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Action research: Using evidence to improve the quality of literacy policy and practice
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RAMAA: Towards effective implementation
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RAMAA (Recherche-action sur la mesure des apprentissages des bénéficiaires des programmes d’alphabétisation) is an action research initiative of UIL to measure the learning outcomes of literacy programme participants. The project is currently in its second phase, with 12 countries participating in the action research. The countries are: Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Mali, Morocco, Niger, Central African Republic, Democratic Republic of the Congo, Senegal, Chad and Togo. Five of the countries, Burkina Faso, Mali, Morocco, Niger and Senegal, participated in the first phase of the project and are currently working to implement common tools to measure the level of skills reached by participants of literacy programmes. In the second phase, the project will ensure that the development of new tools is informed by the lessons of the first phase and that country-specific concerns are addressed to make implementation more effective.
In line with these objectives, an information and consultation ministerial meeting was held on 10 November 2016 in Marrakech, Morocco. This high-level meeting brought together ministers and ministerial representatives of participating countries who developed recommendations to better mobilize resources for carrying out RAMAA II and ensure that the project is sustained at national level.
The ministerial meeting was preceded by a meeting of national coordinators and experts, which took place in Abidjan, Côte d'Ivoire, with all 12 participating countries represented. This first technical workshop of RAMAA II led to the establishment of a rich contextual data bank that will help develop a common competency framework of RAMAA II in line with the objectives of the research.
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Action research guidebook supports training in Africa
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UIL's publication Action Research to Improve Youth and Adult Literacy, illustrating how participatory action research contributes to youth and adult literacy education and learning, is serving as a guidebook to develop training courses for adult educators in Senegal and Uganda. With the support of the Institute, it is expected that the guidebook will be integrated into the curricula of various teacher training institutions in both countries, with the aim of providing high-quality education services to enhance literacy. Read more
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| Community learning centres and education and learning |
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Viet Nam has adopted a national commitment, the Hoa Binh Commitment, to further promote education for sustainable development through community learning centres (CLCs). At the Hoa Binh Conference in October this year, representatives of CLCs in Viet Nam and CLC experts from Cambodia, Japan and Lao People's Democratic Republic, as well as specialists from UIL and UNESCO Bangkok and Hanoi, shared case studies of CLC good practice and reaffirmed CLCs’ importance in providing localized learning activities and thereby engaging communities in lifelong learning. A highlight of the conference was the presentation of the UIL handbook Communities in Action: Lifelong Learning for Sustainable Development and its Vietnamese translation.
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Building capacities through research and policy studies
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| CONFINTEA Fellowship: from words to actions |
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2016 witnessed the important development of UIL's CONFINTEA Fellowship programme, an attempt by the Institute to build the capacities of policy stakeholders in the field of adult learning and education (ALE). Ten fellows participated in the programme, including government officials and representatives of NGOs from countries in Asia, Africa and Latin America. The intense one-month programme was overseen by UIL experts. By identifying the main challenges and needs of their countries in ALE, the fellows came up with policy designs covering a wide range of subjects in the following areas: ALE and integrated literacy; ALE in promoting lifelong learning; and ALE and community learning centres.
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| GRALE III: from global to regional |
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Following the international launch of the third Global Report on Adult Learning and Education (GRALE III), four regional launches have been organized to disseminate its finding to particular regions. By sharing region-specific data on adult learning and education (ALE), UIL aims to develop a more nuanced dialogue and understanding of ALE in these regions, leading to more investment and changes to policy and practice for youth and adult learners. Lessons, experiences and practices of ALE are also shared and discussed at a regional level, respectively:
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| GRALE III monitoring survey data now available |
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UIL is pleased to share the GRALE III monitoring survey data in SPSS and Excel formats, to serve research purposes.
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Advancing lifelong learning at all levels
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First Members’ Meeting of the UNESCO GNLC
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The UNESCO Global Network of Learning Cities (GNLC) held its first-ever Members’ Meeting amid the enthusiastic and motivated representatives of world cities gathered in Hangzhou, China. The meeting was held on 15 and 16 November, with more than 150 city representatives from all over the world coming together to share and learn from each other’s good practice and experience of providing better lifelong learning opportunities for their citizens. The main points discussed included the need for a more even distribution of learning resources between urban and rural areas; the use of information and communication technologies (ICTs) to increase access to learning opportunities; and the need to develop monitoring parameters for learning cities. Participants developed and endorsed the Hangzhou Statement of the UNESCO Global Network of Learning Cities, demonstrating their commitment to the fundamentals of the network. Read more
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