Promising practices in supporting success for Indigenous students
2017
Indigenous Peoples are diverse, within and across nations.
Resources
Lifelong learning from a social justice perspective
2017
Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world.
Realising the right to education through non-formal education
2017
The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes.
State of the world's minorities and Indigenous Peoples 2009: Events of 2008 - Education special
2009
In a unique collaboration with UNICEF, Minority Rights Group International reports on what minority and indigenous children around the world face in their struggle to learn.
World Education Report 2000 - The right to education: Towards education for all throughout life
2000
The World Education Report 2000’s focus on education as a basic human right is a fitting choice for the International Year for the Culture of Peace. Education is both a human right and a vital
Third global report on adult learning and education
2017
GRALE III is then divided into three main parts. Part 1 monitors how well countries are doing in fulfilling their commitments under each of the five areas of the Belém Framework for Action.
Literacy for life
2006
The EFA Global Monitoring Report 2006 aims to shine a stronger policy spotlight on the more neglected goal of literacy - a foundat
The Global Literacy Challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012
2008
The publication examines the many dimensions of youth and adult literacy set in the context of development and shows how it connects with other societal challenges such as gender equality, and pove
Writing the Wrongs: International benchmarks on adult literacy
2005
This study is the largest-ever attempt to systematise experience of what works in adult literacy.
Literacy from a right to education perspective
2013
This paper was commissioned by the Section for Basic Education for the Final Evaluation of the Implementation of the International Plan of Action for the United Nations Literacy Decade