CONFINTEA VI, final report - Unesco

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APPENDIX A Conference agenda Sixth international conference on adult education (Confintea VI) Revised provisional agenda 1. Opening ceremony 2. Adoption of the Revised Provisional Agenda 3. Statement by the Chairperson of CONFINTEA V 4. Election of the President of the Conference 5. Adoption of the Rules of Procedure of the International Conference on Adult Education 6. Election of the Vice-Presidents of the Conference, the Rapporteur-General, the President and the Vice- Presidents of the Commission, and Composition of the Drafting Committee 7. Proposed organization of the work of the Conference 8. Presentation of Regional Outcome Documents and of the Global Report on Adult Learning and Education 9. Review of the Conference theme: 9.1. Living and learning for a viable future: The power of adult learning 9.2. Inclusion and participation in adult education 9.3. Confronting global issues 9.4. Policies and governance for adult education 9.5. Financing of adult education 9.6. Towards lifelong learning 9.7. Literacy as a key competence for lifelong learning 9.8. Assuring the quality of adult education and assessing learning outcomes 9.9. From rhetoric to action 9.10. The way forward 10. Presentation of the results of the Conference by the Rapporteur-General 11. Adoption of the Conclusions and Recommendations 12. Closing of the Conference 47
APPENDIX B Annotated agenda CONFINTEA VI/3, Paris, 15 October 2009 Original: English Living and learning for a viable future: The power of adult learning Making an effective global case for and commitment to adult learning and education 1. Adult education is a human right to be exercised by all. The case for adult learning and education corresponds to the case for lifelong learning: throughout the world, education is the indispensable foundation for creating and sustaining personal, social and economic well-being. Today, this is a lifelong and life-wide agenda both for empowerment and for the development of human resources. These two pillars bear equal weight; only together can they work effectively. Their combined impact can improve the quality of life for all citizens around the globe, generating and developing to the fullest extent the human capacities and dispositions needed to address old and new challenges – above all, those of poverty, hunger, inequality, intolerance, injustice and conflict. 2. Some countries emphasize adult learning and education for individual and social empowerment to combat poverty and inequality, nationally and internationally. Others underline sustainable human development to maintain social and economic well-being in the context of globalization and environmental concerns. Countries and world regions may have differently balanced priorities in adult learning and education, but they are united in seeking to improve the quality of life and in the recognition that there is a global dimension to all the challenges we face in the coming decades. Only with an informed, literate and active citizenry can we meet these challenges effectively – and this is only possible by bringing adult learning and education into the centre of policy and action, as a transversal agenda that cross-cuts policy domains 48 and resource allocations. Ideally these should be integrated into a comprehensive lifelong learning system backed by an open and dynamic mechanism of recognition, validation and accreditation of all forms of learning, whenever, wherever and however it takes place, paying special attention to non-formal, informal and experiential learning. Adult education, as an inalienable human right, should be enshrined constitutionally by all countries. Issues for discussion: (a) How do countries ensure the exercise of the right of adults to education? (b) How can countries work together to build a global case for adult learning and education? How can the rationales for empowerment and human resources development be reconciled constructively? (c) What must governments, civil society and enterprise do above all so that their commitment to adult learning and education in policy and practice is visible, concrete and effective? (d) What are the most promising political strategies to redefine and reposition adult learning and education within lifelong learning as a key transversal area for policy and action in each and every country? (e) What are the existing frameworks of recognition, validation and certification, how do they cater for non-formal, informal and experiential learning, and what contribution do they make to lifelong learning? Anticipated outcomes: (a) greater refinement and understanding of policy options to address how citizens can exercise their right to education; (b) fuller appreciation of lifelong learning as an organising principle for effective adult education;
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Page 43 and 44: ANNEX Statement of Evidence Address
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Page 67 and 68: APPENDIX E Addressing global issues
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Page 71 and 72: APPENDIX F Towards lifelong learnin
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Page 85 and 86: APPENDIX H Address to the Closing C
Page 87 and 88: APPENDIX I List of participants Mem
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Page 91 and 92: Sr Erenildo João Carlos, Universid
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Page 95 and 96: Croatia / Croatie / Croacia Mr Ivan
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Iran (Islamic Republic of ) / Iran
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Madagascar S.E. Mme Irène Rabenoro
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National Observer of New Zealand /
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Portugal Ms Maria do Carmo Matos Go
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Solomon Islands / Iles Salomon / Is
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National Observer of Togo / Observa
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Vanuatu Mr Narand Beerbul, Director
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Sra Marcia Moreschi, Gerente de Pro
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Mr Wolfgang Leumer, Director of Reg
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Resource Persons/Personnes ressourc
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Sra Maria Do Socorro Da Costa Coelh
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UNESCO Headquarters/Siège/Sede Ms
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Mr Björn Otte, Public Relations Sp
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CONFINTEA VI, final report - Unesco

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