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NIACE wins UNESCO prize

NIACE has won the first prize in the 2010 UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of Information and Communication Technologies in Education.


CONFINTEA VI stakeholder meeting 25-27 January

As mentioned in previous articles on this website, the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the UNESCO Institute for Statistics (UIS) made drafts available of an 'Overall Monitoring Strategy' and a 'Monitoring Matrix' by means of an open online consultation forum,


Croatia among Top European Countries in Terms of Providing Education in the Language and Alphabet of Ethnic Minorities

Participants of a round table discussion on the Integration of Culture and Identity of Ethnic Minorities into the Standard Curricula, hosted by the Croatian Ministry of Science, Education and Sports, emphasized that the Croatian legislative framework granted exceptionally high standards pertaining to education in the language and alphabet of ethnic minorities, and that Croatia belonged to the leading European countries in this respect.


Outcomes first online discussion

What monitoring initiatives exist at national and cross-national levels? How can they be integrated into the proposed Overall Monitoring Strategy?

There seemed to be a consensus that a systematic and strategic approach to monitoring is indeed necessary in order to "move from rhetoric to action". This monitoring needs to be contextualised and backed-up by building capacities and mechanisms at country level. It was underlined that monitoring and general follow-up of the Belém Framework are critical at both national and regional levels. It was suggested that every world region should develop a regional monitoring strategy under the leadership of the regional UNESCO office, supported by UIL.


Public online discussion on CONFINTEA VI monitoring

In order to debate the implementation of the monitoring of the Belém Framework for Action, the UNESCO Institute for Lifelong Learning (UIL) established a public online discussion in which many international key-actors in the field of adult education took part. The debate was split up in three different sub-discussions. The main outcomes of these sub-discussions can be found in the summaries in this section.

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