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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal align=center style='mso-margin-top-alt:0cm;margin-right:62.85pt;margin-bottom:0cm;margin-left:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal;background:white'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>ICAE Virtual Seminar<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>“Adult Education and Development: Post 2015”<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-US><o:p> </o:p></span></p><p class=MsoPlainText align=center style='text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Challenges and opportunities with regard to lifelong learning for all as the <o:p></o:p></span></b></p><p class=MsoPlainText align=center style='text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>post-2015 education goal<o:p></o:p></span></b></p><p class=MsoPlainText align=center style='text-align:center'><b><span lang=EN-US style='font-size:13.0pt;font-family:"Cambria","serif";color:#3939EF'>By Ulrike Hanemann, UNESCO Institute for Lifelong Learning (UIL)<o:p></o:p></span></b></p><p class=MsoPlainText align=center style='text-align:center'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoPlainText style='text-align:justify'><span lang=EN-GB>The post-2015 debate is currently being conducted in the form of many different processes that involve a diversity of actors and relate to a variety of international frameworks and commitments. This contribution, however, will focus on education and UNESCO’s position on the post-2015 education agenda which should, of course, be an integral part of the broader international development framework. <o:p></o:p></span></p><p class=MsoPlainText style='text-align:justify'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>Since 2000 this broader development framework has been the United Nations’ set of eight <b>Millennium Development Goals</b> (MDGs), one of which (Goal 2) specifically concerns education, namely universal access to primary education. Unfortunately, this does not reflect the scope of the <b>Education for All</b> (EFA) goals – the Dakar Framework for Action – adopted at the World Education Forum in Dakar, Senegal, also in 2000. The commitment to EFA requires meeting the basic learning needs for all: preschool-age children, school-age children, adolescents, young people, and adults, including the elderly. In most countries nowadays basic education goes beyond primary education. It covers at least lower secondary education, but often also upper secondary education, and increasingly a year of pre-school education. In any case, EFA is not as limited to children as MDG 2 is</span><span lang=EN-GB>.</span><a style='mso-endnote-id:edn1' href="#_edn1" name="_ednref1" title=""><span class=MsoEndnoteReference><span lang=EN-GB><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[i]</span></span></span></span></a><span lang=EN-GB> Despite being </span><span lang=EN-GB style='color:black'>critical in contributing to development, adult literacy and adult learning and education were not included as a MDG. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB style='color:black'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB style='color:black'>In December 2009, the Sixth International Conference on Adult Education (CONFINTEA VI), took place in Belém do Pará in Brazil. Its guiding principle was “Harnessing the power and potential of adult learning and education for a viable future”. The <b>Belém Framework for Action </b>(BFA)<b> </b>adopted by the representatives of 144 member states of UNESCO at this conference, included the acknowledgment of the critical role of lifelong learning in addressing global educational issues and challenges. Furthermore, the BFA contains the recognition that adult learning and education represent a significant component of the lifelong learning process, which embraces a learning continuum ranging from formal to non-formal to informal learning.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB style='color:black'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>Lifelong learning is founded on the integration of learning and living, covering learning activities for people of all ages (children, young people, adults including the elderly, girls as well as boys, women as well as men) in all life-wide contexts (family, school, community, workplace and so on) and through a variety of modalities (formal, non-formal and informal) which together meet a wide range of learning needs and demands. Education systems which promote lifelong learning adopt a holistic and sector-wide approach, involving all sub-sectors and levels to ensure the provision of learning opportunities for all individuals.<a style='mso-endnote-id:edn2' href="#_edn2" name="_ednref2" title=""><span class=MsoEndnoteReference><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[ii]</span></span></span></a> <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>Basic education and basic skills (as defined by EFA) are</span><span lang=EN-GB style='color:black'> vehicles to support the achievement of the MDGs and to empower in particular the poor.</span><span lang=EN-GB style='font-family:"Times New Roman","serif";color:black'> </span><span lang=EN-GB style='color:black'>Most if not all MDGs</span><span lang=EN-GB> involve knowledge, change of habits and attitudes, and of course learning: </span><span lang=EN-GB style='color:black'>Without a largely educated population, it is difficult to eradicate extreme poverty and hunger, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria and other diseases and ensure environmental sustainability. Education and learning are among the most powerful ways of improving people’s living conditions. Education is a way of reducing existing inequalities and achieving personal, social, economic, political and cultural development. Therefore, reflections on the post-2015 agenda must take the link between education and development into consideration. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB style='color:black'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>After taking stock of achievements and shortcomings of EFA, and analysing emerging trends, challenges and changing requirements in terms of the type and level of knowledge, skills and competencies required in today’s world, UNESCO has developed a “Position Paper on Education Post-2015”<a style='mso-endnote-id:edn3' href="#_edn3" name="_ednref3" title=""><span class=MsoEndnoteReference><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[iii]</span></span></span></a>, which will be presented to Member States for discussion and consideration at the upcoming 194<sup>th</sup> Executive Board session in April 2014. In this paper, UNESCO advocates for a clearly defined, balanced and holistic education agenda which should take a lifelong learning approach. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>This objective includes the challenge of how to develop post-2015 education strategies which are clear, simple and measurable, and at the same time address the lifelong learning approach. Looking backwards to better understand the nature of this challenge, I would like to illustrate how difficult it has been in policy and practice to address, for example, literacy (EFA Goal 4)<a style='mso-endnote-id:edn4' href="#_edn4" name="_ednref4" title=""><span class=MsoEndnoteReference><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[iv]</span></span></span></a> in a lifelong learning perspective. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB style='color:black'>The development of reading, writing and numeracy skills involves a continuous process of sustained practising and application in order to advance from the ability to perform most simple tasks towards higher-level, more demanding and complex tasks. Even if a high level of literacy and other skills has been achieved, there is no guarantee that (for different reasons) people retain the skills level they have already acquired. Evolving demands may even require the acquisition of new skills, or the development of a higher level of proficiency of existing ones. Therefore, literacy learning is an ageless and continuous activity. </span><span lang=EN-GB>The acquisition and development of literacy takes place before, during and after primary education, it takes place inside and out of school, through formal, non-formal and informal learning. It is a life-wide and lifelong learning process.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>Therefore the achievement of literacy for all requires working simultaneously on at least five complementary fronts:<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo1'><![if !supportLists]><span lang=EN-GB><span style='mso-list:Ignore'>1)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB>Laying strong foundations for later learning and addressing disadvantage through good-quality early childhood care and education programmes.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo1'><![if !supportLists]><span lang=EN-GB><span style='mso-list:Ignore'>2)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB>Providing universal good-quality basic education for all children (in formal or non-formal settings).<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo1'><![if !supportLists]><span lang=EN-GB><span style='mso-list:Ignore'>3)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB>Scaling up and reaching out with relevant literacy provision to all young people and adults.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo1'><![if !supportLists]><span lang=EN-GB><span style='mso-list:Ignore'>4)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB>Developing literacy-rich environments and a literate culture at local and national level.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo1'><![if !supportLists]><span lang=EN-GB><span style='mso-list:Ignore'>5)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB>Dealing with the root causes of illiteracy (mainly poverty, societal injustice and all kind of disadvantages) in a deep structural manner.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:36.0pt;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>This approach reflects the interconnected nature of the six EFA goals. It also calls for sector-wide – and even cross-sectoral – approaches to promote literacy as a foundation of lifelong learning. Linkages and synergies between formal and non-formal education systems need to be created and used in order to promote learning and to break the intergenerational cycle which reproduces low levels of literacy. Family literacy and community learning programmes – as examples for intergenerational and integrated approaches to learning – have proven to be successful approaches which involve whole families and communities in the effort to promote basic skills development and to work towards literate and learning families, communities and societies. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>We know from experience what is necessary to make this work, for example that political commitment from the highest level is essential, as are well-defined government policies. Governments must clearly assign responsibility for adult literacy, which is often diffused across several ministries. Implementation also involves many partnerships at all levels of government and with civil society organisations. A continuous dialogue mechanism needs be developed among literacy stakeholders to build consensus around viable and integrated approaches to learning. However, reality demonstrates how demanding it is to work with a lifelong learning approach. Education systems tend to still function in fragmented ways where sub-sectors do not cooperate to ease transitions from one level or modality to the next or to offer integrated and holistic learning opportunities which suit individual needs and life circumstances. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>In its Position Paper, UNESCO recommends to its Member States that “Ensuring equitable quality education and lifelong learning for all by 2030” might be a suitable overarching goal. This is then translated into ten specific global targets to which countries would commit, a commitment they could be held accountable for, and for which corresponding indicators need to be agreed upon. The ten suggested targets are organised into six priority areas: basic education, post-basic and tertiary education, youth and adult literacy, skills for work and life, quality and relevant teaching and learning, and financing of education. After a closer look at the specific targets and possible indicators within these priority areas, it becomes obvious that it is extremely difficult to avoid overlap if the lifelong learning approach is consistently applied. Basic education should be the minimum foundation for all, not only children, while literacy skills should not be a concern only for young people and adults. Actually, literacy lies at the heart of basic education and constitutes the foundation of lifelong learning. In addition, literacy</span><span lang=EN-GB> can no longer be perceived and dealt with as a stand-alone skill. It should rather be seen as one component of a complex set of skills and competencies which are necessary to perform in the modern world of work and learning societies. Therefore, it is complicated to draw a clear line between the priority areas of youth and adult literacy and skills for work and life. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB>These are only some examples that demonstrate how easy it is, on the one hand, to use the lifelong learning paradigm in the discourse, and how difficult it is, on the other, to apply it consistently in practice. The principle of lifelong learning does not seem to automatically help in overcoming the trend of fragmentation and stand-alone interventions in education. Its application requires bold if not radical thinking which may lead to completely new systems, strategies and mechanisms. The current post-2015 debate illustrates the conflicting roles of UNESCO: while acting as an intellectual “think tank” in terms of developing educational visions such as the lifelong learning paradigm in the Faure<a style='mso-endnote-id:edn5' href="#_edn5" name="_ednref5" title=""><span class=MsoEndnoteReference><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[v]</span></span></span></a> and Delors<a style='mso-endnote-id:edn6' href="#_edn6" name="_ednref6" title=""><span class=MsoEndnoteReference><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[vi]</span></span></span></a> reports; at the same time it takes on a rather bureaucratic-technical role to promote a narrow approach of functional skills for development such as the one advanced by the international aid community. The post-2015 debate is also an opportunity to strengthen UNESCO’s role as a forward-looking and visionary organisation against the pressures to reduce it to a development agency which is producing measurable results. Civil society organisations around the world, including the ICAE, can play an important role in this process. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal'><span lang=EN-GB><o:p> </o:p></span></p></div><div style='mso-element:endnote-list'><br clear=all><hr align=left size=1 width="33%"><div style='mso-element:endnote' id=edn1><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn1' href="#_ednref1" name="_edn1" title=""><span class=MsoEndnoteReference><span lang=EN-GB><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[i]</span></span></span></span></a><span lang=EN-GB> MDG 2, Target 2A: “Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.”<o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn2><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn2' href="#_ednref2" name="_edn2" title=""><span class=MsoEndnoteReference><span lang=EN-US><span class=MsoEndnoteReference><span lang=EN-US style='font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[ii]</span></span></span></span></a><span lang=EN-US> </span><span lang=EN-GB>UNESCO Education Sector Technical Notes, Lifelong Learning, February 2014, p. 2.</span><span lang=EN-US><o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn3><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn3' href="#_ednref3" name="_edn3" title=""><span class=MsoEndnoteReference><span lang=EN-US><span class=MsoEndnoteReference><span lang=EN-US style='font-size:11.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[iii]</span></span></span></span></a><span lang=EN-US> </span><span lang=EN-GB style='font-size:10.0pt'><a href="http://unesdoc.unesco.org/images/0022/002266/226628e.pdf"><span lang=EN-US>http://unesdoc.unesco.org/images/0022/002266/226628e.pdf</span></a></span><span lang=EN-GB><o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn4><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn4' href="#_ednref4" name="_edn4" title=""><span class=MsoEndnoteReference><span lang=EN-GB><span class=MsoEndnoteReference><span lang=EN-GB style='font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[iv]</span></span></span></span></a><span lang=EN-GB> EFA Goal 4: “Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.”<o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn5><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn5' href="#_ednref5" name="_edn5" title=""><span class=MsoEndnoteReference><span lang=EN-US><span class=MsoEndnoteReference><span lang=EN-US style='font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[v]</span></span></span></span></a><span lang=EN-US> Faure et al. (1972) Learning to be: the world of education today and tomorrow, UNESCO, Paris <o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn6><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn6' href="#_ednref6" name="_edn6" title=""><span class=MsoEndnoteReference><span lang=EN-US><span class=MsoEndnoteReference><span lang=EN-US style='font-size:10.0pt;line-height:115%;font-family:"Calibri","sans-serif"'>[vi]</span></span></span></span></a><span lang=EN-US> Delors et al. (1996) Learning: The Treasure within, UNESCO, Paris<o:p></o:p></span></p><p class=MsoEndnoteText><span lang=EN-US><o:p> </o:p></span></p></div></div></body></html>