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Alidou, Hassana, Ed.; Glanz, Christine, Ed. – UNESCO Institute for Lifelong Learning, 2015
One of the greatest challenges in education today is to adapt and respond to a linguistically and culturally diverse world, and to combat social disintegration and discrimination. Participatory and collaborative action research represents an empowering and emancipatory approach to this challenge because the "target groups" become…
Descriptors: Action Research, Youth Opportunities, Adult Literacy, Program Improvement
Hanemann, Ulrike, Ed. – UNESCO Institute for Lifelong Learning, 2015
This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…
Descriptors: Sustainable Development, Literacy, Numeracy, Lifelong Learning
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Gillespie, Diane; Melching, Molly – Adult Education Quarterly: A Journal of Research and Theory, 2010
This case study analyzes the introduction of democracy and human rights into the educational program of Tostan, a nongovernmental organization working in Africa. The authors show how Tostan's original educational approach created a meaningful context for integrating democracy and human rights into its curriculum, a process that took place from…
Descriptors: Nonformal Education, Civil Rights, Democracy, Social Change
Desmond, Snoeks, Ed.; Elfert, Maren, Ed. – UNESCO Institute for Lifelong Learning (NJ1), 2008
Family literacy is a form of intergenerational learning that is based on the fundamental connection and interaction between the education of children, young people and adults. The family--in its broader sense--builds the foundation for lifelong learning. This book was published to help promote literacy by raising the understanding and awareness of…
Descriptors: Stakeholders, Adult Literacy, Lifelong Learning, Community Education
United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Structures, Content, Methods and Techniques of Education. – 1980
The case studies summarized in this report are based on ethnographic surveys carried out mainly in Cameroon, the Central African Republic, Ivory Coast, and Senegal (collectively called "Tropical Africa" in the text). The surveys were also carried out in the Maghreb countries, especially Algeria and southern India. Their common objective…
Descriptors: Case Studies, Cultural Context, Developing Nations, Experiential Learning
Moulton, Jeanne Marie – 1977
Information gathered via literature review, interview, and personal observation was used to examine the effectiveness of animation rurale programs in Senegal and Niger, French West Africa. Identifiable animation rurale assumptions tested as applicable to Senegal and Niger were: nationwide development programs at the grass roots level can be…
Descriptors: Case Studies, Change Agents, Communication (Thought Transfer), Concept Formation