NEWS

Draft UNESCO Recommendation on Adult Learning and Education now available online

May 05, 2015

The revision of the 1976 Recommendation on the Development of Adult Education requested by the Belém Framework for Action has reached its final phase. In accordance with UNESCmore

2015 edition of Global Inventory of Regional and National Qualifications Frameworks

Apr 27, 2015

UNESCO HQ, the European Centre for the Development of Vocational Training (CEDEFOP), the European Training Foundation (ETF) and the UNESCO Institute for Lifelong Learning (UIL) launched the 2015 edition of the Global Inventory of Regional and National Qualifications Frameworks at the 5th...more

Networking to improve literacy policies in Europe

Apr 29, 2015

A total of 139 participants representing governments, NGOs, academia and education practitioners from 27 European countries and international organizations attended the second conference of the European Literacy Policy Network (ELINET), which took place in Budapest from 20 to 22 April 2015.more

Developing a curriculum for adult literacy education in Afghanistan

Apr 26, 2015

Within the framework of the Enhancement of Literacy in Afghanistan (ELA) 3 Programme, which is funded by the governments of Japan, Sweden and Finland, UNESCO Kabul and the Afghan Ministry of Education’s Literacy Department organized a three-day workshop in Kabul from 13 to 15 April 2015 in order to...more

New lifelong learning terminology in Spanish and Portuguese

Apr 22, 2015

A pioneer project has developed a Spanish and Portuguese glossary with new terms and concepts in lifelong learning. The glossary is intended to be used in youth and adult education in Latin America.more

Recognition, Validation and Accreditation of Non-formal and Informal Learning in UNESCO Member States

Apr 16, 2015

‘The recent development of lifelong learning policies in many UNESCO Member States has shown that there is a growing demand for the knowledge, skills and competences acquired by adults and young people over the course of their lives to be evaluated and accredited within different contexts: work,...more

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