBN 978-92-820-1167-6

Based on data from 154 countries on the state of adult learning and education, five regional synthesis reports and secondary literature, this report provides an overview of trends in adult learning and education as well as to identify key challenges. It is an important reference document and advocacy tool, and served as input for the Sixth International Conference on Adult Education (CONFINTEA VI).


2nd Global Report on Adult Learning and Education: Rethinking Literacy
UIL, 2013, 163 pages
ISBN 978-92-820-1179-9

Containing data from 141 countries, this report reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education sectors. The focus in this report is literacy.

The Evolution and Impact of Literacy Campaigns 2000–2014
UIL Research Series No. 1.
Ulrike Hanemann
UIL, 2015, 106 pages
ISBN: 978-92-820-1198-0

This research paper outlines global trends in the development and implementation of adult literacy campaigns and programmes since 2000. Four case studies on major literacy campaigns in Brazil, India, South Africa and Indonesia analyse these global trends in greater depth. While many literacy campaigns have created fresh momentum, most of the large-scale campaigns have underestimated the complexity of their task. Major concerns are the continuity of learning processes for the newly literate and the compatibility of short-duration campaigns with the national learning systems. The author recommends that future strategies promote literacy as part of lifelong learning.
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Learning Families: Intergenerational Approach to Literacy Teaching and Learning
UIL, 2015, 127 pages
ISBN: 978-92-820-1199-7

The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the universal importance of involving families in literacy programmes in order to establish closer links between school, families and communities, reflecting an expanded vision of literacy as a lifelong learning process.
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Transforming our World: Literacy for Sustainable Development
UIL, 2015, 112 pages
ISBN: 978-92-820-1200-0

This compilation offers twenty-seven case studies of innovative and promising literacy and numeracy programmes from all over the world. The focus is on the links of the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholder to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'.
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Quality Matters: Improving the Status of Literacy Teaching Personnel
UIL Policy Brief 1
UIL, 2013, 4 pages

This first UIL policy brief is based on the discussions of experts and practitioners from more than ten countries during the International Workshop on Strategies for the Improvement of the Status of Literacy Teaching Personnel. This brief argues that in order to harness the potential of the world's illiterates, policymakers and practitioners need to focus their attention on improving the status of literacy facilitators, because teaching personnel are vital for ensuring quality in education.

Lifelong Literacy: Towards a New Agenda
Special issue of the International Review of Education – Journal of Lifelong Learning, 60 (3), 2015
Ed. Ulrike Hanemann and Veronica McKay

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Learning to Fly: Family-oriented Literacy Education in Schools
Gabriele Rabkin and Stephen Roche (Eds.)
UIL and Landesinstitut für Lehrerbildung und Schulentwicklung (LI), 2014, 242 pages
ISBN: 987-3-00-045161-2

This book was published to mark the tenth anniversary of Hamburg's award-winning family literacy project (FLY). The book includes contributions from key stakeholders – academics, teachers, parents and children – participating in the conceptualization and implementation of FLY in the city of Hamburg. FLY mainly targets people from socially disadvantaged communities and applies an intergenerational approach to learning. Since 2004, when FLY was launched, it has helped thousands of children and parents learn to read and write, and, ultimately, succeed in their further education. This book underlines the role of literacy as a key component for sustainable development and highlights the importance of FLY for the city of Hamburg and as a model for other cities.