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    CON-NEXUS Online 09
    CONFINTEA Nexus Online: The Electronic
    CONFINTEA Follow-up Bulletin
    9th Issue
    14 May 1999
    Published by
    ---------------- UNESCO Institute for Education

In the spirit of CONFINTEA and as a follow-up activity in the area of
Distance Learning, a Regional Workshop on Collaborative Projects in
Distance Education was held at the Conference Centre of the University of Ibadan, Nigeria, from March 01-04, 1999 under the auspices of the Nigerian National Commission for UNESCO. Participants came from Kenya, South Africa, Ghana and all parts of Nigeria to address the following issues:
1) Exchange national distance education strategies, experiences, and action plans among the participating countries
2) Review contemporary developments in distance education for teacher training through a series of technical working papers prepared by international experts
3) Develop strategies for producing distance education materials
4) Identify possible mechanisms and projects for future collaboration.
A Communiqué was issued at the end of the workshop and the Workshop Report is now available from UNESCO Lagos (e-mail:
info: Michael Omolewa, University of Ibadan (e-mail:

From 15-19 March the second meeting of the project BELOYISYA (which stands for'Basic Education and Livelihood Opportunities for Illiterate and Semi-literate Young Adults (especially young women)in Countries With Low Rates of Enrolement in Primary Schools') took place in Ndjamena (Chad).
The following countries were represented: Burkina Faso, Chad, Ethiopia, Ivory Coast, Gambia, Mozambique, Niger, Senegal, Tanzania, Uganda. The aim of the project which is sponsored by the Worldbank and supported by UIE is to bring together a number of - especially African - countries in order to exchange about promotion strategies for adult learning activities. After a first meeting in Dakar in 1998 several country teams were formed to study the mentioned strategies. The syntheses of the teams were discussed in Ndjamena and formed the basis for the elaboration of concrete work plansfor the promotion of adult education.
contact & info: Marc-Laurent Hazoumé, UIE (


1.  A two day residential workshop was organised to follow up CONFINTEA V. The workshop was the first stage of a successful Participation Programme request and was used to develop a kete (kit) capturing the themes of the conference, summarising them and giving suggestions for discussion items.
The introduction ot the kete describes it as "a collection of resources
related to the two major policy documents generated by CONFINTEA - the Hamburg Declaration on Adult Learning and the Agenda for the Future".  It goes on to say "it is hoped that the kete will:
- foster dialogue among adult educators and learners from a variety of
backgrounds and in a variety of organisational, iwi, agency and
institutional settings;
-generate discussions about the directions suggested in the documents and their adaptation to the particular context of Aotearoa /New Zealand ;
encourage the strengthening of networks and strategies which can raise the visibility of adult education in Aotearoa/New Zealand."
The kete are being made available to the adult education community in New Zealand for the small cost of $NZ10, for use as discussion documents.
The second stage of the PP project workshops, using the CONFINTEA kete as a basis for discussion, will be held throughout the country from March. 
2.  The first UN Week for Adult Learning was held from 7-13 September.  A very successful function to launch the week, took place at Parliament buildings and was attended by many sectors of the adult education community.
The CONFINTEA kete (kit) (described above) and 'Starting Off", a resource kit for new tutors, were launched at this event. The opportunity was also used to recognise the contribution of Te Aatarangi a movement which developed a unique method of teaching Te Reo Maori (the Maori language) to both Maori and Tau Iwi (non Maori) by training Maori speakers in the teaching method.  The majority of their tutors work as volunteers.   A certificate acknolwedging their work was presented by the Chairman of the National Commission.
contact: Mary Klaver, NZ National Commission for UNESCO; e-mail:

The third and last of the Latin American sub regional meetings was held in Patzcuaro, Mexico in March. The meeting was attended by approximately 100 participants from the countries of Central America, Mexico and the Caribbean, specifically: Belize,Panama,El Salvador, Honduras, Costa Rica, Guatemala, Mexico,Cuba, Dominican Republic, Haiti, and Nicaragua. Each of the countries presented their national report on follow up to CONFINTEA the result of national meetings held prior to the sub regional forum and in addition specialist workshops were held on each of the six themes identified as priority issues for Latin America: literacy, adult education and work, sustainable development, women, indigenous and rural populations, and citizenship. Secretary of State for Education, Miguel Limon, made a special visit to the meeting to speak of his commitment to CONFINTEA follow up in Mexico. Specific follow up strategies are being proposed for the region as a whole in conjunction with the other two subregional meetings that were held earlier in Uruguay and Bolivia.
For further info/contact: Juan Millan, Director CREFAL (e-mail:; Jose

On 29th and 30th March the Network of Support for Literacy Action in Brazil - RAAAB (Rede de Apoio à Ação Alfabetizadora do Brasil), held an expanded meeting of its Collegiate Committee -composed of three NGOs, Ação Educativa, from São Paulo, ASP, from São Luís in the northern state of Maranhão, and Sapé from Rio- in the Assunção College in the city of Rio de Janeiro. RAAAB's invited guests included educators working in local municipal and state governments, social movements, other NGOs, and state, federal and private universities all concerned with adult and youth literacy and basic education. Discussion centred on two main questions. Firstly how to redimension the work of RAAAB in the context of an expanded definition of literacy in which State action and resources have become increasingly scarce. And, secondly, how to reactivate the process of mobilization generated in the build up to CONFINTEA in 1996 and in so doing participate actively in the follow-up to Hamburg. With respect to the first issue it was decided to campaign to increase the
number of groups affiliated to RAAAB as well as seeking ways of
distributing the journal Alfabetização e Cidadania (Literacy and
Citizenship) to a wider audience of literacy workers and adult and youth educators. In relation to the second question, proposals included an official request to the Brazilian Ministry of Education and Sport (MEC) to revive the National Commission of Adult and Youth Education in a revised form; an invitation to those entities (MEC, UNESCO, CEAAL, CONSED, UNDIME) which supported the National Meeting on Adult and Youth Education, held in Curitiba in October 1998, in preparation for the Sub-Regional Meeting of the MERCOSUL countries and Chile, to support the proposed yearly National Seminar, starting in Curitiba in October 1999; and ways of making The Hamburg Declaration and The Agenda for the Future available to more people in a more accessible form and language. It is hoped to include positive news on these proposals in the near future!
contact: Timothy D. Ireland, Universidade Federal da Paraíba, João Pessoa, Brasil; e-mail:


As part of the follow-up action of CONFINTEA V, the Gender Education Office (GEO) of the International Council for Adult Education (ICAE) and REPEM (Red de Educacion Popular Entre Mujeres), have initiated the task of identifying the linkages between the Beijing Platform of Action and the Hamburg Agenda for the Future. Based on this, a set of indicators that would follow the implementation of agreements made by governments in relation to women, gender and adult learning, has been developed. In 1998, regional workshops were then conducted in Bolivia, South Africa, Thailand and Italy to determine the applicability of these indicators to the different regional contexts. Although GEO developed a core set of areas for indicators, it was through consultation with the various countries that a generic set of indicators was developed. At the end of the research process conducted in selected countries in the four regions, an evaluation meeting was held in  Montevideo, Uruguay, from April 29,-30 1999.
Around forty women from Africa, Asia, Pacific,  Europe, Latin America and Carribean countries came together in their different capacities (either as country-researcher, regional coordinator and/or part of the GEO and REPEM network) to discuss the findings and methodology of the  GEO-REPEM project. A shared  problem among the country researchers is the lack of data (starting with the absence of gender disaggregated data to the lack of data on non-formal education programs). Others also reported the dispersed location of the data therefore the necessity for more time (and money which the project did not have). As part of the discussion, a session on the SOCIAL WATCH 1999 was held (which is being produced in Uruguay) where
initial findings of the GEO-REPEM research project are already presented (pp.90-93). The issues surrounding dissemination of the SOCIAL WATCH  were also raised with  questions like  how effective is this in making governments accountable and, on the other hand,  how civil society could really make use of this report to raise consciousness on how governments are able to comply with international agreements. Basically these are also the same questions the GEO-REPEM research project is faced with.
At the end of the meeting, the women agreed to produce regional and
global reports by the end of July. These reports will not only serve as
lobbying and advocacy instruments but also a popular education
background materials. Furthermore given the relevance of the research on indicators for the CONFINTEA V follow-up, the women also proposed that salient findings of the study be presented in the International CONFINTEA V Follow-UP Forum, to be held in the Philippines in September 1999.
contact: REPEM (e-mail:, Carolyn Medel-Añonuevo, UIE (e-mail:

UNESCO Kathmandu just completed a baseline study on women's educational, income and social status in five most remote areas of Nepal. They are preparing a project document based on the results of the study. Those who are interested in assisting in implementing the project please get in touch with Mr. Bhesh Nath Ghimire, UNESCO Kathmandu (e-mail:

The UIE roundtable on the Future of Work and Adult Learning held during the Second International Congress on Technical and Vocational Education (Seoul, Korea, April 26-30, 1999) discussed and debated important issues dealing with: the growing demand for adult learning and the meaning of active labour policies; partners in adult vocational education; the role of the informal economy in the future of work; and the ethical implications of trends in adult vocational education.
The panel members included Enrique Pieck, from the Ibero-American
University, Mexico, who spoke on adult learning in poverty areas, Christine Nathan from India, representing the International Confederation of Free Trade Unions, presented the trade union perspective on adult vocational learning for the informal sector. She focussed primarily on the plight of working women in the informal sector and the role of adult vocational training in improving their working conditions. Two panel members represented the industrialised world: Ole Briseid from the Ministry of Education, Norway, spoke about the competence reforms currently underway in
Norway and the challenges they presented for the state and the social
partners, and Peter Krug from Department of Further Education, Germany, spoke on the diversification of learning agencies  and their new role in the process of lifelong learning. Richard Bagnall from Griffith University, Australia represented ASPBAE, and focused on global trends and counter trends in adult vocational education and their ethical implications.  The round table was moderated by Prof. Daswani, Professor of Linguistics, India.
A short publication on the presentations and results of the round-table
will be published shortly as a UIE working paper.
The congress was attended by 715 congress participants, among them 23 government ministers, intergovernmental organisations, governmental and non-governmental organisations. The non-governmental organisations' representations took part in a forum.
The recommendations of the congress reflect the analyses and suggestions issued by the four commissions which debated the various aspects of technical and vocational education:  changing demands  of the 21st century - challenges to technical and vocational education; improving systems providing education and training throughout life; innovating the education and training process; technical and vocational education or all; changing role of government and other  stakeholders in technical and vocational education; enhancing international co-operation in technical and vocational education.
contact & info: Madhu Singh, UIE (e-mail:


In cooperation with UK's National Organisation for Adult Learning (NIACE) the Ageing and Intergenerational Programme of UIE (contact: Toshio Ohsaho, e-mail: published a brochure on Creative learning and Active Ageing: New Challenges for Older People. The brochure is availble free of charge from

This book (edited by Madhu Singh) is a contribution to UNESCO's Second International Congress on Technical and Vocational Education, Seoul, 26-30 April, 1999. To prepare this event, a meeting was held at UIE in February 1999, bringing together 12 experts on adult learning and the area of work to discuss and debate issues on work, education and the future, and elaborate policy recommendations. The book is basing on the papers presented at this meeting and makes a contribution to the debate on vocational and technical education in the context of lifelong learning. The first part deals with global issues and contexts which create a social demand for adult learning, and the role of different partners in meeting this demand from the perspective of lifelong learning. The second part presents concrete case studies of research, reforms and projects for improved policy making and practice in adult and continuing vocational education from selected countries. The book closes with a joint statement made by the participants of the preparatory meeting. This text presents an 
agenda to renew vocational education in order to meet the aspirations of adults and confront the new issues created by the transformations in the field of work. Geographically the book covers many countries including Argentina, India, Lebanon, Norway and Zimbabwe. The papers raise important theoretical, ideological and pedagogical issues dealing with the relationship between work and learning. 'Adult learning and the future of work' poses the challenges, that national policy-makers, the research community, funding agencies and international organisations are facing, in rethinking the relationship between work and education from a lifelong learning perspective. The book is an outcome of a meeting held in Hamburg to prepare for the Seoul conference (see above).
Send your orders to UIE (e-mail: or to UNESCO Publishing, Promotion and Sales Division 7, place de Fontenoy, 753352 Paris 07 SP,
France. Fax: +33145 68 57 37 ¯; the book costs DM 20/US$11.50/FF 71.50


The European Society for Research into the Education of Adults (ESREA) announces the fourth research meeting of its network on Adult Learning and Active Democratic Citizenship. To be held between 11 and 13 September 1999, the meeting will be hosted by the Adam Mickeiwicz University in Poznan. For further details, contact John Field, Professor of Lifelong Learning, University of Warwick, UK;

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