UNESCO Institute for Lifelong Learning and Education Development - - PowerPoint PPT Presentation
UNESCO Institute for Lifelong Learning and Education Development Yang Jin 20 September 2011 Shanghai Normal University www.unesco.org/uil 1 UNESCO Education Sector UNESCO Secretariat Paris Social and Natural Communication Human
Yang Jin 杨 进 20 September 2011 Shanghai Normal University www.unesco.org/uil
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UNESCO Education Sector
UNESCO Secretariat Paris Education Sector Natural Sciences Sector Social and Human Sciences Sector Culture Sector Communication and Information Sector Regional offices, cluster and country offices
specialized on education
centres
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to contribute to the conceptualization, design and formulation of UNESCO’s programmes, objectives and strategies; to the implementation of UNESCO’s strategic objectives to serve as a laboratory of ideas as well as a centre of excellence and experimentation, both globally and regionally; to function as a clearing house and reference centre to mobilize a critical mass of specialized expertise and skills; to reinforce UNESCO’s overall decentralization strategy; to enhance UNESCO’s overall visibility, outreach and impact, as well as its public perception.
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1952: UNESCO Institute for Education (UIE) was founded: focus on post-war educational reform in Germany 1980s: Post-literacy 1990s:Adult learning
1970s: Lifelong education as main theme of UIE 1960s: Basic education needs of developing countries 2000: Education for All 2006: Change of name and legal status. Lifelong learning as overall paradigm
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“UIL’s mission is to see that all forms of education and learning – formal, non- formal and informal – are recognized, valued and available for meeting the demands of individuals and communities throughout the world.” By linking educational research, policy and practice in these areas UIL makes a special contribution in enhancing access to learning, and improving the environment and quality of learning for all in all regions of the world.
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specialists representing different regions of the world, appointed by the Director- General of UNESCO (Representing China: Prof Zhang Minxuan, President of Shanghai Normal University)
work, budget and strategic plans for future policy and submits to the General Conference a report
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Deputy Director Director Assistant to Director Cluster I: LLL Cluster II: Literacy Cluster IV: Africa Cluster III: Adult Education Transversal Project Activities Finance & Administration Publication Unit Documentation Centre IT Specialist
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LLL, focus on Adult Education, Literacy & NFE
Capacity Development Networking Research Advocacy
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Programme areas
Implementation strategies
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Strategic objective: Advancing lifelong learning for all through relevant policy and institutional frameworks Lifelong learning policy dialogues Research on synergies between formal, non- formal Learning Developing capacity building programmes Partnerships
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Capacity development for establishing lifelong learning systems
The Pilot Workshop was held in November/December 2010 at UIL, including field visits. Participants: Policy makers or leading researchers from Africa (Ethiopia; Namibia; Kenya; Rwanda; Tanzania) and Asia (Cambodia; Laos; Malaysia; Thailand; Vietnam).
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Strategic objective: To ensure that adult education is recognized, developed from a lifelong learning perspective and integrated in sector-wide strategies and development agendas.
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CONFINTEA = Conférence internationale de l’Education des Adultes 1949: Helsingor, Denmark 1960: Montréal, Canada 1972: Tokyo, Japan 1985: Paris, France 1997: Hamburg, Germany 2009: Belém, Brazil.
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1976: Recommendation on the Development of Adult Education (UNESCO General Conference, Nairobi) 1997: Hamburg Declaration and Agenda for the Future 2009: Belém Framework for Action (BFA)
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Korea, Kenya, Hungary, and Tunisia
Reports
(GRALE)
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Strategic objective: To further literacy as a foundation for lifelong learning and as a prerequisite for achieving all EFA goals. Implementation: 1) Coordination of LIFE; 2) Advocacy for a literate world; 3) Research on literacy policies and practices; and 4) Effective monitoring and evaluation systems.
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capacities of governments and civil society to attain EFA and lifelong learning in Africa (2010- 2013)
and agreements made in the African region Ex: Bamako Call for Action (2007), Maputo Platform for LIFE (2008), CONFINTEA VI Nairobi Statement (2008), Ouagadougou Communique (2010)
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Africa on measuring learning
programmes
Research Framework for Adult Literacy in Multilingual Contexts
Adult Learning (APAL) Textbook Series
Ongoing Research
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A. The 193 Member States of UNESCO are extremely heterogeneous, not as homogeneous as OECD or EU Member States B. Intergovernmental organizations are influenced by international politics C. How to strike a balance between upstream normative functions and downstream practicability? D. Budget constraints: UNESCO education sector budget is very small compared to WHO’s budget, even less than some single U.S. universities’ budgets E. How to strengthen our capacities for assuming global leadership role in education
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A. Difficult for creating visibility and providing relevant services B. Member States do not always attach impantance to some of the institute‘s mandates (for example, literacy, adult and nonformal education) C. Thinking strategically and focusing on priorities D. Developing capacities of staff and nurturing networks E. Clarifying and defining roles and responsibilities with UNESCO entities (HQs, Institutes, Regional Bureaus, and Cluster Offices); establishing synergies F. Producing and disseminating knowlege G. Sustainable funding
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– Financial allocation 1,000,000 – Extra-budgetary programmes 250,000
– Programmes 2,180,000 – Reserves Programme Funds 1,900,000 – City-State of Hamburg 330,000
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Contacts: YANG Jin UNESCO Institute for Lifelong Learning
20148 Hamburg Germany Tel.: 0049 40 80 41 32 E-mail: ji.yang@unesco.org
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