Serbia - National Mid-term report CONFINTEA VI (2012)

1989

A survey of Unesco National Commissions in 29 countries was condactLi to identify and compare the administrative procedures implemented in the field of adult education, as well as the legislatjve measures adopted by governments to promote adults' right to education. The survey was conducted by means of a questionnaire sent to Unesco National Cornissions, a review of legal documents, and analyses of comparative s.udies and monographs on individual countries. Results were reported in terms of the universalization of adult education, the social extension of the right to education, the right to education in all fields, the administration of tho adult education system, and adult education teachers and research. The study concluded that there is a tendency for a growing number of countries to enact laws concerning adult education. Although at one time and in some countries these provisions reflected state welfare policies, today adult education is required by law to accompany and even precede major economic and social changes. The achievement of such objectives is seen to depend on two basic hypotheses that are becoming reality: (1) the recognition of the right of all individuals, especially workers, to devote part of each day to study; and (2) the creation of an adult education system that guarantees the right of education to all, at any age, from the lowest to the highest levels. (110 references) (KC)

2019

1973

Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA).

2014

There is no shortage of internal UNESCO reports on the individual International Conferences on Adult Education (see esp. Hüfner and Reuther 1996). The number increases with each conference, reaching a peak with the Hamburg conference of 1997. However, there is a shortage of general overviews that identify common themes (see Knoll 1996, 56 ff; 115, which contains a bibliography; for a brief summary see Schemmann 2007, 208f; and in a different context Reuter 1993). 2 The claim on the part of the World Association for Adult Education to represent a reservoir of tradition surfaces repeatedly at the First UNESCO International Conference on Adult Education in Helsingör. For a short history see Knoll 1996, 22 ff.

Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA).