The UNESCO Institute for Lifelong Learning (UIL) and the African Union (AU) will launch the report Trends in Adult Learning and Education in Africa – Findings from the Fourth Global Report on Adult Learning and Education (GRALE 4) via two webinars. All interested stakeholders are invited to the webinars, one directed at English-speaking participants (15/4), the other one at French-speaking participants (16/4).Promoting quality education in Africa remains a major priority for UNESCO, with the UNESCO Institute for Lifelong Learning paying attention to the often-neglected area of youth and adult education. In response, to strengthen understandings of ‘where we stand’ as a global community, and to address the increased needs of youth and adult education, UIL has compiled the report Trends in Adult Learning and Education in Africa on the basis of GRALE 4, providing a regional snapshot of adult learning and education based on data and information provided by 40 countries of the continent. It reports how far the recommendations of the Belém Framework for Action and the Recommendation on Adult Learning and Education have been implemented on the African continent. Data on the continent included in GRALE 4 make clear that without a sea-change in political will and resourcing, the potential contribution of adult learning and education to giving us the key tools – economic, social, technological, even ethical – to take on and achieve the Sustainable Development Goals will remain unrealized. The African GRALE 4 report provides valuable insight for governments, education experts and policy-makers in African Member States to monitor and accelerate progress towards not only SDG 4, but also the whole sustainable development agenda, with equity and especially inclusion – to leave no one behind – as measures of overall success. Date and time - 15 April 2020, 14:00-15:20h CET (English)Join via Skype https://meet.lync.com/unesco-org/s.shalaby/MC8KJWYW - 16 April 2020, 14:00-15:20h CET (French)Join via Skype https://meet.lync.com/unesco-org/s.shalaby/MC8KJWYW No prior registration is necessary.

This Central Asia Symposium on ICT in Education (CASIE) workshop will focus on UNESCO ICT Competency Standards for Teachers, education content and Open education resources (OER) and flexible learning..

September 8th was proclaimed as International Literacy Day (ILD) at the 14th session of UNESCO’s General Conference on 26 October 1966. Since 1967, International Literacy Day (ILD) celebrations have taken place annually around the world to remind the public of the importance of literacy as a matter of dignity and human rights, and to advance the literacy agenda towards a more literate and sustainable society. More information on 2020 Literacy Day coming soon.

Since 1967, UNESCO has awarded International Literacy Prizes to outstanding and innovative programmes that promote literacy. Throughout the years, the prestigious Prizes have rewarded over 495 initiatives undertaken by governments and NGOs across the world. The Prizes are awarded annually at an official ceremony on International Literacy Day (8 September).Currently there are two UNESCO International Literacy Prizes: The UNESCO King Sejong Literacy Prize (2 awards)Established in 1989, with the support of the Government of the Republic of Korea. It gives special consideration to the development and use of mother-tongue literacy education and training. The UNESCO Confucius Prize for Literacy (3 awards)Established in 2005, with the support of the Government of the People’s Republic of China. It gives special consideration to literacy amongst adults in rural areas and out-of-school youth, particularly girls and women. Each of the five prizewinners receives a medal, a diploma and US$20.000.

Although efforts have been made to promote quality education for all, there has not been the transformation in educational systems nor policies needed to translate the promise of SDG4 into a reality. The Seminar will provide a platform for dialogue and exchanges around policies and practices that are effective in promoting inclusion in education for learners with disabilties and learning difficulties.