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All rights reserved. Keynotes Presentations Roundtable sessions 1. Participation and inclusion in adult education 2. Policies and governance for adult education 3. Financing of adult education 4.

Algorithmic Accountability: Journalistic investigation of computational power structures. Digital Journalism, 3 3 , New York: Peter Lang. Building Theories from Case Study Research. Academy of Management Review, 14, Digital Labor is the New Killer App. Nuevas tendencias y perspectivas. Hemerotecas de prensa digital. Hybrid News Practices. Digi-tal Journalism, 1 3 , Social Media and News.

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Paris: Unesco Publishing. Software Takes Command. New York: Bloomsbury Academic. Skills development strategies and institutional change are necessary to increase the connections between adult education and labour market initiatives.

It is increasingly essential to invest in labour competency, vocational improvement and the professional re-adaptation of workers. Adult education and vocational training need to meet the needs of the most vulnerable individuals and groups — women, youth, low-skilled workers, immigrants, refugees and migrants.

Improved functional literacy results in higher income, especially before age Productivity and income losses due to illiteracy are so high that its eradication is a social and an economic priority. Subtitling TV films in all 22 official languages could greatly improve reading levels in India.

Women are more likely to be illiterate are and even more excluded. Human rights were explained as inalienable and indivisible, regardless of gender. National policy and personnel training have made the Japanese Kominkan a sustainable system with over 17, active centres.

LA COMUNICACION EN LAS ORGANIZACIONES CARLOS FERNANDEZ COLLADO LIBRO PDF

They, and the German Folkhighschools, were a response to social, economical and cultural difficulties post-World War II. Discusssions centred on establishing strong legal frameworks and better financial support, improving the social status of non-formal education facilitators and developing their teaching skills.

This workshop looked at developing strategies to increase public and international investment in adult learning and education by establishing the interrelatedness of the Education for All and CONFINTEA frameworks.

In Afghanistan, stronger support is clearly needed to reach EFA Goals 3 and 4, which are notoriously under-funded by both national and international sources. Presenters called for better financing of youth and adult education, with minimum levels of funding from state and development programme education budgets, as set out in the Bonn Declaration on Financing Adult Education for Development.

Public-private partnerships can promote equity and inclusion of marginalised populations if there are clearly defined responsibilities, transparency, accountability and a sense of ownership by all partners — including learners themselves — will develop trust and sustainability.

Cooperation between the Canary Islands and Guinea Bissau was a further example. Equality or balance comes about not only by the financial resources which partners bring, but by distributing responsibilities, resources and capacities to deliver.

The Fast Track Initiative was given as an example of recognising balanced roles for partners. However, learners and their organisations, and the interests of particular groups women, for example should also be represented in partnership agreements. Civil society organisations are often closer to the demand, and there are roles for research and academic institutions.

Clarity of purpose, together with management rules and regulations to ensure transparency and ethical processes, are the best guarantors of successful partnerships.

By sharing research and policy experience, this can be an efficient way to obtain better educational results, especially if independent voices are included in inter-sectoral work among government institutions, international organisations and non-governmental agencies. A Family Literacy and Learning Communities regional cooperation projects was proposed, involving the participation of government agencies in Mexico, Brazil and Paraguay.

Anticipating and responding to the needs of disadvantaged groups requires knowledge transfer from researchers to practitioners, and financial support to develop appropriate materials and teaching and learning methods.

Alcaraz Ortega Mexico Stella Maris Pallini Argentina Maria de Lourdes Leguizamon de Portillo Paraguay Jean-Pierre Simoneau Canada Dennis Sinyolo Education International Marc de Maeyer independent consultant Examples of practice from prison education in Mexico, Argentina, Paraguay and other Latin American countries were presented, including the transformation of libraries into meeting places and cultural knowledge spaces, and the training of educators and recognition of their status.

Especially for those forced to migrate, there is loss of status and rights, access to education, recognition of experience and skills, and disrupted family and community ties. For settled communities the arrival of significant numbers of migrants poses challenges of adjustment, which can be expressed in xenophobic or other hostile and defensive behaviour, as well as opportunities to benefit from diversity and difference. A key task for UNESCO and its member states is to secure the fundamental right to education for migrants, who lack the protection of citizenship in the host country.

Strategies for cross-cultural understanding are essential for migrants and host communities alike. It confers degrees on learners with the necessary approved credits. Northern European mechanisms to recognise, validate and assess prior learning were reviewed. In national lifelong learning systems, learning outcomes from non-formal education and informal learning should have equivalence to those from formal education.

It was suggested that UNESCO provide international guidelines, definitions and benchmarks adaptable to national contexts and wider reference frameworks such as National Qualifications Frameworks and the European Qualifications Framework.

How can learners take an active role in how their education is managed and delivered? Learners are customers who deserve full respect and partnership. Their stories, used in learning festivals and campaigns, can inspire new learners and motivate more funding for adult education. They can play an important role in quality improvement by negotiating the educational curriculum that is offered: learning has a better chance of being of good quality if it is fit for purpose.

Learners can give constructive feedback on materials and teaching. It aimed to establish a national policy for youth and adult education.

Community centres for literacy and adult education for sustainable social development in Mauritania concentrate on capacity-building activities with motivated local teams. Sustainability concerns were addressed not only by accessing development funds from international and national donors but also by building local capacity in youth and adult education. The whole process, from project design to evaluation, must be developed in close collaboration with the local team, to align and harmonise with national development strategies.

Implementation at the lowest tier of local self-governance is laudable, but devolution of real power, with coordination and accountability between governance structures, is needed.

One issue was how to go beyond monitoring and evaluation to accountability and quality improvement. The question of accountability to and for whom touched on ownership and power: accountability is a collective process involving all stakeholders.

It was concluded that there is need for a paradigm shift that frames adult literacy as a development rather than education challenge. Further, international frameworks must be adapted to respond to national and regional level needs. Finally, information-sharing can greatly improve literacy provision and facilitate evidence-based policy-making. The workshop proposed that to reach all children, pre-primary provision should not be limited to schoolbased services, but realised through a diverse network of support services, including community-based adult and youth education programmes.

Political will is needed to integrate early childhood care and education, family literacy and parenting education into the education mainstream, but political will must be supported by research and evidence. Given this, there was agreement that assessment and evaluation must be both qualitative and quantitative and that this can and must be done in a participatory manner, involving all key stakeholders. The methodology of the Literacy Assessment and Monitoring Project was considered by many workshop participants to be economically and technically out of reach.

The crucial and cross-cutting role of literacy for achieving all EFA goals and the Millennium Development Goals was discussed, demonstrating the intrinsic links between universal primary education and adult literacy. The examples of Brazil and India showed that adult literacy can be an integral part of education policy in which strong partnerships between government and NGOs are critical, especially in reaching grassroots level.

South-South cooperation represents great potential to address the adult literacy challenge 3. These must be based on relevant and reliable data and backed by legislation, comprehensive implementation strategies with good governance structures and funding.

Presenters discussed practices and difficulties in using information and communications technologies ICTs in adult learning, such as distance education. They presented strategies to overcome the digital divide that often prevents people, especially older adults, from using ICTs. It was suggested that access, and the capacity to read, understand and appropriate the different technologies are a human right.

Including adult learners in the digital world is essential to their connection to contemporary societies. This workshop presented national and regional case studies to promote literacy provision for indigenous groups.

Many challenges remain: funding, developing pedagogy to address diversity, adult teacher training, designing youth and adult education as public policy and civil society participation in governance. The discussion revolved around the importance of listening to indigenous communities, of developing an engaging culture, of empowering learners by fulfilling their right to learn and write in their mother language, and respecting and addressing diversity in all dimensions.

Using a language other than the first language as a medium of instruction when it is not well understood hampers effective learning. Using the local language opens up greater possibilities for learners to connect with — and critically reflect on — local problems and situations.

Accounts were given of programmes and schemes in Cambodia and Brazil which train educators to teach in non-dominant languages. There are practical difficulties, however, in introducing such programmes despite their evident educational benefit. The initial cost in training and producing materials can be extremely high, and difficult policy decisions have to be made when many languages are found within a country.

Despite these obstacles, there was strong encouragement for adult education programmes to be built upon the first language and culture of the learners, using locally appropriate materials, moving into other languages as required.

Examples of learning festivals from Switzerland, Serbia and UK were presented, in which people can try out learning in a free and non-competitive way. The policy advantages of these campaigning activities were pointed out, providing showpieces to celebrate and promote adult learners and their learning.

Without resources, however, targeted approaches for disadvantaged 27 populations and innovative programmes will be extremely difficult to develop. In response to concerns about the lack of common learning strategies and benchmarking systems, reference was made to benchmarks of good practice in literacy programmes developed as part of the Global Monitoring Report on literacy after a worldwide survey. However, given that qualifications frameworks may be important in motivating adult learners to become lifelong learners, they should be involved too.

Developing countries should be supported to develop their own national qualifications systems through policy learning rather than policy borrowing. Another theme was inter-agency collaboration to support national education policies and provide data. LAMP is an important step that directly measures competencies and establishes levels of literacy beyond a dichotomous view. It considers different domains narrative, documentary and digital texts. It is important to implement LAMP in different contexts to generate empirical data to advance the measurement of literacy both methodologically and conceptually.

It also sought to identify principles and challenges for data collection and monitoring in adult learning and education. There should be a long-term strategy for international data collection and analysis on adult learning and education, which builds on existing approaches, including household surveys.

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