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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify;line-height:normal;background:white'><b><i><span lang=ES style='font-size:10.0pt;font-family:"Helvetica","sans-serif";color:black'>Para español favor usar google translator </span></i></b><span style='font-family:"Helvetica","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal;background:white'><b><i><span lang=FR style='font-size:10.0pt;font-family:"Helvetica","sans-serif";color:black'>Veuillez utiliser google translator pour traduire les articles qui ne sont pas en français</span></i></b><span lang=EN-US style='font-family:"Helvetica","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:62.85pt;margin-bottom:0cm;margin-left:0cm;margin-bottom:.0001pt;line-height:normal;background:white'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p> </o:p></span></b></p><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 align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-US style='font-size:13.0pt;font-family:"Cambria","serif";color:#3939EF'><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:13.0pt;font-family:"Cambria","serif";color:#3939EF'>Adult and lifelong learning and the post-2015 Agenda – opportunities and challenges<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:13.0pt;font-family:"Cambria","serif";color:#3939EF'>Werner Mauch, UNESCO Institute for Lifelong Learning<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>At a time when post-2015 strategies are taking shape the situation may look quite optimistic and promising from the CONFINTEA perspective: Many of the actors present at Belém in 2009 were already well aware of the fact that the mid-term point of the <i>Belém Framework</i> <i>for Action</i> (BFA) (i.e. six years after CONFINTEA VI, 2009) would coincide with the expiry of the EFA and MDG time-lines in 2015. With its (implicit) perspective oriented towards CONFINTEA VII in 2021, the BFA was hence already predestined to represent an element of international educational cooperation reaching beyond 2015 while reiterating the relevance of adult learning and education for future global efforts in connection with providing lifelong learning for all. The BFA’s central message that “the role of lifelong learning is critical in addressing global educational issues and challenges”<a style='mso-endnote-id:edn1' href="#_edn1" name="_ednref1" title=""><span class=MsoEndnoteReference>[i]</span></a> seemed to be perfectly in line with the growing worldwide interest in lifelong learning and its relevance within education agendas. Meanwhile a strong recommendation has been put forward concerning the new UN Development Goals to aim for quality education and lifelong learning in order to end poverty within a truly universal approach.<a style='mso-endnote-id:edn2' href="#_edn2" name="_ednref2" title=""><span class=MsoEndnoteReference>[ii]</span></a> <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The UNESCO Medium-Term Strategy 2014–2021<a style='mso-endnote-id:edn3' href="#_edn3" name="_ednref3" title=""><span class=MsoEndnoteReference>[iii]</span></a> provides another promising perspective for the years to come. For UNESCO’s Education sector three strategic objectives are formulated which comprise a) developing systems to foster quality lifelong learning for all, b) empowering learners to be creative and responsible systems, and c) shaping the future education agenda, explicitly in order “to ensure that education remains a global priority beyond the 2015 target date, as a basic human right and as a prerequisite for peace and sustainable development”<a style='mso-endnote-id:edn4' href="#_edn4" name="_ednref4" title=""><span class=MsoEndnoteReference>[iv]</span></a>. UNESCO’s new position paper on education post-2015 also includes a strong proposal to support youth and adult literacy with the aim that “All youth and adults achieve literacy, numeracy and other basic skills at a proficiency level necessary to fully participate in a given society and for further learning”<a style='mso-endnote-id:edn5' href="#_edn5" name="_ednref5" title=""><sup>[v]</sup></a>.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The UNESCO Institute for Lifelong Learning (UIL) will play its role within UNESCO according to its mandate, namely “to promote the recognition of and create the conditions for the exercise of the right to education and learning”. To that end it will “undertake research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education”.<a style='mso-endnote-id:edn6' href="#_edn6" name="_ednref6" title=""><span class=MsoEndnoteReference>[vi]</span></a> <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Within this context, the ground should be prepared for assuring that adult learning and education will be a crucial element within the efforts of the international community to strive for a peaceful and sustainable future. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Are the perspectives really that bright?<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A closer look at the proposed new development goals mentioned above shows that three out of four indicators on the proposed Goal 3 (“Provide quality education and lifelong learning”) focus on children and formal education<a style='mso-endnote-id:edn7' href="#_edn7" name="_ednref7" title=""><span class=MsoEndnoteReference>[vii]</span></a> – only! And indicator no. 4 addresses the development of skills “needed for work” – only! Adult literacy as a field of necessary action is virtually absent, despite the evidence that more than 780 million people do not have at their disposal the basic skills they need to actually participate in their communities and to take their life and destiny “into their own hands”. Despite all efforts to help understand universal literacy as a condition for sustainable development, adult literacy is still far from being recognised as a decisive field for further investment of (notoriously scarce!) resources. A few coins might end up in the hands of those who attempt to improve their standing vis-à-vis the labour markets. Consequently, adult learning and education would be reduced to skills development only. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>UNESCO’s present precarious financial situation has implications for its programme implementation. The underlying assumption is that in principle it will be possible to maintain the foreseen programmes by just reducing their scope. Further efforts will be invested in raising extrabudgetary funds which should help to bridge the gap but would also increase dependencies on donors. As usual, this will furthermore mean that “structures” will become “leaner”, but that at the same time further cost will be incurred in terms of available human resources (not to mention consequences concerning “intrinsic” and “extrinsic” motivation) as well as in terms effectiveness of programmes. It is important to note that programmes in support of lifelong learning policies and literacy have still been rated high by UNESCO Member States and have consequently been prioritised. Lower priority, however, is given to the promotion of the right to education, an area where regular funding has been reduced.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>UIL has just finalised its programme for the coming years, during which the Institute will continue to build on its three programmes<a style='mso-endnote-id:edn8' href="#_edn8" name="_ednref8" title=""><span class=MsoEndnoteReference>[viii]</span></a> and their achievements. The focus of the ALE programme will remain on the CONFINTEA Follow-up. For the nearer future, the following principal activities are foreseen:<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin-bottom:0cm;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>1)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Completing the cycle of Regional Follow-up Meetings (by the meeting for the Arab States in September 2014) and consolidating the results of those regions where follow-up meetings have already taken place, i.e. Latin America and the Caribbean (2011), Africa (2012), Asia and the Pacific (2013) and Europe and North America (2013.). The key objective will be to support the further implementation of the <i>Belém Framework for Action</i> with a focus on priority action points identified by the regional meetings.<o:p></o:p></span></p><p class=MsoListParagraph style='margin-bottom:0cm;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>2)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Revision of the <i>1976 Recommendation on the Development of Adult Education</i> as requested by <i>the Belém Framework for Action</i>.<o:p></o:p></span></p><p class=MsoListParagraph style='margin-bottom:0cm;margin-bottom:.0001pt;text-indent:-18.0pt;line-height:normal;mso-list:l0 level1 lfo2'><![if !supportLists]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><span style='mso-list:Ignore'>3)<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Preparing the next issue of the <i>Global Report for Adult Learning and Education</i> (until the end of 2015), i.e. collecting and analysing national progress reports.<o:p></o:p></span></p><p class=MsoListParagraph style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraph style='margin:0cm;margin-bottom:.0001pt;line-height:normal'><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'>With its limited resources UIL will rely on increased cooperation within UNESCO (with HQs, Field Offices and Institutes) as well as building on further cooperation with partners. In general it seems likely that there will be a wide range of opportunities to further promote the translation of the concept of lifelong learning into educational practice. At the same time we will also see more competition among actors in the search for funding for activities that are using “lifelong learning” as an accepted label. In the field of adult learning and education there might be increased opportunities for supporting work which is related more or less directly to skills development and youth. At the same time provision of literacy for those women and men who are most at risk to be neglected by educational practice may even become more difficult. Realisation of the right to education and learning for all is likely to remain more of a long-term expectation than a valid operational aim. These tensions are not new, the mission of making adult learning and education a recognised and indispensable component of lifelong learning systems will continue. UIL will take on its role as mandated by the <i>Belém Framework for Action</i> – and continue to foster its long-established partnership with ICAE and its branches to that end. All this is being undertaken in the conviction that the power of adult learning<i> is</i> in fact the key energy for living and learning for a viable future as stated in Belém. <o:p></o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center;line-height:normal'><b><span lang=EN-GB style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></b></p><div><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><br clear=all><o:p></o:p></span></p><div class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><hr size=1 width="33%" align=left></span></div></div></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>[i]</span></span></a><span lang=EN-GB> See Belém Framework for Action (<a href="http://unesdoc.unesco.org/images/0022/002266/226628e.pdf">http://unesdoc.unesco.org/images/0022/002266/226628e.pdf</a>) p.5, pt. 7<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-GB>[ii]</span></span></a><span lang=EN-GB> See the Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda <a href="http://www.un.org/sg/management/pdf/HLP_P2015_Report.pdf">http://www.un.org/sg/management/pdf/HLP_P2015_Report.pdf</a>, <o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn3><p class=MsoEndnoteText 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-GB>[iii]</span></span></a><span lang=EN-GB> UNESCO 37 C/4, Draft Medium-Term Strategy 2014–2021 <a href="http://unesdoc.unesco.org/images/0022/002200/220031e.pdf">http://unesdoc.unesco.org/images/0022/002200/220031e.pdf</a> <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>[iv]</span></span></a><span lang=EN-GB> Ibid., p. 24<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-GB>[v]</span></span></a><span lang=EN-GB> See <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> p. 4<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-GB>[vi]</span></span></a><span lang=EN-GB> From the statutes of UIL, p. 2, see <a href="http://unesdoc.unesco.org/images/0014/001448/144880e.pdf#xml=http://www.unesco.org/ulis/cgi-bin/ulis.pl?database=extd&set=5325EEFE_0_17&hits_rec=3&hits_lng=eng">http://unesdoc.unesco.org/images/0014/001448/144880e.pdf#xml=http://www.unesco.org/ulis/cgi-bin/ulis.pl?database=extd&set=5325EEFE_0_17&hits_rec=3&hits_lng=eng</a> <o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn7><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn7' href="#_ednref7" name="_edn7" title=""><span class=MsoEndnoteReference><span lang=EN-GB>[vii]</span></span></a><span lang=EN-GB> Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda, op. cit., p.36<o:p></o:p></span></p></div><div style='mso-element:endnote' id=edn8><p class=MsoEndnoteText style='margin-bottom:0cm;margin-bottom:.0001pt;line-height:normal'><a style='mso-endnote-id:edn8' href="#_ednref8" name="_edn8" title=""><span class=MsoEndnoteReference><span lang=EN-GB>[viii]</span></span></a><span lang=EN-GB> Lifelong Learning Policies and Strategies (LLPS), Literacy and Basic Skills (LBS) and Adult Learning and Education (ALE).<o:p></o:p></span></p></div></div></body></html>