From Literacy to Lifelong Learning: Towards the Challenges of the 21st Century

Mexico City, Mexico

This conference is organized in cooperation with the Mexican National Institute for Adult Education (INEA) on behalf of the Government of Mexico, the UNESCO Regional Bureau for in Latin America and the Caribbean in Santiago de Chile (OREALC), the UNESCO Office for United Nations Priorities (ED/UNP) and the UNESCO Office Mexico.

Objectives: 

• To train national directors of adult education through their participation in “Challenges of Literacy and Life-long learning in Latin America and Caribbean: Constructing Alliances and Promoting and Innovative Focus”, the UNESCO Regional Conference in support of literacy throughout the world, with the goal of supporting the design of educational, innovative and quality policies and programs in adult education and literacy in their countries. 
• Prepare and disseminating the information obtained from the countries, updated bibliographies, specialized literature on literacy program and methods.
• Identifying and analyzing policies, programs, achievements and challenges regarding literacy.
• Work groups to propose answers to the political character- including actions, strategies- to support he development of interventions sin adult and literacy education in the countries.
• Mobilize partnerships and resources for concrete interventions en each country building cooperation between and with allies.
• Strengthening a continuing expert network to exchange experiences on the topic of literacy and adult education

• Literacy, educational inclusion, and social equity in Latin America and the Caribbean.
• Public policies, the right to education, content, commitments, citizenship, challenges and cultural diversity
• Conceptualization of literacy; Advances and imitations of the governments in relation to public policies and programs; tendencies of the policies, processes and criteria of focus in attending to equity and coverage; existence of normative frameworks and policies of equity and social inclusion that consider the particularities of gender, ethnicity and geographic location; lack of legislation; criteria that can be used to organize systems of information, monitoring, follow-up, and evaluation
• Laws or norms that facilitate the participation, implementation, functioning, and resources for literacy programs. Financing of the literacy policies as a system.
• Lines of public policy: economic or fiscal policy; teacher training, monitoring and evaluation of literacy programs, accountability, articulation of State-civil society, research. Linking literacy with basic education (sustainability).
• Policies of curriculum, follow-up, monitoring, evaluation, training, and financing literacy programs that are support by research.
• Demonstration of experiences in which continuity and articulation are guaranteed with the constant education and sustainability of programs. Opportunities benefitting a literate environment.
• Lessons learned, challenges, and failures. 

For more information please see attachment or visit: http://www.unesco.org/uil/en/focus/confintea.htm [1]