Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 5

Sonst. Personen	do Nascimento, Daniele Vieira (Hrsg.); Valdés-Cotera, Raúl (Hrsg.)
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 5
Quelle	(2018), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-9-2820-1228-4
Schlagwörter	Foreign Countries; Lifelong Learning; Educational Policy; Sustainable Development; Recognition (Achievement); Adult Education; Literacy; Elementary Secondary Education; Early Childhood Education; National Programs; Educational Opportunities; Ethiopia; Kenya; Namibia; Rwanda; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Politics of education; Bildungspolitik; Nachhaltige Entwicklung; Soziale Anerkennung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Early childhood; Frühkindliche Bildung; Frühpädagogik; nicht übertragen; Bildungsangebot; Bildungschance; Äthiopien; Kenia; Ruanda; Tansania
Abstract	A new UNESCO Institute for Lifelong Learning (UIL) publication, "Promoting lifelong learning for all: The experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania," marks a significant outcome of a project to promote lifelong learning for all in selected African countries. The report highlights the progress made by the five aforementioned countries since 2014, when UIL proposed 10 recommendations for developing lifelong learning strategies for sustainable development in a document entitled Key issues and policy considerations in promoting lifelong learning in selected African countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. For the current publication, extensive desk research and consultations with the participating countries provide a comprehensive assessment of the present types of lifelong learning policies, strategies and programmes. More specifically, the new publication looks at the origin, essence and benefits of lifelong learning and comprises a compendium of good practices in promoting lifelong learning for all in the five countries. Reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with UIL are also outlined. Importantly, the publication demonstrates the significance of lifelong learning for the African region and advocates its wider adoption in light of the global agenda for sustainable development. The five African countries have made notable progress in implementing lifelong learning as per UIL's 2014 recommendations and their various initiatives embrace Sustainable Development Goal (SDG) 4, which urges countries to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. UIL hopes that the information contained in the report will contribute to the capacity of policy-makers and researchers to develop national policies and strategies to establish lifelong learning systems in Africa. (As Provided).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01