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Many adult learning stakeholders, UIE’s partners and Governing Board, and UNESCO have repeatedly stressed the need for a strategic plan for the work of the Institute. Priority issues, major areas of concern and requests for intervention in the search for sustainable solutions have emerged from a systematic needs assessment carried out by UIE and other partners. They have emerged also from demands expressed strongly in various ways by Member States and representatives of NGOs and CSOs. All of this has resulted in a clear mandate for UIE from UNESCO and the international community. The UNESCO Medium Term Strategy (C/4 document) and the current biennial programme and budget (2002-2003) stress the important role which UNESCO must play in adult, non-formal and lifelong learning.
One main source of the demands made of UIE is the recommendations stemming from international conferences and declarations. The Dakar Framework for Action specifically refers to UIE in paragraph 19 in the context of the monitoring report and the implementation of the Dakar goals. The monitoring of the implementation of the CONFINTEA V Agenda for the Future is also at the core of UIE’s strategic planning. Furthermore, UIE has identified many needs and demands through its various operational networks and from partner agencies and individual academics and activists acting as sounding boards for key issues around the world. The accumulated expertise and experience of UIE is another valuable resource for identifying gaps and suggesting areas for action. Most importantly, the external evaluation recently commissioned by the Governing Board of UIE has provided a powerful analysis of the current challenges, and of UIE’s areas of competence and particular strengths, and has made recommendations on priority areas which the Institute should address. In response to UNESCO’s priorities and the external evaluation report, the strategies and work of the Institute will focus on research, monitoring, capacity building, partnership and networking, advocacy and publications.