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2Nd Global Report on Adult Learning and Education:Rethinking Literacy University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange International Adult and Continuing Education IACE Hall of Fame Repository Hall of Fame Repository 2013 2nd Global Report on Adult Learning and Education:Rethinking Literacy Leona Mary English UNESCO Institute of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_IACE-browseall Part of the Community College Leadership Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education Commons, Instructional Media Design Commons, International and Comparative Education Commons, Online and Distance Education Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons, and the Teacher Education and Professional Development Commons Recommended Citation English, Leona Mary, "2nd Global Report on Adult Learning and Education:Rethinking Literacy" (2013). IACE Hall of Fame Repository. This Report is brought to you for free and open access by the International Adult and Continuing Education Hall of Fame Repository at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in IACE Hall of Fame Repository by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. GLOBAL REPORT ON ADULT LEARNING 2 nd AND EDUCATION Rethinking Literacy GLOBAL REPORT ON ADULT LEARNING 2 nd AND EDUCATION Rethinking Literacy Published 2013 by Design UNESCO Institute for Lifelong Learning Christiane Marwecki Feldbrunnenstraße 58 cmgrafix communication media 20148 Hamburg Germany Photo index Cover: © UNESCO Institute for Lifelong Learning Top, from left to right: © UIL/Anna Bernhardt While the programmes of the UNESCO UN Photo/Evan Schneider Institute for Lifelong Learning (UIL) are UNESCO Photobank/Brendan O’Malley established along the lines laid down by the General Conference of UNESCO, the Bottom, from left to right: publications of the Institute are issued © Ministry of Education, Chile under its sole responsibility. UNESCO is UNESCO Photobank/Sake Rijpkema not responsible for their contents. UIL/ Carolyn Medel-Añonuevo The points of view, selection of facts and Inside pages: opinions expressed are those of the © p. 16: AKDN/Zahur Ramji authors and do not necessarily coincide p. 39: AltoPress/Maxppp/Laurence Mouton with official positions of UNESCO or the p. 60: UNESCO/Victor Camacho UNESCO Institute for Lifelong Learning. p. 76: UN Photo/Milton Grant p. 104: Alfabetizando com Saúde project, Brazil The designations employed and the p. 132: EC/ECHO/Malini Morzaria presentation of material in this publication p. 152: UN Photo/John Isaac do not imply the expression of any opinion whatsoever on the part of UNESCO or the Printed by UNESCO Institute for Lifelong Learning Girzig+Gottschalk GmbH, concerning the legal status of any country Bremen, Germany or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. ISBN 978-92-820-1179-9 (print) ISBN 978-92-820-1180-5 (electronic) 3 TABLE OF CONTENTS Foreword 8 Irina Bokova Acknowledgements 10 Introduction 12 Chapter 1 Literacy as a foundation for adult learning and education 17 1.1 Introduction 17 1.2 Challenges in achieving Education for All (EFA) Goal 4 18 1.3 Evolving notions of literacy 20 1.4 Measuring literacy 25 1.5 Conclusion 34 Chapter 2 Promoting adult education policy within a lifelong learning perspective 39 2.1 Introduction 39 2.2 Conceptual assumptions and underlying principles in adult education policies 39 2.3 Targets and goals of adult education policies 50 2.4 Policies on language as an indicator of inclusiveness 52 2.5 Conclusion 56 Chapter 3 Putting governance structures and processes in place 61 3.1 Introduction 61 3.2 Involvement of actors and stakeholders in governance practice 62 3.3 Coordination of actors and activities in adult literacy and adult education 64 3.4 Decentralisation processes 66 3.5 Capacity development 71 3.6 Conclusion 73 4 TABLE OF CONTENTS Chapter 4 Financing adult learning and education 77 4.1 Introduction 77 4.2 Level of investment in adult education 78 4.3 Mobilising financial resources 85 4.4 Innovative and effective financing mechanisms 91 4.5 Making the case for increased funding for adult education: The benefits of learning 95 4.6 Conclusion 99 Chapter 5 Expanding participation and provision in adult education 105 5.1 Introduction 105 5.2 Measuring and monitoring participation 105 5.3 Diversity in adult education provision 115 5.4 Measures to address low participation and exclusion 117 5.5 Conclusion 125 Chapter 6 Ensuring quality in adult education 133 6.1 Introduction 133 6.2 Conceptualising quality 133 6.3 The different uses of learning outcomes 134 6.4 Assessment and accountability 136 6.5 Whether quality criteria exist for adult learning and education 140 6.6 Teaching-learning methodologies 142 6.7 Training, employment conditions and professionalism of adult educators 143 6.8 Monitoring, evaluation and quality management systems 145 6.9 Research and collection of data and good practice 147 6.10 Conclusion 147 Summary and recommendations 153 Annex 163 5 TABLE OF CONTENTS List of tables 1 Number of countries that submitted reports for GRALE in 2009 and 2012 14 1.1 Progress towards EFA Goal 4 by region 19 1.2 Keywords used in literacy definitions (reading, writing and numeracy separately) 22 1.3 Keywords used in literacy definitions (reading, writing and numeracy combined) 22 1.4 Other keywords used in literacy definitions 23 1.5 Methods for obtaining literacy data in countries (a) 26 1.6 Methods for obtaining literacy data in countries (b) 27 1.7 Changes in literacy data collection methods since 2006 in 38 countries 30 2.1 Existence of laws, legal regulations or other public policy measures/initiatives with a primary focus on supporting lifelong learning 42 2.2 Existence of laws, legal regulations or other public policy measures/initiatives with a primary focus on supporting adult education 42 2.3 Existence of laws, legal regulations or other public policy measures/initiatives with a primary focus on supporting adult literacy 43 2.4 Examples of laws, regulations and other policy measures/initiatives with a primary focus on adult education or lifelong learning introduced in UNESCO Member States since 2008 44 2.5 Nature of policies for language of instruction per region and country 54 3.1 Number and percentage of countries in which governmental and non- governmental institutions are involved in adult literacy and adult education 62 3.2 Percentage of countries in which local communities play a role in the planning, implementation and evaluation of adult literacy and adult education programmes 67 3.3 Percentage of countries in which learners are involved in policy dialogue in adult literacy and adult education 68 4.1 Regional overview of available financing information from national progress reports 78 4.2 Availability of financial data from national progress reports 79 4.3 Public expenditure on education and adult education in 2009 and 2010 80 4.4 Changes in government expenditure on adult literacy in 2009 and 2010 83 4.5 Average percentage of GNP allocated to adult education in countries with different income levels 83 4.6 Major financing mechanisms and cost-sharing models for adult education in developed countries 92 4.7 Illiteracy, schooling and level of income of population aged 15 to 64 years in Brazil (2009) 99 5.1 Nature of data being collected on adult literacy programmes 106 5.2 Nature of data being collected on adult education programmes other than literacy 106 5.3 Overview of international surveys on participation in adult education 109 6 TABLE OF CONTENTS 5.4 Percentage of the population aged 25–64 participating in adult education in Europe 111 5.5 Share of adult illiterates in Latin America and the Caribbean participating in (public) literacy programmes according to their duration 112 5.6 Examples of quantitative participation goals on adult literacy in national policies 113 5.7 Examples of quantitative participation goals on adult education in national policies 114 5.8 Number of countries providing adult education by areas of learning and sector 116 5.9 Countries reporting differences in participation between men and women in adult education and adult literacy 119 5.10 Countries taking measures to address differences in participation between men and women by regions 119 6.1 Countries reporting the existence of a policy framework to recognise, validate and accredit outcomes from non-formal and informal learning 137 6.2 Regional distribution of how governments measure the learning outcomes of adult education programmes 139 6.3 Regional distribution of how governments measure the learning outcomes of adult literacy programmes 139 6.4 Number of countries reporting the existence of quality criteria for adult education 141 6.5 Number of countries reporting the existence of quality criteria for adult literacy 141 6.6 Quality criteria in teaching-learning processes 142 6.7 Countries with providers of pre-service and in-service training 144 6.8 Monitoring and evaluation mechanisms in adult education in countries
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