UNESCO Institute for Lifelong Learning Bulletin, June 2020

While COVID-19 is still challenging education systems around the world, it also presents an opportunity to reimagine the education and lifelong learning we want for the future.

The UNESCO Institute for Lifelong Learning is seizing this opportunity in many ways. We have held a consultation process with high-level experts to develop a vision for lifelong learning within UNESCO's Futures of Education initiative. Moreover, many of our experts and partners have contributed to our laboratory of ideas by reflecting on the role and shape of learning in a post-COVID-19 society with contributions to our blog.

18 June 2020

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version française [6]
versión en español [7]

view as web page [8]

Dear readers,

While COVID-19 is still challenging education systems around the world, it also presents an opportunity to reimagine the education and lifelong learning we want for the future.

The UNESCO Institute for Lifelong Learning is seizing this opportunity in many ways. We have held a consultation process with high-level experts to develop a vision for lifelong learning within UNESCO's Futures of Education initiative. Moreover, many of our experts and partners have contributed to our laboratory of ideas by reflecting on the role and shape of learning in a post-COVID-19 society with contributions to our blog.

I invite you to read about these and many other of our activities in this Bulletin. Wishing you good reading!

David Atchoarena

IN FOCUS: The future of lifelong learning

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What does the future of lifelong learning look like? Within the framework of UNESCO's Futures of Education initiative [10] the UNESCO Institute for Lifelong Learning held a consultation process to answer this question. High-level experts analysed how lifelong learning needs to be rethought in the context of the deep and rapid changes affecting contemporary societies, such as aging, migration, digitalization and labour market transformation. They developed a vision of how lifelong learning can contribute to shaping future developments, also taking into account the impacts of the global COVID-19 crisis. Learn more [9]

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'COVID-19 is exacerbating the learning crisis on the African continent, threatening unfathomable losses to learning and the development of human capital,' warns African Union Commissioner Sarah Anyang Agbor in her contribution to our blog. Learn more [11]

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While the long-term impact of COVID-19 on education will be dramatic, the future will be much more precarious if we do not focus on building systems for lifelong learning that safeguard quality and inclusiveness, writes Per Magnusson of the Swedish International Development Cooperation Agency on our blog. Learn more [12]

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As the world marks the defeat of Nazism and the end of the Second World War, Paul Stanistreet asks in his blog post what lessons we can learn in our current crisis from the mass programmes of social reconstruction that followed the war. Learn more [13]

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Act now to prevent a lost generation of learners following COVID-19, says Jamal Bin Huwaireb, Chief Executive Officer of the Mohamed Bin Rashid Al Maktoum Knowledge Foundation in his contribution to the UIL blog. Learn more [14]

Participate in the #TheWorldin2030 survey to help UNESCO set the global agenda on the issues you care about! [15]

UNESCO learning cities

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The COVID-19 pandemic has demonstrated that cities’ resilience is key to tackling crisis situations. A new webinar series by UIL and the PASCAL Observatory will explore together with members of the UNESCO Global Network of Learning Cities [17] how resilient learning cities can be built. Register now to join in! More [16]

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In order to exchange good practice in ensuring lifelong learning during the pandemic, UIL, together with the UNESCO learning city of Medellín, will host webinars for cities and other stakeholders in Latin America. The webinars will serve as a tool for cities in responding to the emerging challenges. Learn more [18]

Join the UNESCO Global Network of Learning Cities!
Application deadline: 30 June 2020 [19]

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Watch our video interviews [20] with mayors and other representatives of the UNESCO Global Network of Learning Cities [17] who explain how they have coped with COVID-19 and attempted to ensure that lifelong learning continues for all of their citizens.

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Missed some of our webinars on UNESCO learning cities' responses to COVID-19 covering topics such as health education, refugees and migrants, or distance learning? Then discover our website with webinar recordings, presentations and summaries. Learn more [21]

Literacy

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The new issue note Unlocking the potential of family and intergenerational learning, produced by UIL and the Section of Education Policy at UNESCO Headquarters, argues for the creation of learning families and provides practical tips for designing effective policy interventions in this regards. Learn more [22]

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The COVID-19 crisis has made online distance learning the new norm for many. It has also prompted stakeholders to be more creative and agile, in ways that could make open and online learning better and more inclusive, writes Jonghwi Park in her contribution to the UIL blog. Learn more [23]

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Today more than ever, literacy is vital to full participation in society. The call for applications for the 2020 UNESCO International Literacy Prizes is now open. This year’s theme is teaching and learning literacy. Apply before 12 July 2020. Learn more [24]

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Call for cases – Innovative literacy learning and education for refugees, migrants and internally displaced persons. Deadline extended to 19 June 2020, 12 midnight (CET). The cases will contribute to a global landscape study entitled ‘From Radio to Artificial Intelligence.' Learn more [25]

Explore our case studies databases

LitBase: literacy case studies worldwide

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LEARN MORE [26]

Lifelong learning policies DATABASE

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LEARN MORE [27]

Recognition, validation and accreditation

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LEARN MORE [28]

Adult learning and education

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UIL has begun preparations for the fifth Global Report on Adult Learning and Education to be published in 2022. On 12 May, the editorial meeting took place online to prepare for data collection and processing on ALE in UNESCO Member States. It specified citizenship education as the focus of this year's report.

Learn more [29]

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In the aftermath of the CONFINTEA VI conference, UIL awarded fellowships to 38 government officials and civil society representatives from 32 countries. Watch our video [30] to find out how fellows have contributed to promoting adult learning policies and strategies in their respective countries. [30]

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While global citizenship education (GCED) is already promoted in schools and formal education, further efforts are needed to enhance GCED in adult learning. We just published background papers to the publication Addressing global citizenship education in adult learning and education that describe how this is possible. Learn more [31]