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Annual Report 2013: UNESCO Institute for Lifelong Learning

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Annual Report 2013: UNESCO Institute for Lifelong Learning Annual Report 2013 UNESCO Institute for Lifelong Learning United Nations Educational, Scientific and Cultural Organization Published 2014 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO Institute for Lifelong Learning While the programmes of the UNESCO Institute for Lifelong Learning (UIL) are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or the UNESCO Institute for Lifelong Learning. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the UNESCO Institute for Lifelong Learning concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Design Christiane Marwecki cmgrafix communication media Cover Photo: Syrian refugees in Lebanon © UNHCR / D.Khamissy Printed by Albert Schnell GmbH, Hamburg UIL/2014/PI/H/3 Annual Report 2013 3 Introduction Arne Carlsen, Director, UIL 4 Medium-Term Strategy Jean-Marie Ahlin Byll-Cataria, Chairperson of UIL’s Governing Board 5 UIL´s Role within UNESCO Dr. Qian Tang, UNESCO Assistant Director-General for Education 6 Overview of Key Activities 2013 8 Lifelong Learning Policies and Strategies Programme 16 Literacy and Basic Skills Programme 24 Adult Learning and Education Programme 32 Documentation Centre and Library 34 Publications and Information 36 Governing Board and Staff 39 Financial Report 40 Further Documents and References United Nations Educational, Scientific and Cultural Organization 1 Introduction Arne Carlsen Director, UIL I am very pleased to introduce UIL’s Annual In line with its strategic goal of furthering Report for 2013. This year we are presenting literacy as a foundation of lifelong learning, a new design and a new concept, aiming UIL has, since 2011, conducted a multi- to make the report more reader-friendly. country (Burkina Faso, Mali, Morocco, Niger Thus, the main activities are highlighted, and Senegal) action research and capacity testimonies from beneficiaries and actors building project on measuring literacy are included and we open the report with a programme participants’ learning outcomes chronological overview of the year. (RAMAA). Three reports (Burkina Faso, Morocco and Senegal) on the pilot survey, UIL is undergoing a dynamic repositioning and one report (from Morocco) on the main process and continuing its positive evolution survey have been produced. The pilot action by strengthening its capacities and research will soon be extended to Niger and increasing the focus, outreach and impact of Mali. its activities. 2013 saw the establishment of many new The follow-up to the Sixth International research and capacity building agreements Conference on Adult Education (CONFINTEA and training activities at UIL. Scholarships, VI) was one of the top priorities of UIL during fellowships and internships have brought 2013. After more than two years of intensive many people to the Institute. research and consultation, the Institute published the second Global Report on Adult UIL will build on its successes in 2013 Learning and Education (GRALE II). This when implementing its new Medium-Term Report was sub-titled Rethinking Literacy. Strategy for the period 2014–2021. This new strategy will focus on UIL’s role as a global Another important activity in 2013 was centre of excellence in lifelong learning, the International Conference on Learning and its role in supporting UNESCO Member Cities (Beijing, China, 21–23 October States in the preparation and implementation 2013), organized in collaboration with the of the post-2015 universal, sustainable Ministry of Education of China and Beijing development agenda. Municipal Government. The 500 delegates – representing mayors, city executives, I would like to express my appreciation to private-sector partners and international my colleagues at UIL for their commitment, organizations – from more than 100 skill, and hard work. I also express my countries called on UNESCO to establish the profound gratitude to all donors and partners Global Network of Learning Cities (GNLC), who enabled the Institute to realise so many bringing together cities and sub-national important activities in 2013, building on our regions from every part of the world to gains from previous years, and anticipating develop effective and concrete strategies to those of the future. Last but not least, I make lifelong learning for all a reality. extend my deepest appreciation to the members of the UIL Governing Board and to the Assistant Director-General for Education for their counsel, support and commitment to the promotion of lifelong learning for all. Introduction 3 Medium-Term Strategy Jean-Marie Ahlin Byll-Cataria Chairperson of UIL's Governing Board Medium-Term Strategy 2008–2013 In its new Medium-Term Strategy, UIL’s mandate and activities will continue to be 2013 marks the final year of UIL’s current in full alignment with UNESCO’s strategies Medium-Term Strategy. During this term and frameworks, and its fundamental values the Institute’s strategic objectives were to and principles. UIL will further strengthen its advance lifelong learning for all, to further position as the global centre of excellence in literacy as a foundation for lifelong learning, lifelong learning. UIL’s mission for 2014–2021 and to ensure the recognition and integration is to promote recognition of the right to of adult education in sector-wide strategies, education and learning, and to help create with a geographical focus on Africa. One the conditions for the exercise of that right. of the most important activities of this It shall do so by undertaking research, term was the organization of the Sixth capacity-building, networking and publication International Conference on Adult Education on lifelong learning with a focus on adult and (CONFINTEA VI) in Belém, Brazil in 2009. continuing education, literacy and non-formal Since then, much of UIL’s work has followed basic education, by supporting UNESCO up on the recommendations of the outcome Member States in a final push to achieve, as document of CONFINTEA VI, the Belém far as possible, the Education for All goals Framework for Action. Specifically, this by 2015, and by preparing for the post-2015 has included developing guidelines for the development agenda. recognition, validation and accreditation of the outcomes of non-formal and informal Translating this ambitious strategy into reality learning, research on specific issues in requires important human and financial literacy and lifelong learning, reinforcement resources and strong synergetic partnerships. of networks of policy-makers, researchers UIL’s Director and its staff are doing their best and practitioners, and promotion of North- to mobilize their strong networks throughout South and South-South cooperation. the world, as well as institutional partners. I take this opportunity to express my deep Medium-Term Strategy 2014–2021 appreciation for these efforts. However, due to the current international financial crisis In 2012, an evaluation of all UNESCO and UNESCO’s budget situation, the financial Category 1 Institutes was undertaken by support required for UIL to fulfill its mandate UNESCO’s Internal Oversight Service (IOS). and implement this new Medium-Term The report on UIL emphasizes the Institute’s Strategy is limited. I would like to express many comparative advantages (i.e., available sincere gratitude on behalf of the Governing expertise, UIL’s reputation and recognition Board members to UNESCO Member States among stakeholders, and that UIL is the only and development agencies – who have always institution in the UN family with a global supported UIL throughout the years – and ask mandate in lifelong learning). It commends them to continue their valuable contribution to the Institute for its many successes and its implement this new Medium-Term strategy. cooperation with civil society, and foresees a more important role for UIL in UNESCO’s I also express my deep appreciation to the Education Strategy. Director of UIL, Arne Carlsen, and to all UIL staff, for their efforts to mobilize extra- budgetary funds. I encourage UIL’s staff to continue building strong partnerships so as to continue the very valuable work of UIL. 4 Medium-Term Strategy UIL's Role within UNESCO Dr. Qian Tang UNESCO Assistant Director-General for Education How has UIL contributed to the work of One of the twelve universal goals and UNESCO’s Education Sector? national targets identified in the UN Secretary-General’s recent report entitled In 2013, the Institute aligned its work A life of dignity for all: accelerating more closely with UNESCO´s Education progress towards the Millennium Programme, contributing to the two sectorial Development Goals and advancing the priorities of the biennium: (1) “Scaling up United Nations development agenda equity, inclusion and quality in education and beyond 2015 is to provide quality lifelong learning for sustainable development education and lifelong learning. Where do and a culture of peace and non-violence”, you see UIL’s role in developing the post- and (2) “Strengthening global leadership 2015 development
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