Youth and Lifelong Learning
Action Research to Improve Youth and Adult Literacy:
Empowering Learners in a Multilingual World
Hassana Alidou and Christine Glanz (Eds.)
UIL, 2015, 220 pages
ISBN 978-92-820-1192-8
One of the greatest challenges in education today is to
adapt and respond to a linguistically and culturally diverse world, and to
combat social disintegration and discrimination. Participatory and
collaborative action research represents an empowering and emancipatory
approach to this challenge because the ‘target groups' become involved as equal
partners. This book provides guidance for trainers of youth and adult educators
and for those who manage non-formal education and curriculum development
programmes in youth and adult literacy. It is also aimed at publishers and
authors who want to improve their services and products by collaborating more
closely with their readerships.
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FRENCH
Élaboration du cadre normatif dans une approche
sectorielle de l'éducation en République démocratique du Congo : enjeux, défis
et perspectives
UIL Series on Lifelong Learning Policies and Strategies No.
4
Abdel-Rahamane Baba-Moussa, Christine Glanz and Anton De
Grauwe
UIL and the International Institute for Educational Planning
(IIEP), 2014, 57 pages
ISBN 978-92-820-2114-9
In the context of UNESCO's
Capacity Development Programme for Education for All, the Democratic Republic
of the Congo and UNESCO developed a normative framework with a sector-wide
approach to education. In view of the current international interest in
lifelong learning policies, the creation of such a normative framework is of
interest to many countries. This publication shares the reflections and
analysis undertaken with the three ministries in charge of primary, secondary,
vocational and higher education and non-formal youth and adult education. It
analyses the national context and the constraints that emerge from it for the
organization of education, reviews existing norms and their application, and
discusses challenges and perspectives.
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Youth Matters: Equipping Vulnerable Young People with
Literacy and Life Skills
UIL Policy Brief 2
UIL, 2013, 4 pages
Youth literacy and life skills, especially for vulnerable
youth who have left school or never received a formal education, should be a
policy priority to secure the full participation of young people in society and
to ensure peaceful and sustainable development. This document assesses the
complex challenge of designing policy for vulnerable youth. It emphasizes the
importance of including input from youth and other stakeholders in the
decision-making process. It also provides detailed examples of policies and
programmes that meet the particular needs of vulnerable youth in an effective
manner.
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Community Matters: Fulfilling Learning Potentials for
Young Men and Women
UIL Policy Brief 4
UIL, 2014, 4 pages
The fourth in UIL's series of policy briefs looks at the
involvement of youth in multipurpose community learning spaces and centres and
supports their full participation in learning and community development
activities. It is based on discussions that took place during the International
Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through
Community Learning Centres, which was held from 20 to 22 August 2013 in
Jakarta, Indonesia, and describes features of community learning centres across
world regions. Furthermore, it illustrates how community learning centres in
Bangladesh, Indonesia, Japan, Mongolia, Thailand and the United Kingdom engage
young men and women in the planning and implementation processes.
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Youth Driving Community Education:
Testimonies of Empowerment
from Asia and the Pacific
UIL and Asia South Pacific
Association for Basic and Adult Education, 2014, 31 pages
ISBN: 978-92-820-1189-8
This publication presents a
collection of testimonies from young people from vulnerable backgrounds who
have transformed their lives by participating in community education and
development programmes either as learners or facilitators. Their testimonies
describe the challenges they faced in pursuing an education, how they benefited
from community education programmes, and the active roles they now play in
community education and development. The testimonies provide excellent illustrations
of how youth-focused education and development programmes in Bangladesh, India,
Indonesia, New Zealand, the Philippines and Timor-Leste have contributed to
literacy and youth empowerment.
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Learning Needs and Life Skills for Youth
Special issue of the International Review of Education
– Journal of Lifelong Learning 60 (2), 2014
Ed. Lene Buchert
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