Annual Report 2016

United Nations
Educational, Scientific and
Cultural Organization
Published in 2017 by Cover photo:
UNESCO Institute for Lifelong Learning Lucas Takerkart
Feldbrunnenstrasse 58
20148 Hamburg Inside photos:
© Sandra Hoyn
© UNESCO Institute for Lifelong Learning © MSC Waldo Jose Torres – UNESCO
© The Citizens Foundation
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© Oliver Kornblihtt – Ministério da Cultura Brasil
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© Ethos the spirit of community
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© Albert Gonzalez Farran – UNAMID
© Argentinean Administración Nacional de la Seguridad Social
© C. Bonham – Bioversity International
© Jérôme Choain
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© WorldBank
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profit international institute of UNESCO. The Institute © Pexels Unsplash
undertakes research, capacity-building, networking and © Zahur Ramji (AKDN) – USAID
publication on lifelong learning with a focus on adult © Jim Holmes – AusAID
and continuing education, literacy and non-formal basic © Malca Hyman
education. Its publications are a valuable resource for
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UIL/2017/PI/H/9
 CONTENTS

Director's foreword 2

Foreword from the Chair

of the UIL Governing Board 6

‘You ain’t seen a ting yet’:

One woman’s story 8

Advancing lifelong learning

policies and strategies in
Member States 10

Bolstering adult learning

and education 16

Literacy and basic skills as a

continuous learning process 20

Looking to the future:

Enabling expertise in
lifelong learning 25

Facilitating global access to

information and documentation 26

UIL Governing Board 30

Composition of UIL 32

Financial report 36
 DIRECTOR’S FOREWORD

learning and education (ALE) on health and well-being;

employment and the labour market; and social, civic and
community life. This flagship publication was developed
in cooperation with the World Health Organization, the
International Labour Organization, the UNESCO Institute
for Statistics (UIS) and the Organisation for Economic Co-
operation and Development (OECD). It has been widely
shared within the international community, with launches
in many countries and publication in numerous languages.
The findings offer critical guidance to governments and
civil society organizations worldwide, representing a
bridge between commitments adopted by states at the
Sixth Conference on Adult Education (CONFINTEA VI)
in Belém in 2009 and the 2030 Agenda for Sustainable
Arne Carlsen | Director Development.
UNESCO Institute for Lifelong Learning,
Hamburg, Germany Another key contributor to this agenda was the
Recommendation on Adult Learning and Education (RALE)
2015, published by UNESCO in 2016, which replaced
the 1976 Recommendation on the Development of Adult
Education. UIL played a key role in developing the new
Since its foundation in 1952, the UNESCO Institute for RALE, which is already proving an important international
Lifelong Learning (UIL) has promoted lifelong learning tool for ALE. Together with GRALE III, RALE has a critical
with a focus on adult and continuing education, literacy and normative function in guiding the development of adult
non-formal basic education. Its activities place special learning and education in UNESCO Member States. Its
emphasis on the needs of vulnerable and disadvantaged implementation will be monitored in the years to come
groups in those countries most affected by poverty and and will be part of the agenda of the CONFINTEA VI
conflict. Building on the gains of the past, UIL has, since Mid-Term Review in October 2017.
2011 when I began my term as director, striven to enhance
its role as a global centre of excellence in lifelong learning, UIL is working with local governments in cities, towns
adopting an outcomes-focused approach in its work and villages to promote lifelong learning for inclusive and
in order to maximize its impact in supporting UNESCO sustainable development, chiefly through the UNESCO
Member States. Global Network of Learning Cities, the secretariat of
which is based at UIL. This network links the achievement
In 2016, UIL’s work focused on the achievement of of SDG 4 with that of SDG 11, which aims to make cities
Sustainable Development Goal 4 (SDG 4) and its related and other human settlements ‘inclusive, safe, resilient
targets, as set out in the 2030 Agenda for Sustainable and sustainable’. It has become a major driver in building
Development and the Education 2030 Framework for Action. learning societies through the creation of local multi-
SDG 4 enjoins Member States to ‘ensure inclusive and stakeholder partnerships. In 2016, the number of cities in
equitable quality education and promote lifelong learning the network grew to 160, from 18 in 2015, demonstrating
opportunities for all’. UIL is committed to strengthening major interest from cities around the globe in joining the
the relationship between SDG 4 and the other 16 SDGs network and creating learning communities. In December
in order to develop inter-sectoral and multi-sectoral 2016, UIL’s Governing Board selected 16 cities to receive
approaches, leading to higher-quality development on the UNESCO Learning City Award at the third International
a wider scale, with better results and greater impact. Conference on Learning Cities in Cork, Ireland, in September
Achieving this means ensuring that lifelong learning plays 2017.
a full role in all 17 SDGs and is fully integrated into all
sectors of society. The year was remarkable also for the establishment of
the Global Alliance for Literacy within the Framework of
UIL’s efforts to advance this agenda in 2016 included the Lifelong Learning (GAL). This 15-year initiative, launched
production of the third Global Report on Adult Learning and on International Literacy Day 2016 by the Director-
2 Education (GRALE III), which focused on the impact of adult General of UNESCO, is a multi-stakeholder partnership of
governments, inter-regional governmental organizations, and 94,000 articles downloaded annually. It is also the
international organizations, donors, civil society, academia longest-running journal of comparative education in the
and the private sector, with a core group playing a world and UNESCO’s foremost journal of education. Since
catalysing role in supporting countries to meet SDG 2013, the journal’s Editorial Board has supported a greater
4.6: ‘By 2030, ensure that all youth and a substantial focus on lifelong learning.
proportion of adults, both men and women, achieve
literacy and numeracy.’ With a secretariat based at UIL, The UIL Library continued to support research at UIL
and a focus on inter-sectoral approaches to the 2030 and responded to information requests from education
Agenda for Sustainable Development, GAL will catalyse stakeholders across the world, helping to build capacity
efforts to accelerate progress in reducing the number of and share knowledge leading to educational change. It
people worldwide who lack literacy and basic skills. The hosted research scholars, fellows and visiting researchers,
United Nations General Assembly adopted a resolution in responding to their information needs on a daily basis. It
October 2016, moved by 101 countries, supporting GAL’s also expanded its important collections on lifelong learning
coordinating role as a follow-up to the United Nations policies and strategies and adult literacy teaching. The UIL
Literacy Decade 2003–2012. Library remains the biggest in the field of its mandate. It
is also among the most open and accessible. Through its
The Action Research: Measuring Literacy Programme ALADIN Online Alert, it continues to share on a bi-monthly
Participants’ Learning Outcomes project, commonly basis new online and full-text information and documents
known by its French acronym RAMAA (Recherche-action in the areas of adult learning, adult literacy, lifelong learning,
sur la mesure des apprentissages des bénéficiaires and technical and vocational education and training.
des programmes d’alphabétisation), expanded from
5 French-speaking African countries to 12 in 2016. The Dissemination is an increasingly important part of our
project’s work included the creation of a sub-regional work. During 2016, UIL increased its presence on social
doctoral school in the measurement of literacy learning media, using Twitter, Facebook and LinkedIn to promote
outcomes, as well as the further development and testing publications and external events and to get our message
of methods of assessment. This activity was complemented across more clearly and effectively. Traffic to UIL’s website
by the first phase of work to create a universal literacy reached an all-time high with over 300,000 hits and the
assessment framework in cooperation with UIS and OECD. Institute’s newsletter system was digitalized, enabling its
three newsletters – NEXUS, the CONFINTEA Bulletin, and
UIL continues to share its expertise and resources the Learning Cities newsletter – to reach more people than
through its programmes of scholarships, fellowships ever before. This important work continues as we further
and internships. These expanded in 2016 to include improve our methods of communications with the outside
10 scholars, 10 fellows and 40 interns. The Institute also world, including national and local governments, civil
launched a new scheme wherein seven distinguished society, practitioners, researchers, donors, supporters and
colleagues, each with a track record of remarkable others with a stake in our work.
contributions to lifelong learning, were awarded the
distinction of UIL Honorary Fellow. The UIL Honorary I conclude by expressing my warm appreciation of the good
Fellows will, in the coming years, form a separate chapter work carried out by UIL’s highly committed, talented staff.
of UIL’s new Alumni Network, which includes former Their engagement, effort and specialized competencies
scholars, fellows, visiting researchers, and interns. are indispensable to the institute’s success in promoting
lifelong learning around the globe. I am also grateful to
Publications are a key means by which UIL seeks to promote the UIL Governing Board, which has been very supportive
lifelong learning and support education researchers, in overseeing UIL’s work, and has, with commitment and
policy-makers and practitioners around the world. In 2016, insight, adopted UIL’s work plan and budget. I am grateful
the number of downloads of UIL publications reached for the increasing cooperation with UNESCO regional
191,000, and UIL produced a number of landmark texts, bureaux, UNESCO field and cluster offices, and UNESCO
including GRALE III and, with UNESCO Headquarters, RALE, Headquarters (UNESCO HQ), and for the support of the
as well as its series of short, accessible Policy Briefs and its UNESCO Director-General and Assistant Director-General
flagship journal, the International Review of Education – for Education. I would like to thank UIL’s donors for their
Journal of Lifelong Learning (IRE). IRE remains one of the increasing financial support and for their trust. Without
most important peer-reviewed international journals of their support, UIL would not have been able to fulfil its
lifelong learning, with 9,500 institutional subscriptions mandate as effectively as it has. 3
4
5
 FOREWORD FROM THE CHAIR OF THE GOVERNING BOARD

action research in the field of literacy measurement, RAMAA

uses a participatory approach to develop national capacities
to evaluate and monitor the quality of literacy programmes.
This programme entered its second phase and grew from
five to 12 participating African countries in 2016. In these
and other activities, UIL relies on the contributions of
its partners and donors. Its main donor countries are
Switzerland, Sweden, Germany and Norway. I would like
to express my extreme gratitude to them for their vital
support and generosity, which are essential to the growth
and development of UIL. Cooperation with partners is
also critical to UIL’s success and the Institute continues to
cultivate strong partnerships with regional and national,
governmental and civil society organizations with similar
Walter Hirche | Chair, Governing Board ideals and a commitment to lifelong learning and adult
education.

The last year has seen a number of valued Board

members leave UIL, including Benita C. Somerfield,
who served as Vice-Chair of the Governing Board, and
Gugulethu T. Ndebele. Both were phenomenal members
Looking back on 2016, the UIL Governing Board has greatly who contributed valuable insight, dedication and support
appreciated the high standard and quality of work carried in very challenging times. My time at UIL has also come
out by the Institute and its continuous commitment to to an end. I have been a member of the Governing Board
promoting the right of people of all ages to learn, while for nine years and what a rich experience I have had.
advancing recognition that learning and education go It was an honour to be Chair and to contribute to the
beyond traditional formal settings. The Institute has Institute’s life-changing work. That said, I would like to
attached particular importance to global literacy and has welcome the new Chair, Malak Zaalouk, professor and
taken steps to support the implementation of the 2030 director at the Middle East Institute for Higher Education
Sustainable Development Goals within the framework of at the American University in Cairo and member of the
lifelong learning. Governing Board for four years. I am certain that, with her
professionalism and expertise, Ms Zaalouk will maintain
As I retire as Chair of the UIL Board, I would like to highlight the efficiency and effectiveness of UIL’s high-quality
some of the major progress I witnessed at UIL in 2016. programmes.
A great achievement was the expansion of the UNESCO
Global Network of Learning Cities. By focusing on working As I bid farewell, I would like to say how proud I am to
with cities to promote education and learning for social, have been part of the many projects UIL has accomplished
cultural, environmental and economic development, UIL during my time as a leading member of the Institute.
has increased its activities in Member States, working I would like, too, to express my gratitude to the Director,
both top-down and bottom-up. Since the network was Arne Carlsen, and his staff for the excellent work they have
opened up to membership in September 2015, it has grown done to date. My special thanks also go to the partners who
to more than 150 member cities from all over the world. have supported UIL and who have allowed these activities,
I look forward to further promising developments in the projects and programmes to come to life. The Institute has
network in 2017. The international community will write a significant role to play in supporting Member States to
the next chapter at the third International Conference on advance lifelong learning in the spirit of the 2030 Agenda
Learning Cities in September, when UNESCO will confer for Sustainable Development. Investment in lifelong
the 2017 Learning City Awards on 16 successful cities. learning, particularly adult education, is a cornerstone of
the promotion of social justice, sustainable development
I have also seen great developments towards achieving and economic growth. I warmly encourage UIL to continue
literacy in Africa through RAMAA, which is the action building productive partnerships and to maintain its
research project aiming to measure literacy programme valuable input to UNESCO and its Member States as the
6 participants’ learning outcomes. As the first generation of main global reference point for lifelong learning.
7
 ‘YOU AIN’T SEEN A TING YET’
ONE WOMAN’S STORY

The UNESCO Institute for Lifelong Learning

supports countries around the world in
developing inclusive education and lifelong
learning systems which enable people of all
ages to access quality learning opportunities
both within and outside formal systems.
The work is life-changing, the outcomes Nicole Reid

frequently remarkable and far-reaching. Yet,

very often the difference we make to the lives NICOLE REID earns a living selling fruit and vegetables
of individuals through our work with Member at Coronation Market in Kingston, Jamaica. By night, she is
States and partners such as the Jamaican a student at the Jamaican Foundation for Lifelong Learning
(JFLL). At the age of 12, bureaucracy and financial issues in
Foundation for Lifelong Learning is not easily
her family forced Nicole to drop out of school. Now she is
visible. The following story is just one example a 34-year-old mother of four. She had to fend for herself
of the transformational impact lifelong and her family without a proper education, working at
learning can have, not only on individuals but various odd jobs before starting out at the market. ‘Nobody
ever had my back,’ she says. ‘I had to fend for myself from
on their families and communities. an early age.’ The market gave her a sense of security as
she worked her way up, gaining respect for her hard work.
Nicole began buying and selling for others on commission
until she learned the trade.

STARTING AT ZERO
Although Nicole enjoyed her work at the market, her
limited education meant that she struggled with basic
record-keeping. She sought the advice of a friend, who
recommended she take a course at the JFLL centre on
East Street, a short distance from the market. She started
at the most basic level – she was ‘at zero,’ she says – and
gradually began to develop her understanding.

BEATING THE STIGMA

Nicole nevertheless felt shame and embarrassment about
her return to learning. ‘Even those close to me thought
I was wasting my time going to school, and, yes, I was
ashamed,’ she says. ‘When you’re a mother and your
children know that you cannot read and write, when you
cannot help them with their homework, and keep asking
8 them to help you instead, yes, you get ashamed.’
But the more Nicole attended class and met others who ‘One evening, my son came back home with his homework.
were going through the same experiences, the more secure I called out to him, “Jaheem, bring me that paper,” and
she felt in her decision to better herself. It gave her the I started reading it! The shock and joy on his face was
strength to continue her uphill journey. Within a year she unforgettable: “Mommy, I can’t believe it, you can read!”’
had gone from ‘zero’ to ‘not 100 per cent, but it ain’t too Now Nicole can help her children with their homework
bad.’ Her confidence has grown and she now encourages and actively support them in their own learning. She
other market vendors to attend evening school and helps works with Jaheem as ‘a team’ to complete his homework.
those around her with basic calculations.
THE JOURNEY CONTINUES
LEARNING AS A FAMILY Nicole has emerged from her experience more determined
Before she learned to read, Nicole was unable to help than ever to continue learning and mentor others: ‘Me,
her 12-year-old son, Jaheem, with his homework. I come from way behind, but I ain’t gonna stop. It’s never
Instead, she turned to her husband and older children too late for you to learn. And you ain’t seen a ting yet.
for assistance. She realized that her lack of reading and I’mma make it, I’ve gotta do it!’
writing skills was placing strain on her family. Her children
were uninterested in homework and would respond to
questions apathetically, not caring whether the answers
were right or wrong, realizing that their mother did not
know either way. This encouraged Nicole to work harder
to prove them wrong.

9
 ADVANCING LIFELONG LEARNING POLICIES
AND STRATEGIES IN MEMBER STATES

10
In our world, knowledge is power, and education
empowers. It is an indispensable part of the development
equation. It has intrinsic value – extending far beyond
the economic – to empower people to determine
their own destiny. That is why the opportunity to be
educated is central to advancing human development.

Helen Clark, former Administrator of UNDP

11
 ADVANCING LIFELONG LEARNING POLICIES
AND STRATEGIES IN MEMBER STATES

UIL’s Lifelong Learning Policies and Strategies (LLPS) at the biennial South-East Asian Ministers of Education
programme focused in 2016 on promoting lifelong Council Conference (SEAMEC) in Indonesia during 2017 to
learning in the context of the 2030 Agenda for Sustainable be integrated into SEAMEC’s official documents.
Development. The aim of the work was to provide
operational support to Member States in establishing, Informing policy–makers on approaches to
implementing and monitoring lifelong learning policies recognizing non – formal and informal learning
and strategies. The programme has created networks and outcomes
synergies with countries in various world regions to ensure
that national capacities for the implementation of lifelong UIL reviewed and updated 50 case studies from
learning policies are strong. 28 countries for its Global Observatory of Recognition,
Validation and Accreditation of Non-formal and Informal
SUPPORTING MEMBER STATES TO MOVE Learning in order to establish an online platform. The
TOWARDS LIFELONG LEARNING POLICIES AND platform provides policy-makers and experts with insight
STRATEGIES into different approaches to recognizing knowledge,
skills and competences acquired through non-formal
UIL has undertaken several initiatives in developing and informal learning. It also analyses the recognition,
capacity-building and research that supports Member validation and accreditation of non-formal and informal
States in moving towards lifelong learning policies and learning in relation to themes such as policy and
systems. The following are some of the highlights of the legislation, social inclusion, national qualifications
past year. frameworks, skills development and quality assurance.
Upcoming case studies in 2017 will cover themes such
Building lifelong learning systems in South– as certificating skills in informal economies, recognizing
East Asia green skills, and building better recognition mechanisms
for non-formal learning and competences. Policy-makers,
UIL established a joint research project with the Southeast national experts, practitioners and researchers are able
Asian Ministers of Education Organization Regional Centre to share their own country’s models and practices on the
for Lifelong Learning (SEAMEO CELLL), working with platform.
11 SEAMEO member countries1 to develop lifelong learning
policies. The project aims to map and analyse policy and LIFELONG LEARNING IN THE 2030 AGENDA
good practice in lifelong learning to develop contextually FOR SUSTAINABLE DEVELOPMENT
relevant policy recommendations. All participating
countries have appointed a focal point at ministry level and With an overall aim of highlighting the role of lifelong
engaged experts to develop national studies. An expert learning in the context of Sustainable Development
meeting – ‘Towards an ASEAN Lifelong Learning Agenda’ – Goal 4, and in relation to all 17 SDGs, UIL hosted its third
took place in Ho Chi Minh City in Viet Nam in 2016, and think-tank meeting on lifelong learning at its premises
further consolidated the work. The outcome document in Hamburg. The meeting brought together 30 lifelong
from this meeting will be used in national policy forums in learning experts from governments, non-governmental
2017 to inform activities and policies to promote lifelong organizations, universities and international organizations
learning in the region. The document will be presented such as the World Health Organization and the International

12
Labour Organization, as well as UNESCO HQ, to develop resources to reach both urban and rural populations;
implementation and evaluation measures for lifelong (b) ensuring vulnerable groups are not left out; (c) employing
learning to support the realization of the 2030 Agenda information and communication technologies (ICTs) to
for Sustainable Development. The meeting produced a improve access to lifelong learning; and (d) using
set of recommendations for policy-makers, which will monitoring and evaluation to provide better governance.
be published by UIL in a forthcoming Policy Brief, and These issues were highlighted in the Hangzhou Statement
provided the concept for a new UIL initiative on indicators based on the meeting.
for participation in non-formal adult learning. This
initiative will be the basis for the fourth Global Report on After a bidding process, the city of Cork, Ireland, was
Adult Learning and Education, to be launched in 2019, and selected to host the third International Conference on
will pave the way to CONFINTEA VII in 2021. Learning Cities in September 2017 (the first conference
was held in Beijing and the second in Mexico City).
BUILDING LEARNING SOCIETIES FROM THE
ROOTS UP As the network continues to grow, so too does the
networking and advocacy of UIL to reach more people of
Education and lifelong learning cut across all levels of all ages, in and out of school, with education and learning
society. It is imperative that these levels are recognized opportunities.
to ensure that opportunities are available to all. Cities
are in an ideal position to reach out to these different A series of video tutorials on building learning cities is
communities. UIL therefore works with local governments under development. Part of this material will be used in
to build inclusive and sustainable cities through the a Massive Open Online Course (MOOC) to be developed in
promotion of learning cities and learning in communities. 2017.

Our world interconnected: The UNESCO Global PROMOTING EDUCATION FOR SUSTAINABLE
Network of Learning Cities DEVELOPMENT: THE ROLE OF CITIES

Cities and local governments around the world want to Ensuring sustainable economic, social and environmental
provide education and learning opportunities for their development requires collaboration between individuals,
citizens. They work to improve the quality of life of their organizations and communities, which is why UIL joined
people and to ensure sustainable future development forces with the UNESCO Global Action Programme (GAP) on
for their communities. To support the building of holistic, Education for Sustainable Development and the Free and
inclusive and sustainable lifelong learning strategies at Hanseatic City of Hamburg to host the Europe and North
local level, UIL initiated the UNESCO Global Network America Regional Meeting on Education for Sustainable
of Learning Cities in 2012. The aim of the network Development (ESD) and Cities in December 2016. The
is to enable members to share best practices in and meeting examined how education and learning beyond
approaches to the provision of education and lifelong the formal system can be used to support implementation
learning opportunities. The network was opened up to of the five Ps – planet, people, peace, prosperity and
membership in 2015, and has since grown to include partnership – to achieve the Sustainable Development
186 cities (as of mid-June 2017) from all world regions. Goals. Experts provided insights on integrating ESD in local
The global connectedness and singularity of purpose development agendas and shaped a policy and action pact
among the members was evident at the first members’ to be signed by mayors.
meeting of the network in Hangzhou, China, in November
2016. This international event was attended by 150 city 1 Brunei Darussalam, Cambodia, Indonesia, Lao People’s Democratic
representatives, including 22 city mayors and deputy Republic, Malaysia, Myanmar, Philippines, Singapore, Thailand,
mayors, who addressed ways of (a) decentralizing Timor-Leste and Viet Nam 13
 MEMBERS OF THE UNESCO

Europe and North America 39

Armenia 4 Sisian Gyumri Israel 1 Modiin-Maccabim-Reut
Sevan Dilijan
Italy 1 Turin
Bulgaria 1 Plovdiv
Latvia 1 Valmiera
Denmark 1 Sønderborg
Lithuania 1 Kaunas
Finland 1 Espoo
Portugal 8 Anadia Lagoa
France 1 Clermont-Ferrand Câmara de Lobos Mação
Cascais Praia da Vitória
Germany 1 Gelsenkirchen Gondomar Pampilhosa da Serra

Greece 10 Athens Lesbos Russian 1 Ufa

Eleusis (Elefsina) Samos Federation *
Heraklion Serres Spain 1 Viladecans
Kordelio-Evosmos Trikala
Larissa Volos Ukraine 1 Melitopol

Hungary 1 Pécs United Kingdom 2 Bristol Swansea

of Great Britain
Ireland 2 Cork Limerick and Northern Ireland

* Russian Federation is associated with two UNESCO Regions: Asia and the Pacific and Europe and North America

Arab States 15
Algeria* 9 Aïn Madhi Algiers
Kais Mazouna
Hammamet Robbah
Latin America and the Caribbean 11 Tamanrasset Timimoun
Argentina 1 Villa María Tlemcen

Brazil 4 Contagem São Paulo Egypt 1 Giza

Jaboatão dos Guararapes Sorocaba
Jordan 4 Amman Irbid
Costa Rica 1 San José Zarqa Salt

Honduras 2 Cantaranas Marcovia Tunisia* 1 Tunis

Mexico 1 Mexico City *Algeria and Tunisia are associated with two
UNESCO Regions: Africa and Arab States
Paraguay 1 Ybycuí

Sint Maarten 1 Philipsburg

177 members from 41 countries

Members of the UNESCO Global Network of Learning Cities as of 15 December 2016
GLOBAL NETWORK OF LEARNING CITIES

Asia and the Pacific 49

Australia 1 Melton

China 7 Beijing Chengdu

(People‘s Hangzhou Wuhan
Republic of ) Changzhou, Jiangsu Taiyuan
Shenzhen

Indonesia 1 Surabaya

Iran (Islamic 2 Behbahan Kashan

Republic of )

Japan 1 Okayama

Philippines 1 Balanga

Republic 35 Bucheon Daedeok-gu

of Korea Dangjin Dongducheon
Eunpyeong-gu Gangnam-gu
Goyang Gumi
Gunpo Gunsan
Gwanak-gu Gwangmyeong
Hwacheon-gun Icheon
Iksan Jeonju
Jinan-gun Naju
Namyangju Osan
Saha-gu Sangju
Seodaemun-gu Seongdong-gu
Siheung Suncheon
Suseong-gu Suwon
Tongyeong Uijeongbu
Ulsan Nam-gu Yeoncheon-gun
Africa 63 Yeonggwang-gun Yeonje-gu
Cameroon 56 Bafoussam 1er Garoua 2eme Ar Yuseong-gu
Bafoussam 2e Guider
Bafoussam 3e Koutaba Turkey 1 Eskişehir
Bandjoun Logbadjeck
Bayangam Manjo
Afanloum Martap
Awaé Massangam
Bafia Mayo-Baléo
Belel Mayo-Darlé
Dir Mbanga
Djohong Mombo
Edzendouan Mouanko
Esse Ngog-Mapubi
Evodoula Njimom
Mbe Njombe-Penja
Ngaoundal Ombessa
Ngaoui Penka-Michel
Ngaoundéré I Pouma
Nyambaka Santchou
Tibati Sangmélima
Tignère Touboro
Dizangue Batié
Ebolowa Ngaoundéré 3eme
Ebone Douala 6eme-Manoka
Edea Kon-Yambetta
Figuil Nkongsamba
Fongo-Togo Monatélé
Olamze Mvengue

Ethiopia 1 Bahir Dar

Guinea 1 N’Zérékoré

Nigeria 4 Abuja Kano

Ibadan Owerri

Kenya 1 Nairobi
15
 BOLSTERING ADULT LEARNING AND EDUCATION

16
Adult learning counts more than ever in the era of
globalization. Economic integration, technology,
migration and the complexity of global challenges
place a high premium on knowledge and skills.

Irina Bokova, Director-General of UNESCO

17
 BOLSTERING ADULT LEARNING AND EDUCATION

At the heart of UNESCO’s work is its advocacy for Member MONITORING THE STATE OF ALE IN MEMBER
States to create more and better learning opportunities STATES
for children, youth and adults so that sustainable
development and peace can thrive. UIL uses the Belém The third Global Report on Adult Learning and
Framework for Action (BFA), the outcome document of the Education (GRALE III): Using facts and figures
2009 Sixth International Conference on Adult Education to advocate for ALE across sectors
(CONFINTEA VI), the 2030 Agenda for Sustainable
Development, the Education 2030 Framework for Action, GRALE III, UIL’s flagship publication that evaluates countries’
and the Recommendation on Adult Learning and Education progress in implementing the Belém Framework for
(RALE) 2015 to guide its conceptual support and capacity Action, was published in 2016. The report drew on
development for ALE in Member States. Member States monitoring surveys completed by 139 UNESCO Member
developed the action points contained in the BFA. States to examine progress against the CONFINTEA VI
recommendations and to analyse the intersectoral impact
SETTING THE STAGE FOR VIABLE POLICIES IN of ALE on health and well-being; employment and the
ADULT LEARNING AND EDUCATION labour market; and social, civic and community life. The
themes covered in the report reflect the 2030 Agenda for
The Recommendation on Adult Learning and Sustainable Development. They provide policy-makers,
Education 2015 in action researchers and practitioners with compelling evidence
on the benefits of ALE across the three areas. The global
The adoption of RALE2 gave renewed momentum to the launch of GRALE III took place in Paris on International
implementation of ALE across the globe. It locates ALE Literacy Day 2016, with many countries in attendance. An
within current global developments, bolstering its role in executive summary was published for wide distribution
the sustainable development agenda and emphasizing in the six UN languages, with translations also made
its centrality within lifelong learning. In 2016, UIL focused available in Hindi and Korean, thanks to UNESCO Delhi
on dissemination of the report in all six United Nations Office and the Korean National Institute for Lifelong
languages and on its implementation, with a focus on Learning (NILE), respectively. Subsequently, UIL has
regional networks. UIL’s work continues to focus on the worked with UNESCO offices in different countries and
implementation of ALE-related policies so as to improve with national and regional partners to launch GRALE III
the learning of young people and adults worldwide. in different regions with the aim of sharing the survey

18
results and having an impact. The results will be used from young Latin Americans aged between 19 and 29
both to support implementation in the various countries years. As learners, educators and community leaders, these
and regions and to refine the instruments for GRALE IV, young people actively work to improve their own lives and
which is planned for 2019. UIL held regional launches of the lives of others in their communities. Education enables
GRALE III in Ouagadougou, Burkina Faso, for sub-Saharan them to engage with a diverse range of issues, such as social
Africa; in Bangkok, Thailand, for Asia and the Pacific; in inclusion, human rights and sustainable development.
Brussels, Belgium, for Europe; and in Amman, Jordan, UIL hopes that it will be a source of inspiration for young
for the Arab States. More launches will be held in 2017, people in the wider Latin American and Caribbean region,
leading up to the CONFINTEA VI Mid-Term Review as well as in other world regions.
in October 2017.
Exploring the wider benefits of community
CONFINTEA VI follow – up in the Caribbean learning

Caribbean states have prioritized the need for contextualized UIL continued its collaboration with key partners, mostly
frameworks and policies on youth and adult learning and in Asia, to unlock the full potential of community learning
education in response to specific needs in this area. A centres (CLCs) to deliver flexible access to education and
sub-regional meeting of ministers from Caribbean states3 quality learning for all. At regional level, UIL worked with
was held to assess implementation of the action areas the National Institute for Lifelong Education in the Republic
agreed in 2009 at CONFINTEA VI. The meeting, which of Korea to explore the individual and societal benefits
took place in Montego Bay, Jamaica, concluded with of CLCs in six Asian countries (Bangladesh, Indonesia,
countries committing to develop contextualized policies Mongolia, Republic of Korea, Thailand and Viet Nam).
and strategies to address the specific challenges facing the At national level, UIL worked with the Asia South Pacific
Caribbean sub-region. These policies, it was agreed, would Association for Basic and Adult Education on a youth-led
be based on the five areas of action detailed in the Belém research study which looked at ways to increase access
Framework for Action: policy, governance, financing, to basic skills education for young women. Local partners
participation, inclusion and equity, and quality. The and rural communities in India, Indonesia and Philippines
meeting was made possible by the cooperation of UIL, the also assisted in this research, which led to new tools and
Jamaican Foundation for Lifelong Learning, the UNESCO strategies being developed to support CLCs in increasing
Office in Kingston, the Jamaican Ministry of Education marginalized young women’s access to relevant learning
and the UNESCO Regional Bureau of Education for Latin opportunities. Policy-informed advocacy for more and
America and the Caribbean (OREALC). better education and training for young women was also
carried out.
Youth driving education and learning in
their communities

A 2016 UIL publication gave voice to marginalized and

underprivileged young people living in Latin America.
Youth Driving Community Education: Testimonies of
Empowerment from Latin America featured 12 testimonies

2 The Recommendation on Adult Learning and Education (RALE) 3 The following countries participated: UNESCO Member States:
2015 was adopted by the 38th UNESCO General Conference in 2015. Antigua and Barbuda; the Bahamas; Barbados; Belize; Dominica;
The Recommendation supersedes the 1976 Recommendation on Grenada; Guyana; Jamaica; Saint Kitts and Nevis; Saint Lucia;
the Development of Adult Education and is the most up-to-date Suriname; Saint Vincent and the Grenadines; Trinidad and Tobago.
normative instrument when it comes to ALE policies. UNESCO Associate Members: Anguilla; British Virgin Islands;
[Link] Curaçao; Montserrat; and Sint Maarten. 19
 LITERACY AND BASIC SKILLS AS
A CONTINUOUS LEARNING PROCESS

20
A literate and inclusive world cannot be built
by a single entity. The Global Alliance for
Literacy brings together multiple stakeholders,
to pull in the same direction to better
achieve and advance literacy for all.

Arne Carlsen, Director of UIL

21
 LITERACY AND BASIC SKILLS AS A
CONTINUOUS LEARNING PROCESS

TOGETHER FOR LITERACY especially women, in selected communities in these four

countries. Activities in 2016 included training seminars
The Global Alliance for Literacy within the and workshops on the use and development of digital
Framework of Lifelong Learning materials and the donation of 22 laptops to Ethiopia. It is
expected that the project will provide experience in using
The fiftieth anniversary of International Literacy Day communication technology in transforming the learning
on 8 September 2016 was marked with the launch of processes involved in literacy acquisition.
the Global Alliance for Literacy within the Framework of
Lifelong Learning (GAL). GAL is a 15-year multi-stakeholder EXPANDING THE SCOPE OF KNOWLEDGE AND
partnership to promote literacy through an expanded SKILLS
framework. UIL is coordinating this initiative on behalf
of UNESCO. In launching GAL, the Director-General of RAMAA: The second phase of action research
UNESCO, Irina Bokova, said that the alliance would ‘enable
the sharing of experience to boost innovation by focusing Seven new African countries joined the second phase of
on concrete solutions, and by drawing on lessons learned the UIL action research project RAMAA (Recherche-action
from other partnerships’ and called on ‘all development sur la mesure des apprentissages des bénéficiaires des
partners, all civil society organizations, universities and programmes d’alphabétisation), increasing the total
the media’ to support the alliance. GAL will promote an number of participating countries to 12: Burkina Faso, Benin,
integrated, innovative and inclusive approach to literacy, Cameroon, Central African Republic, Chad, Côte d’Ivoire,
required to achieve the literacy-related target of the Democratic Republic of the Congo, Mali, Morocco, Niger,
Education 2030 Framework for Action. Senegal and Togo. This second phase, which began in 2016,
will be rolled out in six stages up to 2019.
In 2016, GAL established an Executive Management Bureau
to oversee the planning and management of the alliance. The first stage of RAMAA involved the development of
Ms Kandia Kamissoko Camara, Minister of Education, measuring tools, with critical reviews and recommendations
Côte d’Ivoire, represents Member States in her role as co- made in order to consolidate the results collected by
chair, while the other co-chair, Mr Arne Carlsen, Director of national teams. The second phase will be done with support
UIL, represents UNESCO. The Bureau also has three vice- from UIL, the UNESCO Institute for Statistics, UNESCO
chairs: Ms Gugulethu Ndebele, Chief Executive Officer of field offices (Abuja, Abidjan, Dakar, Bamako, Kinshasa,
Save the Children South Africa; Ms Maria Helena Guimarães Rabat and Yaoundé) and experts from agencies such as the
de Castro, Brazilian Deputy Minister of Education; and Organisation for Economic Co-operation and Development
Ms Maria Khan, Secretary-General of the Asia South Pacific (OECD), and the Centre International d’Études Pédagogiques,
Association for Basic and Adult Education. Her Royal and Statistics Canada. Researchers from the universities
Highness Princess Laurentien of the Netherlands, UNESCO of Hamburg, Liège and Paris also support the work. A pilot
Special Envoy on Literacy for Development, is an honorary study will test the tools produced. Once piloted, these tools
member, while Dr Dan Wagner, UNESCO Chair in Learning will provide policy-makers and development partners with
and Literacy, is its special advisor. reliable, contextualized data that can be used to improve
the quality of literacy programmes for youth and adults,
Fostering innovation: Mobile literacy learning strengthen evidence-based advocacy, and develop national
capacities that will lead to sustainability. The project is
UIL is coordinating a pilot project called Advancing Mobile being financed by the Swiss Agency for Development and
Literacy Learning. The project is being implemented in Cooperation, the Swedish International Development
Bangladesh, Egypt, Ethiopia and Mexico. It is financially Cooperation and the African Development Bank.
supported by Microsoft and uses state-of-the-art
technological tools such as Windows Chekhov, with Enriching the knowledge base on effective
which learners can create e-books, to engage people literacy and numeracy practices
who have not been reached by conventional literacy
programmes. The project also aims to bring quality literacy UIL’s capacity development efforts rely on a rich knowledge
22 learning opportunities in local languages to learners, base of successful literacy and numeracy programmes and
practices. In 2016, the Effective Literacy and Numeracy indicators for monitoring and evaluating projects. UIL also
Practices Database (LitBase) added 19 new case studies to began working with the Ministry of Education in South
its growing collection of promising literacy programmes Sudan to support capacity development in alternative
(216 to date). The number of LitBase users increased from education systems (AES) for monitoring and evaluation
122,000 in 2015 to 143,000 in 2016. This increase reflects and provided technical support to some of the 10 selected
demand from around the world for quality data that can pilot countries for UNESCO’s Capacity Development for
be used to design better literacy programmes. Education 2030 Programme.

Thematic compilations of LitBase case studies have also UIL was also involved in a project to support youth and
proven useful. The 2016 compilation Literacy in Multilingual literacy in three countries in the sub-Saharan region:
and Multicultural Contexts: Effective Approaches to Adult Ethiopia, Kenya and Nigeria. The project aims to identify
Learning and Education has been widely shared both in and mobilize higher-education assets, capabilities and
print and digital forms. networks, with a view to deploying them to support adult
and youth literacy in the participating countries. In 2017,
Reaching vulnerable families through a network will be established to identify specific challenges
intergenerational approaches to literacy relating to youth and adult literacy in each country.

An important space for intervention is the family. In Improving quality of literacy programmes in
2016, UIL began a new project to document evidence multilingual contexts
from promising family literacy and learning programmes
featured in LitBase. These programmes will be analysed In collaboration with teacher training institutions in
to generate recommendations for the implementation various countries, UIL used evidence from its guidebook,
of intergenerational approaches to literacy teaching and Action Research to Improve Youth and Adult Literacy:
learning. Empowering Learners in a Multilingual World, to support
the development of training programmes, and to
ENHANCING NATIONAL CAPACITIES enhance the quality of youth and adult literacy education
and learning in relation to multi-linguistic aspects. In
Implementing education and learning addition to investing in its existing partnerships, UIL
programmes in Africa also developed new cooperation with teacher-training
institutions to integrate the content of the guidebook
In 2016, UIL worked with its sister institutes to finalize into teacher-training curricula. In this regard, UIL worked
an Education Sector Development Plan for the United with universities and other academic institutions in Africa
Republic of Tanzania. UIL’s contribution concerned adult to integrate action research in adult and youth literacy
literacy and non-formal education, as well as other programmes in multilingual contexts.

23
24
LOOKING TO THE FUTURE: ENABLING EXPERTISE
IN LIFELONG LEARNING

UIL FELLOWSHIPS AND SCHOLARSHIPS Their topics included:

• No longer re-silenced: Resilience and the contextualization
UIL launched the CONFINTEA Fellowship Programme of non-formal adult education for sustainable development.
in 2011. Since then, it has hosted 32 fellows (14 men • Latent literacies and numeracies of village women in
and 18 women) from 28 countries. Of these, 26 have northwestern Uganda.
been government officials and 6 representatives of non- • National book policies in Africa in the advent of the
governmental organizations. In 2016, UIL increased the digital revolution.
number of fellows from 8 to 10 in response to demand • The paradox of community learning centres, individual
from countries to participate. Caribbean states showed empowerment and community development in the
particular interest in joining the programme, with three context of rural China.
fellows from the sub-region participating in the past • Developing families of lifelong learners to improve
year. The 2016 fellows came from Ethiopia, Grenada, college readiness in low-income multilingual and
Jamaica, Lao People’s Democratic Republic, Mauritius, multicultural communities in Chicago with a focus on
the Philippines, Suriname, Uganda, Uzbekistan and the Latino community.
Viet Nam. Many of the fellows developed strategies on • The economic and social impact of community radio
contextualizing and implementing the Belém Framework towards improving adult education.
for Action. Others established essential monitoring and
evaluation tools. Four countries (Eritrea, Ghana, South The Learning Cities Scholarship Programme
Sudan and Tanzania) have developed adult literacy, non-
formal education or adult education policies as a result. Seeking to expand knowledge of the promotion of
education and lifelong learning at city and community
The CONFINTEA Scholarship Programme levels, UIL hosted a number of scholars interested in
further developing the ‘learning cities’ concept. Four
Since 2012, when the Institute first began its scholarship scholars spent one month at the Institute, conducting
programme, it has hosted 40 research scholars, 22 men and research that focused on how lifelong learning works at
18 women. In 2016, UIL hosted its highest-ever number the local level. They came from the Russian Federation,
of research scholars, 10 in total. Through the CONFINTEA Ukraine, Egypt and China, and worked with UIL experts to
Scholarship Programme, six scholars conducted research develop research, planning and implementation strategies
in the UIL Library in September and November 2016. for building learning cities in their countries. They used
These scholars, drawn from the Philippines, Uganda, guidelines provided by UNESCO to centre their research on
Kenya, China, Mexico and South Africa, made good use lifelong learning and sustainable development.
of the expertise of UIL specialists, as well as the library’s
extensive collection, to develop their research projects.

25
2016 CONFINTEA Fellows with UIL staff
 FACILITATING GLOBAL ACCESS TO INFORMATION
AND DOCUMENTATION

THE UIL LIBRARY: BRIDGING TRADITIONAL and practitioners around the world. In 2016, UIL produced
AND DIGITAL MODES OF INFORMATION 16 publications in total, including landmark publications
such as the influential third Global Report on Adult Learning
The UIL Library holds probably the world’s most and Education (GRALE III). The report has been published
comprehensive collection in the areas of literacy, non- in English, French, Spanish, Arabic and Portuguese, with
formal education, and adult and lifelong learning. UIL’s further translations into Chinese and Russian underway.
comprehensive collection includes publications on topics
in the fields of literacy, non-formal education, adult Together with UNESCO HQ, UIL also published RALE 2015,
education and lifelong learning from all over the world. adopted at the 38th Session of the UNESCO General
Its 50,000 materials on these topics attract researchers, Conference. RALE supports the Education 2030 Framework
scholars, fellows, students, and policy-makers from for Action, reflects key global trends, and seeks to guide
around the world. As well as strengthening its hard- the transformation and expansion of equitable learning
copy collection in 2016, the library enhanced its digital opportunities for young people and adults. Together with
accessibility. Working with UIL’s Lifelong Learning Policies GRALE III, it provides a framework for the development
and Strategies Programme, it maintained and enhanced of adult learning and education in Member States in the
an online repository of 60 lifelong learning policy years to come.
documents, including full-text links and abstracts. It also
collaborated with institutions and agencies to make most UIL’s flagship journal, the International Review of
of its publications and technical documents available via Education – Journal of Lifelong Learning (IRE), consolidated
various digital platforms, including the global UNESCO its progress over the past few years, expanding its
online catalogue. Transferring academic content onto readership and augmenting its relevance to international
digital platforms allows people from all regions to have scholars and policy-makers. The longest-running
direct access to these materials. Requests from all over international journal of comparative education in the
the world were served, helping build capacity and sharing world, IRE opens up new research areas in formal and non-
knowledge that leads to educational change. formal education and lifelong learning.

The library continues its efforts to encourage knowledge- Other important publications included new additions
sharing, networking and capacity-building between to UIL’s Policy Brief series, aimed primarily at the policy-
documentation centres, libraries and information services making community: Using Libraries to Support National
in the area of adult learning and literacy. A key factor in Literacy Efforts (Policy Brief 6) and Making Large-scale
implementing these aims is ALADIN, the Adult Learning Literacy Campaigns and Programmes Work (Policy Brief 5).
Documentation and Information Network. ALADIN has These short briefings aim to give policy-makers the tools
been managed by UIL since it was established in 1997 and resources they need to model their interventions on
and presently connects to 103 documentation centres in best practice, deepening their understanding of a particular
49 countries around the world. In November 2014, the issue while supporting relevant policy development at
ALADIN Online Alert was launched, designed to share, on a national level.
bi-monthly basis, new online and full-text information and
documents in the areas of adult learning, adult literacy, LIFELONG LEARNING OPPORTUNITIES FOR ALL:
lifelong learning, technical and vocational education and ‘ALL’ IS UIL’S BASELINE
training and the role of libraries in these areas. Since June
2016, the public has been able to access the ALADIN Online In 2016, UIL made extensive efforts and progress in
Alert in mobile, website and email formats. enhancing the visibility of its work on lifelong learning,
adult and continuing education, literacy and non-formal
REACHING DIVERSE AUDIENCES: education. It brought UIL’s publications and events to
PUBLICATIONS WITH A PURPOSE a wider audience, promoting these activities via the
Institute’s revamped website. Throughout the year,
Publications are one of the primary means by which the timely publication of event announcements was
UIL seeks to promote lifelong learning and support and supplemented by news items, press releases and synopses
26 engage educational researchers, planners, policy-makers of publications in English, French and Spanish. These were
often accompanied by integrated audio-visual material. of a digital newsletter system, supporting more effective
Downloads of general publications increased from 177,000 dissemination of UIL’s work. The three social media
in 2015 to 195,000 in 2016, while downloads of articles channels of UIL have all grown in popularity among
from the International Review of Education – Journal of education professionals, who appreciate the improved
Lifelong Learning increased from 70,000 to 94,000 over the availability and access to key information on lifelong
same period. learning UIL provides.

The development of the website was complemented by a

greater use of social media, together with the introduction

27
 SELECTED UIL PUBLICATIONS 2016

International Review of Education, Volume 62 Third Global Report on Adult Learning and Education
The International Review of Education – Journal of Lifelong Learning (IRE) The third Global Report on Adult Learning and Education (GRALE III) was
provides a forum for theoretically-informed and policy-relevant applied published as the international community began working towards the goals
research in lifelong and life-wide learning in international and comparative outlined in the 2030 Agenda for Sustainable Development. It examined the
contexts. In 2016 special issues of IRE were published exploring the place of impact of adult learning and education on three major areas: health and well-
ubuntu in education, the need for interreligious and intercultural education, being, employment and the labour market, and social, civic and community
and the contribution of adult education to societal sustainability. life.

UIL Policy Brief 5: UIL Policy Brief 6:

28 Making Large-Scale Literacy Campaigns and Programmes Work Using Libraries to Support National Literacy Efforts
Harnessing the Potential of ICTs: Literacy Literacy in Multilingual and Multicultural Youth Driving Community Education:
and Numeracy Programmes using Radio, TV, Contexts: Effective Approaches to Adult Testimonies of Empowerment from Latin America
Mobile Phones, Tablets and Computers Learning and Education Ariadna Segura and Raúl Valdés Cotera
Ulrike Hanemann and Cassandra Scarpino Ulrike Hanemann and Cassandra Scarpino

Narrowing the Gender Gap: Empowering Self-Construction and Social Transformation: Why RAMAA is Important for Literacy:
Women through Literacy Programmes Lifelong, Lifewide and Life-deep Learning Testimonies from Participating Countries
Ulrike Hanemann and Cassandra Scarpino Paul Bélanger
UIL, Les Presses de l ’Université de Montréal

Promoting Health and Literacy for Women’s Recommendation on Adult Learning and Closing the Gap: Opportunities for Distance
Empowerment Education, 2015 Education to Benefit Adult Learners in Higher
Anna Robinson-Pant Education
Arne Carlsen, Angela Owusu-Boampong,
Carl Holmberg and Carmen Neghina 29
 UIL GOVERNING BOARD

The UIL Governing Board consists of education experts from different regions
of the world who are nominated intuitu personae by the Director-General of
UNESCO. The Board convenes once a year to adopt UIL’s work plan and budget.

Members and observers of the UIL Governing Board

following the Board’s annual meeting in 2016

Front row, left to right:

Mr Walter Hirche (Germany); Ms Gugulethu Thenjiwe Ndebele (South Africa);
Ms Sylvia Ortega Salazar (Mexico); Mr Arne Carlsen (UIL Director, Denmark);
Mr Svein Osttveit (UNESCO D/ED/EO, observer, representative of Director-
General)

Second row, left to right:

Ms Benita Carole Somerfield (United States of America); Ms Malak Zaalouk
(Egypt); Ms Eeva-Inkeri Sirelius (Finland); Ms Un Shil Choi (Republic of Korea)

Third row, left to right:

Mr Fahad Sultan Mohammad Al-Sultan (Saudi Arabia);
Ms Angela Brown-Burke (Jamaica)

Back row, left to right:

Mr Hans-Günter Löffler (Federal Foreign Office of Germany, observer);
Mr Thomas Boni Yayi (Benin); Mr Hamidou Boukary (Niger); Ms Paula Engwall
30 (Swedish International Development Cooperation Agency, observer)
COMPOSITION OF THE UIL GOVERNING BOARD 2016

FULL MEMBER ALTERNATE

UIL GB Chairperson, Mr Walter HIRCHE * Ms Barbara MALINA

Chairman of the Education Commission of the German Head of Education and Communication/Information
Commission for UNESCO | Germany German Commission for UNESCO | Germany

UIL GB Vice-Chairperson, Ms Benita Carole SOMERFIELD * ** Ms Sharon DARLING

Founding Executive Director of the Barbara Bush Foundation President of the National Center for Family Literacy
for Family Literacy (BBFFL) | United States of America United States of America

Mr Faisal BIN ABDULRAHMAN BIN MUAAMMAR Mr Fahad SULTAN MOHAMMAD AL-SULTAN

Secretary-General of the King Abdulaziz Center for National Deputy Secretary-General of the King Abdulaziz Center
Dialogue (KACND) | Saudi Arabia for National Dialogue (KACND) | Saudi Arabia

Mr Hamidou BOUKARY Mr Kadir Abdelkader GALY

Independent Consultant | Niger General Director, Training Institute for Literacy and Non-
Formal Education | Niger
Ms Angela BROWN-BURKE
Former Mayor of Kingston, Senator Councillor and
Chairman of Kingston and St. Andrew Corporation
Jamaica

Ms Un Shil CHOI ** Mr Insub PARK

Former President of the National Institute for Lifelong Executive Director of the Department of Lifelong Vocational,
Education (NILE), Professor at Ajou University | Republic of Educational Facilitation, National Institute for Lifelong
Korea Education (NILE) | Republic of Korea

Ms Gugulethu Thenjiwe NDEBELE ** Mr Khulekani Noel MATHE

Chief Executive Officer Government of the Republic of South Africa
Save The Children South Africa Ministry of Education
South Africa South Africa

Ms Sylvia ORTEGA SALAZAR ** Ms Sylvia SCHMELKES del VALLE

Director General President Councillor and President of the Governing
Colegio de Bachilleres Board of the National Institute for the Evaluation of
Mexico Education in Mexico | Mexico

Ms Eeva-Inkeri SIRELIUS Mr Reijo Olavi AHOLAINEN

Former Secretary-General of the Counsellor of Education, Higher Education
Finnish Adult Education Association | Finland and Science Policy Department
Ministry of Education and Culture | Finland
Mr Thomas Boni YAYI
Former President of the Republic of Benin | Benin

Ms Malak ZAALOUK * ** Ms Laila ISKANDER KAMEL

Professor of Practice and Director of the Former Minister of State for Urban Renewal and
Middle East Institute for Higher Education Informal Settlements | Egypt
The American University in Cairo | Egypt

Mr Minxuan ZHANG ** Mr Han MIN

Former President of Shanghai Normal University Deputy Director-General of the National Center for Education
China Development Research Ministry of Education | China 31

* Member of the Standing Committee of the UIL Governing Board ** Member of the IRE Editorial Board
 COMPOSITION OF UIL

UIL family photo taken in March 2017

Front row, left to right:

Madhu Singh; Raúl Valdés-Cortera; Arne Carlsen (Director); Werner Mauch

Second row, left to right:

Mary Einbinder; Michelle Diederichs; Imke Behr; Ulrike Hanemann;
Rakhat Zholdoshalieva*

Third row, left to right:

Faith Miyandazi; Christiana Nikolitsa-Winter; Carolina Belalcazar Canal;
Roselyne Höner; Melina Stahl*; Claudia Brandt; Muriel Castiglia;
Cendrine Sebastiani; Susanne Sonnek

Fourth row, left to right:

Mohammed Taleb-Zahoori; Suehye Kim; Paul Stanistreet;
Silke Schreiber-Barsch; Daniele Vieira; Maya Kiesselbach

Fifth row, left to right:

Konstantinos Pagratis; Cassandra Scarpino; Rika Yorozu;
Mo Wang; Bettina Küster

Back row, left to right:

Jennifer Kearns-Willerich; Tomasz Dzieniszewski; Jan Kairies;
Fangzhou Liang; Madina Bolly; Cornelia Becker;
Fiaye Thony Elhor; Klaus-Peter Humme; Alexandru Gaina

32 * joined in early 2017

 ORGANIZATIONAL CHART UIL DECEMBER 2016

DIRECTOR OFFICE OF THE DIRECTOR

Arne Carlsen, Denmark Senior Admin. Assistant to Director | Bettina Küster, Germany
Secretarial Admin. Assistant | Mary Einbinder, France

CHIEF PROGRAMME COORDINATOR

vacant*
PUBLIC RELATIONS
LIFELONG LEARNING POLICIES AND STRATEGIES
Head | Faith Miyandazi, Kenya
Public Relations Specialist | Tomasz Dzieniszewski, Poland Programme Coordinator | Raúl Valdés-Cotera, Mexico
Assistant PR Specialist | Michelle Diederichs, Germany Project Officer | Sung Lee, Republic of Korea
Public Relations Scholar | Fangzhou Liang, China Senior Programme Specialist | Madhu Singh, India
Programme Specialist | Daniele Vieira, Brazil
Programme Specialist | Christiana Nikolitsa-Winter, Greece
FINANCE AND ADMINISTRATION Programme Specialist | Mo Wang, China
Associated Junior Professor | Silke Schreiber-Barsch, Germany
Administrative Officer | Klaus-Peter Humme, Germany
Senior Administrative Assistant | Claudia Brandt, Germany LITERACY AND BASIC SKILLS
Administrative Clerk | Anja Grewe, Germany
Administrative Clerk | Britta Hoffmann, Germany Programme Coordinator | Ulrike Hanemann, Germany
Administrative Clerk | Muriel Castiglia, France Senior Programme Specialist | Hassan A. Keynan, Somalia
Project Secretary | Claire Schumacher, Canada Project Officer | Carolina Belalcazar Canal,
Project Secretary | Anne Dumas, New Zealand Colombia
IT Specialist | Fiaye Thony Elhor, Togo Programme Specialist | Rika Yorozu, Japan
Receptionist | Susanne Harder, Germany Programme Specialist | Madina Bolly, Burkina Faso
Receptionist | Cornelia Becker, Germany Programme Specialist | Christine Glanz, Germany
House Technician/ Caretaker | Mohammed Taleb-Zahoori, Programme Specialist | Suehye Kim, Republic of Korea
Iran (Islamic Republic of) Assistant Programme Specialist | Cassandra Scarpino, Italy
Housekeeper | Malakkhanim Khalili, Azerbaijan

ADULT LEARNING AND EDUCATION

LIBRARY
Programme Coordinator | Werner Mauch, Germany
Head | Elisabeth Krolak, Germany Project Officer | Alexandru Gaina, Romania
Sen. Assistant Librarian | Imke Behr, Germany Programme Specialist | Angela Owusu-Boampong, Ghana
Librarian | Jan Kairies, Germany Assistant Programme Specialist | Konstantinos Pagratis, Greece
Assistant Programme Specialist | Samah Shalaby, Egypt
PUBLICATIONS

Head | Paul Stanistreet, United Kingdom

of Great Britain and Northern Ireland
Publications Assistant | Cendrine Sebastiani, France
Copy Editor | Jennifer Kearns-Willerich,
United States of America
IRE Executive Editor | Stephen Roche, Ireland (consultant)
IRE Assistant Editor | Maya Kiesselbach, Ireland
IRE Secretary | Roselyne Höner, France

* [Link] Ilapavuluri, in charge until November 2016 33

 UIL IN 2016

UIL would like to express its appreciation of the efforts of all the
staff, interns, trainees, fellows and scholars who have contributed
to its work over the course of 2016

STAFF

• Ana Başoğlu, Turkey • Hassan A. Keynan, Somalia

• Cornelia Becker, Germany • Malakkhanim Khalili, Azerbaijan
• Imke Behr, Germany • Maya Kiesselbach, Ireland
• Carolina Belalcazar Canal, Colombia • Suehye Kim, Republic of Korea
• Madina Bolly, Burkina Faso • Andrea Kloss, Germany**
• Claudia Brandt, Germany • Elisabeth Krolak, Germany
• Arne Carlsen, Denmark • Bettina Küster, Germany
• Muriel Castiglia, France • Sung Lee, Republic of Korea
• Sofia Chatzigianni, Greece* • Werner Mauch, Germany
• Sinéad Crowe, Ireland*** • Faith Miyandazi, Kenya
• Michelle Diederichs, Germany • Christiana Nikolitsa-Winter, Greece
• Anne Dumas, New Zealand • Angela Owusu-Boampong, Ghana
• Tomasz Dzieniszewski, Poland • Konstantinos Pagratis, Greece
• Mary Einbinder, France • Cassandra Scarpino, Italy
• Fiaye Thony Elhor, Togo • Silke Schreiber-Barsch, Germany
• Leona English, Canada** • Claire Schumacher, Canada
• Alexandru Gaina, Romania • Cendrine Sebastiani, France
• Guy Fortier, Canada* • Samah Shalaby, Egypt
• Christine Glanz, Germany • Madhu Singh, India
• Anja Grewe, Germany • Paul Stanistreet, United Kingdom of
• Ulrike Hanemann, Germany Great Britain and Northern Ireland
• Susanne Harder, Germany • Mohammed Taleb-Zahoori, Iran (Islamic Republic of)
• Britta Hoffmann, Germany • Raúl Valdés-Cotera, Mexico
• Roselyne Höner, France • Daniele Vieira, Brazil
• Klaus-Peter Humme, Germany • Mo Wang, China
• V. Subbarao Ilapavuluri, India*** • Maximilian Weidlich, Germany*
• Jan Kairies, Germany • Rika Yorozu, Japan
• Jennifer Kearns-Willerich, United States of America

* left in early 2016

** left in mid-2016
34 *** left in late 2016
INTERNS | TRAINEES FELLOWS | SCHOLARS

INTERNS CONFINTEA SCHOLARS

• Amy Cheng, China • Robbie Guevara, Philippines
• Ellie Cheung, China • Robert Makatu, South Africa
• Jaqueline Dalla Valla Paris, Brazil • Willy Ngaka, Uganda
• Panjaporn Dhammaniyom, Thailand • Lily Nyariki, Kenya
• Maria Victoria Ferraz, Brazil/Italy • Monica Haydee Ramos, Mexico
• Nicole Freitag, Germany • Dian Zhang, China
• Danni Huang, China
• Malte Jahnke, Germany VISITING SCHOLARS
• Boram Kim, Republic of Korea • Daro Justine, South Sudan
• Julia Lacerda Mandil, Brazil • Ruben Mayen, South Sudan
• Kristina Larsen, Denmark
• Ai Tam Le Pham, Viet Nam CONFINTEA FELLOWS
• Lucie Marchadour, France • Aveenah Appadoo, Mauritius
• Hwa-Hyun Min, Republic of Korea • Abiyou Biwota, Ethiopia
• Varvara Morozova, Russia • Imelda Engabi, Uganda
• Darasimi Powei Oshodi, Nigeria • Dilnoza Kurbanova, Uzbekistan
• Marina Pasquali, Argentina/Italy • Grace-Camille Munroe, Jamaica
• Michelle Pfeifer, Germany • Gertrude Niles, Grenada
• Annalisa Piersanti, Italy • Vannakone Phannolath,
• Lorena Sanchez, Mexico/United States of America Lao People's Democratic Republic
• Sofia Saridaki, Greece • Innocentia Soentik, Suriname
• Ariadna Segura Fernandez, Spain • Ana Liza V. Serana, Philippines
• Samah Shalaby, Egypt • Lien Anh Tong, Viet Nam
• Maurice Shawndefar, United States of America
• Nino Tarkhnisvili, Georgia LEARNING CITY SCHOLARS
• Kultida Thongyaem, Thailand • Oksana Chigisheva, Russia
• Lara Tilke, Germany • Sawsan El Sherif, Egypt
• Malgorzata Torchala, Poland • Shanyun He, China
• Wietske Van Hooff, Netherlands • Serhii Pryima, Ukraine
• Annika Waldeck, Germany
• Danchen Wang, China UIL HONORARY FELLOWS
• Xinjing Yin, China • Maria Lourdes Almazan Khan, Philippines
• Tianlong Zhu, China • Leona English, Canada
• Heribert Hinzen, Germany
TRAINEES • Raafat Radwan, Egypt
• Yan Fan, China • Kjell Rubenson, Sweden/Canada
• Fangzhou Liang, China • Alan Tuckett, United Kingdom of Great Britain
and Northern Ireland
• Shirley Walters, South Africa

35
 FINANCIAL REPORT

UIL BUDGET 2016 (US$)

INCOME 2016 EXPENDITURES 2016

UNESCO Governing Board and Standing Committee 37,000

Financial allocation 783,000 Direct programme posts 4,263,000

VOLUNTARY CONTRIBUTIONS Institutional development 340,000

Core budget support governments 3,099,000 Host country Germany premises 206,000

Host country Germany 706,000 General administration including ICT 525,000

OTHER INCOME 191,000 TOTAL 5,371,000

TOTAL 4,779,000 Reserves programme funds 4,001,000

Reserves programme funds 4,779,000 UNESCO Extra-budgetary programmes* 127,000

UNESCO Extra-budgetary programmes* 127,000 GRAND TOTAL FUNDS 9,499,000

GRAND TOTAL FUNDS 9,499,000

* UNESCO funds administered by UIL

UIL INCOME
BY SOURCE UIL INCOME
OF FUNDING

SWISS DEVELOPMENT COOPERATION 30% VOLUNTARY CONTRIBUTIONS 80%

SWEDISH GOVERNMENT 25% UNESCO 17%
GERMAN HOST COUNTRY CONTRIBUTION 17% OTHER INCOME 3%
UNESCO FINANCIAL ALLOCATION 17%
NORWEGIAN GOVERNMENT 5%
UIL GENERATED INCOME 3%
ADVANCING MOBILE LITERACY 3%
LEARNING PROJECT
OTHER PROGRAMME CONTRACTS 1%

The figures in the chart are rounded-off.

36 UIL would like to thank all its donors for making its work possible.
37
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Educational, Scientific and
Cultural Organization

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