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    ---------- CON-NEXUS Online 10 ------------
    CONFINTEA Nexus Online: The Electronic
    CONFINTEA Follow-up Bulletin --------------
    10th Issue --------------------------------
    03 September 1999--------------------------
    Published by ------------------------------
    ------------ UNESCO Institute for Education

The International Consultative Forum for the Follow-up of CONFINTEA V is taking place in Manila, Philippines on 25-27 September, 1999. The forum will review the follow-up to CONFINTEA V and the commitments made by the different partners in the Agenda for the Future. It will guide the UIE in 
preparing the report to be given to the Member States and to the UNESCO General Conference and in developing proposals for further implementation of the Agenda for the Future.
A report reviewing the follow-up activities done during the last two years in the different regions and within the thematic networks will serve as the basis for deliberation.
The programme will consist of two parts: the International Forum as such, on the 25th and the 26th  of September 1999, and one day of workshops, on the 27th of September 1999, to develop concrete cooperation plans and initiatives among the different networks.
The Government of the Republic of the Philippines, through its Technical Education and Skills Development Authority (TESDA), is hosting the Forum in Taguig, Metro Manila.
Invited to the Forum are national governmental and non-governmental representatives from the different regions, representatives from international, multilateral and non-governmental organizations, and representatives from thematic networks, as well as university and research institutions and other stakeholders that have been involved in the CONFINTEA process and are informed about the follow-up activities.



Under this topic a meeting took place in Ouagadougou (Burkina Faso) on 17-21 May, 1999, attended by about 40 participants. Invited were representatives from Benin, Burkina Faso, Cap Verde, Ivory Coast, Mali, Niger, Senegal and Togo. The main objectives were
- to exchange about policies and strategies which were developed in the sub-region in order to improve educational activities
- to promote innovative activities in the areas of health and literacy as well as adult education in general
- to reinforce the sub-regional, regional and international cooperation in the spirit of the CONFINTEA V Agenda for the Future.
Some recommendations were formulated, focusing on, among other things, the organization of visits to countries which provide of successful innovative experiences (e.g. Senegal, Ivory Coast, Cap Verde) and the organization of a specific meeting with women working in the different educational areas in the region and the organization of Adult Learning Weeks like in South Africa and Benin.
Info and contact: Marc-Laurent Hazoumé, UIE (e-mail:


The second European follow-up seminar (Brussels, Belgium, 3rd June, 1999) was attended by governmental and non-governmental representatives from the 15 Member States of the European Union. Opening the session, the acting Director-General of the Directorate-General XXII underlined the role CONFINTEA played in the development of new European Policy in adult learning, and in particular in the creation of the Grundtvig-Programme.
The participants have underlined three specific areas for the follow-up to CONFINTEA: 
the development of new  demand-focused policy, in addition to the traditional policy of adult education provision;
the development of new approaches for financially supporting the 
participation of adults in organized adult learning;
the development of an intersectoral and multidimensional vision of adult learning.
The delegation of the United Kingdom, with the support of Finland, insisted on the importance for the European Union to support, within the framework of the new demand-oriented policy, the growing initiative of the ALW, a proposal which was welcomed by the Director of the new Grundtvig-Programme, Mr Joachim Fronia.
A review of the different commitments contained in the AfF has underlined:
-  the issue of accessibility and quality, i.e. the overall tendency for 
adult learning opportunities being used by already privileged learners, 
-  the issue of the validation of learning for the purpose of vocational mobility and further education. 
Regarding the policy of the demand for adult education, the participants emphasized the need to sustain individuals in their own learning projects through accreditation services,  counseling and information services, financial support, creation of free time for learning, as well as by creating a space for the expression of the various learning needs of peoples. This is necessary as the social demand for new adult learning is less for a recurrent adaptation but for the creation of active and creative citizenship.
In short, the follow-up meeting of Brussels has insisted on the 
contribution of CONFINTEA to the reconstruction of an enlarged vision of adult learning and of adult learning policies.


In June, the Brazilian Ministry of Education (MEC) published its long awaited official contribution to the Subregional Meeting of the MERCOSUL Countries and Chile, held in Montevideu, Uruguay, in November 1998, as part of the follow-up process to CONFINTEA V. The document was one of the results of the Brazilian Preparatory Meeting which took place in Curitiba, in the State of Paraná, prior to the Montevideu Meeting, in October last year. The report highlights the advances achieved over the past eleven 
years since the new Federal Constitution was approved (1988), including important improvements in the field of basic education for children and adolescents in the 7 to 14 age range and in enrollments in secondary education. At the same time the document points out the huge challenges facing Brazilian educators particularly in the field of Adult and Youth Education including over 15.5 million illiterates (15 years and above). 
Although the adult illiteracy rate has fallen from 20.1% in 1991 to 14,7% in 1996, there remains much to be done specially in those regions in which the illiteracy rate is considerably higher than the national average. The document reveals that with respect to gender, the levels of schooling for women and men have reached parity over the last decades but that profound inequalities persist between different ethnic and racial groups in Brazilian society.
In its Lines of Action, the report emphasises the importance of a national policy for Adult and Youth Education which guarantees the constitutional right to basic education of all adults and young people who did not have access to or did not conclude this level of schooling at the age considered normal. It also states the need to extend and amplify the offer of public free secondary education to adults and young people and the need to guarantee adult educators just working conditions and career structures along with the infrastructure and teaching materials necessary for their work. In line with the general international tendency, the report highlights the need for alliances and partnerships between government and 
non-government institutions and the need to offer professional training which recognises the value of the students' previous knowledge, experience and skills, and prepares them to occupy existing job opportunities as well as creating new forms of income-generation.
With regard to the division of responsibility for Adult and Youth 
Education, the report highlights the important contribution of the 
International Agencies and outlines the internal division of 
responsibilities in which local government (at municipal level) is 
increasingly called upon to provide basic schooling for adults and young people whilst the Federal government is seen as responsible for defining national policy and providing technical and financial assistance to the State and local governments. The report also points to the important contribution of NGOs and social movements as well as that of the productive sector. It concludes that "The commitment of the public powers to Adult and Youth Education and the contribution of civil society and the productive sector are essential for the constitution of a democratic society".
info & contact: Timothy D. Ireland, Federal University of Paraíba, Brasil (e-mail:

****With respect to the issues raised at the March meeting of RAAAB (Rede de Apoio à Ação Alfabetizadora do Brasil) in Rio de Janeiro (see CON-NEXUS 09), some progress can be reported. At a meeting (05/05) between representatives of UNESCO, CEAAL, CONSED and UNDIME with the Secretary of Basic Education, Profa. Iara Prado, it was agreed to discuss further the proposal for a National Meeting on Adult and Youth Education to be held in 
September this year. Responsibility for providing learning opportunities for adults and youths has now been devolved to local governments with MEC providing some technical and financial support. The forums of Adult and Youth Education in Rio, Minas Gerais and, more recently, Espirito Santo and Rio Grande do Sul, continue holding regular meetings and providing an important space for the discussion of programmes and policies at state level.
info & contact:Timothy D. Ireland, Federal University of Paraíba, Brasil (e-mail:


The Documentation Centre of the UNESCO Institute for Education co-ordinates ALADIN, a network of so far 90 adult learning documentation and information services all over the world. ALADIN, which has as its objective to counteract the imbalance in access to adult learning documentation and information, is committed to incorporate in its network also those services who are not yet online. It is a fundamental principle of ALADIN that the exchange of information through the WWW cannot completely replace the more
traditional exchange of media. 
The network is now accessible through UNESCO's or UIE's homepage or directly through
ALADIN offers a variety of search strategies. It gives you access to all UNESCO Education Websites. You can also search for ALADIN members' names, areas of specialization, geographical foci, location (region or country). You will be linked with relevant adult learning documentation and information services competent to supply detailed information either by electronic databases or traditional means of communication.
Contact & info: Ursula Giere, UIE (e-mail:


The report on the Seminar 'Monitoring and evaluation: strategies facing follow up forums', organized in Montevideo (Uruguay) on 29-30 April, 1999 by the Gender and Education Office of REPEM (Red de Educacion Popular entre Mujeres) is available from

The 29 booklets documenting workshops held at CONFINTEA V are now available in Spanish from the CONFINTEA homepage in PDF-format (, see 'CONFINTEA Related Publications', or go directly to

The Report of Theme IV (edited by Carolyn Medel-Añonuevo) is now available from UIE (e-mail: or from the CONFINTEA homepage in PDF-format (

The book edited by Linda King examines key areas in the population field in relation to education. Sexuality, reproductive rights and health, masculinities, violence, adolescence, fertility, ageing, gender relations and AIDS education are some of the themes explored in the  contributions.
The book is based on selected papers presented at an international expert group meeting held in Cuba on Adult Education and Population, funded by UNFPA and CIDA, as part of the follow- up activities to the Fifth International Conference on Adult Education (CONFINTEA V). In Part One the book  addresses the issue of men, masculinities and health from the population perspective. With contributions from Mexico, South Africa, Pakistan and Lebanon, the stereotypes of male identity are analysed and experiences involving adult learning and the redefinition of  gender relations are presented. Part Two looks at population education from a life 
cycle approach. Authors from Cuba, Mexico and Thailand focus on  the concepts of adolescence,  intergenerational learning, and ageing. In Part Three the emphasis  is on policy making  for population education, with perspectives from China, Ghana and Jamaica. Finally, Part Four explores the role of NGOs in population education in particular in two national 
contexts: Thailand and Zimbabwe.
Available from

The book, edited by Ingrid Jung and Linda King, is the final one in a series published by the UNESCO Institute for Education and the German Foundation for International Development (Deutsche Stiftung für Internationale Entwicklung, DSE) on innovation in adult education. The books examines the theoretical framework and social context of women's non-formal education in Latin America. It documents, in the words of women educators in the region, the varied political and social contexts which have given rise to innovative experiences in the educational sector: the legacy of the civil wars of Central America, the exclusion experienced by 
indigenous communities, gender violence, and the daily struggle for survival in societies where female headed households reflect the feminization of poverty levels. The notion of sorority permeates the thinking of these Latin American women. Despite the constraints of poverty and gender inequity, what shines through is their creativity and resistance, coupled with a belief in the role of education to make a difference. Price (not including postage): Euro 10.00DM 20.- FF 65.00Please send orders to:  

This is the last issue of CON-NEXUS On line. With the Manila Meeting the CONFINTEA V Follow-up process reaches a first conclusion. We thank all readers for their interest and all contributors for their co-operation. If, however, plans for publishing a new UNESCO periodical on adult education materialize, we will of course keep you informed, especially in connection with a planned 'on line'-version.



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