Revising the 1976 Recommendation on the Development of Adult Education - From DAE to ALE Between Global and Local Adult Learning and Development Ljubljana, June 2015 Werner MAUCH Senior Programme Specialist UNESCO Institute for Lifelong Learning 20 June 2015

1976 Recommendation on the Development of Adult Education  Adopted by the General Conference at its 19th session in Nairobi  Only normative document of UNESCO on adult education  Providing guiding principles and a global approach for promoting and developing adult education in UNESCO Member States

Process of Revision Proposed an update of the RDAE CONFINTEA V, 1997 CONFINTEA VI, nd Expert Meeting May 2014 Adopted a revising and updating plan UNESCO Executive Board, 2011 Decided about the revision 37th General Conference, st Expert Meeting July

Open Online consultation June Submitting the resulting version to Member States September 2014 Comments from 48 Member States Until 10 January 2015 June 2014 January 2015 Process of Revision

ONGOING and NEXT Steps Revised (final) draft sent to Member States 10 April 2015 Submission to UNESCO’s 38 th General Conference October 2015 Adoption of UNESCO’s Recommendation on Adult Learning and Education November 2015 April 2015 End of 2015

Basis of discussion draft Belém Framework for Action Post MDGs GRALE Post-2015 Global Education Agendas 2001 Revised TVET Recommendation

Recommendation on Adult Learning and Education (2015) Structure Preamble I. Definition and Scope II. Objectives III. Areas of Action A. Policy B. Governance C. Financing D. Participation E. Quality F. International Cooperation Structure of the Belem Framewor k for Action Each area of action has a) the go al, b) the nature/principles of the theme and c) the “how”. Areas on which Member States need to focus in order to devel op adult education

2015 Recommendation on Adult Learning and Education  Adopted by the General Conference at its 38 th session, in November 2015  Valid – but not binding - for all Member States  Monitoring of implementation through CONFINTEA instruments (GRALE)

Principles

Principles (ctd.)

Building blocks (ALE) denotes the entire body of learning processes, formal, non- formal and informal, whereby those regarded as adults by the society in which they live, develop and enrich their capabilities for living and working, both in their own interests and those of their communities, organisations and societies. (ALE) involves sustained activities and processes of acquiring, recognizing, exchanging, and adapting capabilities. (term “adult”) denotes all those who engage in adult learning and education, even if they have not reached the legal age of maturity.

Building blocks ALE includes many learning opportunities for equipping adults with literacy and basic skills; for continuing training and professional development, and for active citizenship, through what is variously known as community, popular or liberal education.

Building blocks - to equip people with the necessary capabilities to exercise and realize their rights and take control of their destinies. It promotes personal and professional development, thereby supporting more active engagement by adults with their societies, communities and environments.

Building blocks -develop the capacity of individuals to think critically and to act with autonomy and a sense of responsibility; -reinforce the capacity to deal with and shape the developments taking place in the economy and the world of work; -contribute to the creation of a learning society where every individual has an opportunity to learn and fully participate in sustainable development processes and enhance solidarity of people and communities; -promote peaceful coexistence and human rights; -foster resilience in young and older adults; -enhance awareness for the protection of the environment

Seminar on the Post-2015 Agenda Skills for Life – Skills for Work