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    CON-NEXUS Online 08
    CONFINTEA Nexus Online: The Electronic
    CONFINTEA Follow-up Bulletin
    8th Issue
    12 March 1999
    Published by
    ---------------- UNESCO Institute for Education

On December 15-16, 1998 the UNESCO Office for Benin and Togo together with UIE organized a seminar on the further dissemination of the CONFINTEA documents. The final report is now available from the UNESCO Office Porto Novo (

Conflict and war situations in certain African countries lead some
organisations to think more and more about conflict resolution in Africa.
It is for this reason that Association for World Education  decided with assistance of UIE and other local Ugandan associations to hold in
Kampala(Uganda, East Africa)a series of meetings on the topic of "conflict resolution in Africa". From 21st to 24th of January an international meeting was held  on the the subject. Participants came from Tanzania, Rwanda, Burundi, Kenya, Democratic Republic of Congo, South Africa, Uganda and Denmark. Presentations and discusssions focused on 
- The role of religious leaders  in reconcilation 
- The role of women in conflict management
- The role of youth in conflict resolution
- The role of the media in conflict resolution
- The role of NGO's and research centers/institutes
The meetings activities included also the preparation of a follow-up
programme of action.
Information: Marc-Laurent Hazoumé, UIE (

The Hamburg Declaration and the Agenda for the Future have been translated to Xhosa and are available from

"Looking into the Potentials and Constraints of Life-Long
Learning in the Policies and Practices of the Asian Development Bank" is the title of a  conference jointly organized by the Philippine Rural Reconstruction Movement (PRRM)and the Asian and South Pacific Bureau of Adult Education (ASPBAE) . The Conference will be held on March 17-18,1999, in Quezon City, Metro Manila, Philippines.
The objectives of the Conference are as follows:
1. To share and discuss  the findings of the research  entitled " Looking
into the Potentials and Constraints of Life-long Learning in the Policies and Practices of the Asian Development Bank" jointly undertaken by the Philippine Rural Reconstruction Movement (PRRM)  and the Asian South Pacific Bureau of Adult Education (ASPBAE) ; 
2. To formulate policy recommendations  addressed to the ADB in relation to enhancing its policies and practices in support of adult learning; and
3. To work out an advocacy strategy and  Action Plan  addressed to the ADB.
contact: or

In Cochabamba, Bolivia, a  Regional Andean Follow-up meeting took place on January 19-21, 1999. 9 participants from 5 countries (Bolivia, Ecuador, Peru, Venezuela, Colombia) elaborated a set of recommendations on the implementation of follow-up activities in the region. The recommendations focus on three major areas:
1) Reconceptualization of approaches and practices in out-of-school
education as an inclusive and supportive part of sustainable development
2) New institutionalization of out-of-school education in a joint effort of governments and the civil society, building on the participation of people in their societies
3) Creation of further learning opportunities that promote democratic
citizenship, taking advantage of people's experiences and building on their creativity
This implies, among other things,
- to address further groups of potential learners such as working children and youth, women, indigenous and rural populations, migrants, ageing populations, groups with special needs etc.
- to redefine educational approaches and practices in all areas of adult
learning and to induce and facilitate synergy processes between the
different areas (literacy, AL in areas such as the world of work, youth,
gender, active citizenship, local development, rural and indigenous groups)
- to underline the political character of the promotion of adult learning
and its special importance for vulnerable and excluded groups against the background of the political and economic situation in Latin America and the processes of economic globalization as well as the role of adult learning for peace and the promotion of human rights as part of the development of responsible and participatory citizenship
- to build on a transversal intercultural approach which is not limited to indigeneous populations and builds on the recognition of the creative forces of diversity; the importance of gender sensitive education was stressed.
- to include an adult learning component in all local development
programmes, thus strengthening the productive forces of people.
- to create synergy effects between formal and non-formal education and to strengthen cross-sectorial cooperation (e.g. between different ministries)
- to acknowledge non-formal learning through specific types of
contact: Jose Rivero UNESCO/OREALC (

The Sub regional Forum on CONFINTEA follow up for Mexico, Central America and the Caribbean will be held from 22- 25 March at CREFAL in Patzcuaro Mexico. Approximately one hundred delegates will come to debate the concrete actions required for implementation of CONFINTEA based policy on adult education for the region. Specific workshops will be held on gender, indigenous peoples, work, literacy, and sustainable development.
Further info: Juan Millan, Director CREFAL


The  UNESCO Institute for Education  will be taking part in the UNESCO's Second International Congress on Technical and Vocational Education, to be held in Seoul, Korea, from 26 to 30 April, 1999 with the title -Work, Education and the Future" and with the motto  "Lifelong Training and Education: A Bridge to the Future".  In preparation of this conference, a meeting was held at UIE from 19 to 21 February 1999 on the Future of Work and Adult Learning. It brought together a groups of 12 experts on vocational education and training, members of unions and entrepreneurs from many regions.  One of the main issues discussed was the risks and new opportunities that globalisation brought with it. In a world of rapid economic changes, new technologies, changes in the structures of production and organisation of work, and of ever growing inequalities of learning  between groups and nations,  it was considered essential to provide
educational opportunities throughout  life. Insufficient or no initial
training was considered to have important consequences for further
opportunities in work and continuing training and education. The notion of educational risk was  an important concept in understanding how low initial education marginalised people - socially, politically and economically - throughout life. Adult learning was considered not only a key to meeting the demands of global economies  but also to generating new social demands for equitable and sustainable societies.
The participants came to a collective statement on the Future of Work and Adult Learning which calls upon delegates  to the Second International Congress on Technical and Vocational Education, Seoul, Korea, to recognise the learning aspirations of adult populations. The right to work and freedom to choose work should be considered fundamental rights, inextricably linked to other fundamental rights. The complex contexts of the changing world of work demanded that institutional answers be extended beyond the producer, the specific needs of the labour market and the enterprise. The statement calls upon providers of work-related adult learning to take into account the fact that the majority of school leavers will not ever find employment in the formal economy. It was felt necessary, therefore, to ensure  the availability of opportunities for lifelong learning - encompassing adult and continuing vocational training, basic education and education of citizenship, participation and development - for the vast sections of workers engaged in the informal economies.  It reiterated the central importance of the State and the emergence of expanded partnerships with unions, non-governmental and community organisations, and indigenous peoples and women's groups to see to it that the social demand for education was satisfied. These and other issues will be discussed and debated at the UIE Round Table at the Seoul Congress in April. A report on the preparatory  meeting is expected to be published soon.
contact: Madhu Singh, UIE (

The UIE is conducting an international seminar-workshop on monitoring and evaluation from a gender perspective. Held in cooperation with INNOTECH, this meeting will take place from March 14 to 20, 1999 at the INNOTECH, Quezon City, Philippines.
The objectives of the seminar-workshop are:
1.To share, discuss and analyze the different practices on monitoring and
evaluation from a gender perspective; and
2. To come with concrete recommendations on how the gender perspective could be incorporated in the monitoring and evaluation of adult education
programs and projects.
The main idea of this meeting is to bring together evaluators,  trainers,
educators, researchers and even policy makers to  learn about the range of monitoring and evaluation practices done in varied situations from local communities, universities, NGOs, governments, UN agencies and other regional organizations.
contact: Carolyn Medel-Añonuevo, UIE (

In the context of recommendations emanating from the working group on indigenous populations during CONFINTEA, the UNESCO Institute for Education has initiated an international survey covering the scope and nature of adult education for indigenous peoples worldwide. Research centres, indigenous organizations and international agencies are participating in the survey which will cover the following countries in the first phase: Australia, New Zealand, Philippines, Thailand, India, Russia, Ecuador, Bolivia, Peru,Mexico, Guatemala, Brazil, Norway, Canada, USA, Greenland.
Further info : Linda King, UIE (


'Adult Learning and the Challenges of the 21st Century' is the title of a
series of 29 booklets documenting workshops held at CONFINTEA V. As a key part of the follow-up to CONFINTEA V the UIE has published a series of 29 booklets based on presentations and discussions during the workshops held at the conference. The booklets should reflect the enlarged vision of adult learning that resulted from CONFINTEA V: As the title indicates, they examine the subject of adult learning in a wide variety of contexts: at the workplace, in homes, in prisons, among minorities, among the ageing population and in indigenous communities. Issues addressed range from the promotion of democracy and peace to literacy teaching and from women's empowerment to the impact of new technologies.
Sets of all 29 booklets available from the UIE publications unit
( Price (excl. postage) is US$ 19.00/DM 31.28/FF 104.95.
For the list of titles (as well as a complete online version!) please
consult the CONFINTEA homepage
(, section "CONFINTEA related publications".
French and Spanish versions will be available soon.

The second issue of the follow-up bulletin of CONFINTEA V is available in English and French from and from the CONFINTEA homepage
(; see "Follow-up Newsletter"


University of Bremen, Germany, 25 to 27 February 1999
Papers and contributions to the sessions in the seven thematic sections - ranging from 'Teacher's training and lifelong learning' and 'Schools,
technology and lifelong learning' to 'Intercultural learning and the
construction of gender' - are available from

CON-NEXUS-Online 09 --- Appearing soon ---  On this screen -----



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