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COMITÉ MONDIAL POUR LES APPRENTISSAGES TOUT AU LONG DE LA VIE

Des nouvelles du monde


Algeria: EU project improves capacities of body for apprenticeship and lifelong learning, March 2015

Thirteen consultants from the Algerian Apprenticeship and Lifelong Learning Fund and several employees of the National Office for the Development of Apprenticeship and Lifelong Learning (FNAC) are receiving training this week on training tools and techniques as part of the EU funded regional programme GEMM, implemented by European Training Foundation (ETF).

Singapour illustre l'histoire de la formation continue

(learning for life is not lifelong learning !) de ce pays d'une manière attrayante.

Projet de Perspectives de l’Éducation en Afrique

Rapport sur l’éducation continentale 2014, une publication de l’Association pour le développement de l’éducation en Afrique (ADEA). Avril 2014, 94 pages. Lien :http://www.adeanet.org/portalv2/sites/default/files/au_outlook_continental_french_2014_w.pdf

April 2014 - Reinforcing non-formal education capacities in Mali

Within the framework of its CapEFA Programme UNESCO provides focused support to the government of Mali to reinforce the country’s capacities in the training of educators (formation des enseignants) with a view to achieving the EFA goals.
To review activities undertaken so far to achieve a unified policy for the training of educators and to plan additional steps, a reorientation workshop was organized by UNESCO on 10–12 February in Bamako. It brought together all relevant governmental actors and representatives of the units involved from the UNESCO family, including HQ, UNESCO-BREDA, IIEP, IICBA and UIL. Werner Mauch, Programme Manager of UIL’s Adult Learning and Education Programme offered advice on how to reinforce existing non-formal education provision with a focus on continuing education concepts and practice. Source : UIL

Banking on education 17/12/2013

It's a way of letting people accumulate qualifications in a range of subjects over the years and be able to access these and have them count towards an advanced degree or another qualification when they need it.
Its ultimate aim is to break the "one examination decides one's life" basis of education in China. Most adult education affiliated colleges in Shanghai have joined the bank.



May 2013, LIFELONG LEARNING AND THE POST-MDGS AGENDA : Cyprus National report

"The main problem with the MDGs, globally, is that the overall approach towards development they represent is quite narrow, limiting countries’ incentives to institute structural changes that would foster development. This is particularly evident in the case of Goal 2: ‘Achieve Universal Primary Education’. It can be argued that this specific goal is restrictive for large sections of the population, excluding people in developing countries who are of economically productive age and who are in need of further education, re-skilling or vocational training. These persons could be immensely benefited by an all-embracing approach towards education aiming at developing a Lifelong Learning (LLL) and knowledge-based society."


Bangkok - TVET in the Context of Lifelong Learning

UNESCO "Bangkok Office" Education - 27/02/2013
The Shanghai Consensus, a summary of key recommendations emerging from the event, highlighted the need to validate, recognise and transfer non-formal and informal learning and skills regardless of how they are acquired.
Another major recommendation arising from the Congress was to develop flexible pathways to link TVET with general education and facilitate the progression of TVET learners to higher levels of education.

Vietnam - Une société de l’apprentissage se dessine

Vietnam - 19/02/2013

India - Lifelong learning does not depend on formal education

Indian Express - 26/02/2013