This document discusses literacy and lifelong learning as tools for women's empowerment. It notes that over 479 million women are illiterate globally as of 2015, with large gender gaps in education levels in sub-Saharan Africa and between rural and urban youth. The Sustainable Development Goals emphasize quality education and lifelong learning to promote nutrition, decent work, gender equality, and environmental sustainability. The document recommends that literacy programs move beyond functional literacy to empower women, integrate 21st century skills, and link with community development priorities. It provides examples of successful literacy programs that promote economic empowerment, social justice, and environmental sustainability.
Rotary Day at UNESCO
Saturday 4th April 2015
Presentation by Jordan Naidoo, Directeur du programme « l’éducation pour tous » et coordinateur de l’agenda global à l’Unesco
Rotary Day at UNESCO
Saturday 4th April 2015
Presentation by Jordan Naidoo, Directeur du programme « l’éducation pour tous » et coordinateur de l’agenda global à l’Unesco
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
Enhancing the development of nomads through education and training : a case of nomadic education programme (nep) in Nigeria By Professor rashid aderinoye
Executive Secretary, National Commission for Nomadic Education
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
Enhancing the development of nomads through education and training : a case of nomadic education programme (nep) in Nigeria By Professor rashid aderinoye
Executive Secretary, National Commission for Nomadic Education
Participation and Inclusion in Lifelong LearningRika Yorozu
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)
Amigo lector, recibe un cordial saludo, y te presento mi nuevo ebook, en el cual te propongo una mirada a la prestigiosa e impactante condición de experto, y a la marca personal de quienes lo son. En el texto analizo conceptos, ejemplos reales y aterrizajes prácticos actualizados sobre la marca personal de los expertos; respondo muchas interrogantes y enlazo a diversos contenidos complementarios, lo que aproximadamente duplica el volumen total del material.
Este material fue publicado originalmente en mi blog matriz (https://profesorestrada.wordpress.com/2016/02/29/la-marca-personal-de-los-expertos/). Las diversas reacciones que motivó entre muchos lectores (expertos y no expertos), además de mi obvio interés en ofrecer su contenido y facilitar el acceso al mismo en otros formatos y opciones de lectura, me hicieron buscar las alternativas correspondientes, y aquí lo tienes a tu disposición de forma totalmente gratuita.
He incorporado algunos elementos que no aparecen en el post original, y efectuado otros cambios mínimos; pero en general, esta versión es más de un 90 % similar a dicho post.
Espero lo disfrutes y te sea útil. Siéntete libre de compartirlo y de interactuar sobre su contenido en tus redes y otros espacios, conmigo y con quien lo consideres necesario y oportuno.
¡Muchas gracias! ¡Bienvenido!
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
R4D's Nicholas Burnett's keynote presentation at the International Step by Step Association's ISSA Conference 2016 in Vilnius, Lithuania. #ISSAVilnius2016
THE “GENDER PIPELINE”
The “opportunity structure” or “gender pipeline” has been used to examine the causes of gender differences in the formal education of both boys and girls as well as the academic performance of boys and girls.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
The Canadian International Development Agency (CIDA) was an organization that administered foreign aid programs in developing countries, and operated in partnership with other Canadian organizations in the public and private sectors as well as other international organizations.
It was formed in 1968 by the Canadian government under Pierre Trudeau. In March 2013, the Conservative government announced that CIDA would be folded into the Department of Foreign Affairs, and the organizations renamed as the Department of Foreign Affairs, Trade and Development.[1]
CIDA reported to the Parliament of Canada through the minister for International Cooperation. Its mandate was to "support sustainable development in developing countries in order to reduce poverty and contribute to a more secure, equitable, and prosperous world."[2] CIDA had its headquarters at 200 Promenade du Portage in Gatineau, Quebec.[3]
Communication and Community Engagement Plan for Promoting Girls Education. Through this PPT we will get a scenario the girls education situation before and after COVID-19 situation particularly in the Rohingya Response Program
Looking Back to the Future: Higher Education for the Sustainable Future We Wantamandasudic
Presentation by Mariana Patru at the International Association of Universities - Jaume Bofill Foundation International Meeting in Barcelona Spain October 2015
Similar to 2016.06womenLit_Webinar_Revised160628 (20)
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Literacy and Lifelong Learning
for Women’s Empowerment?
Prepared for the Alumniportal Deutschland webinar
“Empowering Girls and Women through Literacy
and Secondary Education” (29 June 2016)
Rika Yorozu
r.yorozu@unesco.org 1
2. Mission:
To promote the recognition of
and create the conditions for
the exercise of the right to
education and learning
Mandate:
Lifelong learning with a focus
on adult and continuing
education, literacy and non-
formal basic education
Activities: uil.unesco.org
2
4. Priority Africa
• Gender gaps among the poorest youth in sub-
Saharan Africa: 2.4 VS. 6.6 years of schooling
• Rural – Urban disparity in years of schooling:
Young people
(age 20-24)
Rural Urban
Young women 4.2 years 8.2 years
Young men 6.0 years 9.5 years
4
14. Good practice in adult literacy programmes for women‘s
empowerment and sustainable development
1. Moving from functional literacy to transformative literacy for gender
empowerment
2. Empowerment means different things for women in different
situations (as journey not a destination)
3. Situated literacy practices
4. “21st century skills” (e.g. language, ICT, problem solving skills, critical
thinking, etc.)
5. Integrated, embedded and holistic approaches to literacy and skill
development
economic growth,
social equality,
environmental sustainability
14
15. Literacy and Economic Empowerment
Nirantar’s Khabar Lahariya (New Waves)
programme in India: ‘journalism by the village,
of the village, for the village’
Empowerment of Women Living in Extreme
Poverty programme in Burkina Faso: micro-
credit scheme to strengthen income-
generation activities
15
16. Literacy and Social Justice
Tostan’s Community Empowerment
Programme in Senegal
Bilingual Literacy Project in Reproductive
Health in Bolivia
16
17. Literacy and Environmental Sustainability
Functional Literacy Programme of Women of
the Argan Cooperative, in Morocco
Empowering Self-Help Groups in Kenya
through ICT for Better Education and
Alternative Livelihood Activities
17
18. Recommendations
Adult literacy: Literacy and learning
policies should be linked with
existing development strategies and
community priorities.
Youth skills: All countries should
ratify and implement international
conventions that establish a
minimum age for employment.
Young people should be
encouraged to study full-time,
rather than part-time, in secondary
education.
18
19. Gender parity and equality: Countries
should adopt policies that reduce child
marriage and early pregnancy. There
should be more emphasis on gender
equality, including through teacher
education and safe school and
learning environments.
Recommendations
Lifelong learning: All stages of formal
and non-formal education should
specify the skills to be attained.
Governments must significantly
expand adult learning and education
opportunities.
19
20. References
• From access to equality: empowering girls and women through literacy and
secondary education (UNESCO 2012)
• Gender equality matters: empowering women through literacy programmes
(UIL 2014)
• Gender and EFA 2000-2015: Achievements and Challenges
(UNESCO 2015)
• Literacy and education for sustainable development and women's
empowerment (UIL 2014)
• Narrowing the gender gap: empowering women through literacy programmes:
case studies from the UNESCO Effective Literacy and Numeracy Practices
Database (LitBase) (UIL 2015)
• Sustainable development begins with education (UNESCO 2014)
21
The mission of UNESCO Institute for Lifelong Learning (UIL), established in Hamburg, Germany in 1951, is to promote the recognition of and create the conditions for the exercise of the right to education and learning. As one of UNESCO’s seven education institutes, UIL undertakes research, capacity-building, networking and produces publications on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education.
To support the follow-up and monitoring at the international level of the Belém Framework for Action: Harnessing the power and potential of adult learning and education for a viable future (2009), UIL is advocating for the realization of the vision of a learning family, learning communities, learning cities, learning countries and learning planet.
Unable to read a simple sentence. If we consider people with low literacy skills, even more! Sample testing in Germany in 2010 revealed that 20% of adult population have very low to low literacy skills.
On average, young people aged 20-24 years have spent 6.6 years in formal education. The poorest young women in the region, however, have spent less than half that. As a legacy of poor education systems, half of all female adults in the region are now unable to read and write.
If all mothers had primary education, 1.7 million children could be saved from stunting. If secondary education, 12.2 million children.
If all mothers had primary education, 1.7 million children could be saved from stunting. If secondary education, 12.2 million children.
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Youth Skills
All countries should ratify and implement Convention 138 of the International Labour Organization, which sets a minimum age for admission to employment.
Students should be encouraged to attend secondary education programmes full time.
Policy-makers should identify and prioritize the types and levels of skills to be acquired by the end of each stage of formal schooling.
[click]
Adult Literacy
Countries and international partners should take steps to ensure that the right to literacy is not forgotten
Literacy policies and strategies should be linked to existing development priorities in areas such as health, community development, agricultural innovation and active citizenship.
The use of mobile phones and other ICT platforms for literacy retention and skill acquisition should be supported.
[click]
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Gender parity and equality:
Incidences of child marriage and early pregnancy need to be addressed directly in policy.
Gender disparities at all levels of education should be eliminated
To address gender equality, schools need to be safe and gender-friendly.
Governments need to ensure that teacher training covers gender strategies. These programmes must be carefully designed according to local contexts.
Curricula should be gender sensitive and address issues such as sexual and reproductive health
[click]
Lifelong learning:
Countries should significantly expand learning and education opportunities for youth and adults.
All stages of formal and non formal education should specify the skills and other leaning outcomes to be attained
Governments should develop the means to measure and monitor programme participation and outcomes.