UNESCO Institute for Lifelong Learning and Education Development - PowerPoint PPT Presentation

UNESCO Institute for Lifelong Learning and Education Development Yang Jin 杨 进 20 September 2011 Shanghai Normal University www.unesco.org/uil 1

UNESCO Education Sector UNESCO Secretariat Paris Social and Natural Communication Human Culture Sciences and Information Sciences Sector Education Sector Sector Sector Sector • 6 Category I institutes specialized on education • A number of Category II centres Regional offices, cluster and country offices 2

UNESCO’s Education Sector strategies: • Capacity-building • Laboratory of ideas • International catalyst • Clearing house • Standard-setting 3

UNESCO’ s Institutes/Centers  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. 4

History of UIL 1952: UNESCO Institute for Education (UIE) was founded: focus on post-war educational reform in Germany 1960s: Basic education needs of developing countries 1970s: Lifelong education as main theme of UIE 1980s: Post-literacy 1990s: Adult learning 2000: Education for All 2006: Change of name and legal status. Lifelong learning as overall paradigm 5

UIL’s Mission “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. 6

Learning is Learning is a lifelong and life a lifelong and life-wide process process • From cradle to grave. 从摇篮到坟墓 。 • It’s never too old to learn. 活到老 , 学到老。 • Formal learning 正规学习 • Non-formal learning 非正规学习 • Informal learning 无一定形式的学习 7

UIL Governing Board • consists of 12 educational specialists representing different regions of the world, appointed by the Director- General of UNESCO (Representing China: Prof Zhang Minxuan, President of Shanghai Normal University) • meets annually to review UIL’s work, budget and strategic plans for future policy and submits to the General Conference a report 8

Experienced international team • With wide range of networks of policy-makers, practitioners and consultants 9

Organisational Structure Director Assistant to Director Deputy Director Finance & Cluster I: LLL Administration Cluster II: Literacy Documentation Centre Cluster III: Adult Education Publication Unit Cluster IV: Africa IT Specialist Transversal Project Activities 10

Modalities of Actions Capacity Development LLL, focus on Adult Education, Literacy & NFE Advocacy Networking Research 11

UIL’s Medium -term strategy (2008-2013) Programme areas • Advancing lifelong learning • Furthering literacy • Integrating adult education • Strengthening capacity in Africa • Transversal support Implementation strategies • Advocacy • Research • Capacity-building • Networking 12

Lifelong Learning 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 13

Policy Dialogues 14

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). 15

Major objectives: • To promote a sound conceptual understanding; • To generate key elements of policy and strategy; • To develop a contingent of core change agents for policy making and policy research, and build exchange networks among them; and • To enhance international collaboration for capacity building. 16

Adult Learning and Education Strategic objective: To ensure that adult education is recognized, developed from a lifelong learning perspective and integrated in sector-wide strategies and development agendas. 17

CONFINTEA: The international policy discourse CONFINTEA = Conf érence int ernationale de l’ E ducation des A dultes  1949: Helsingor, Denmark  1960: Montréal, Canada  1972: Tokyo, Japan  1985: Paris, France  1997: Hamburg, Germany  2009: Belém, Brazil. 18

CONFINTEA: The international policy discourse 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) 19

• 154 National Reports • 5 Preparatory Conferences in Mexico, Republic of Korea, Kenya, Hungary, and Tunisia • 5 Regional Outcomes Documents and Synthesis Reports • Global Report on Adult Learning and Education (GRALE) 20

Literacy 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. 21

The Literacy Initiative for Empowerment (LIFE) 22

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Priority Africa • Strategic Objective: Strengthening the capacities of governments and civil society to attain EFA and lifelong learning in Africa (2010- 2013)  UIL’s response to key recommendations 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) 24

Ongoing Research • Multi-country research in Africa on measuring learning outcomes of literacy programmes • Cross-regional Action Research Framework for Adult Literacy in Multilingual Contexts • African Perspectives on Adult Learning (APAL) Textbook Series 25

UIL Publications 26

UNESCO‘s challenges in general 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 27

Challenges to institutes 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 28

UIL Budget (Income, 2011 estimation, USD) • UNESCO – Financial allocation 1,000,000 – Extra-budgetary programmes 250,000 • Voluntary contributions – Programmes 2,180,000 – Reserves Programme Funds 1,900,000 – City-State of Hamburg 330,000 TOTAL 5,760,000 29

Thank you very much! Contacts: YANG Jin UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg Germany Tel.: 0049 40 80 41 32 E-mail: ji.yang@unesco.org 30