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GEO/ICAE
4.- NIACE LAUNCHES INTERIM FINDINGS
OF COMMISSION FOR DISABLED STAFF IN LIFELONG LEARNING
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http://www.iiz-dvv.de/englisch/default.htm
Online Registration:
http://www.migrationandintegration.de/
2.- IALLA III 2007 - September 24 to October 12, 2007
3.- International Adult Learners’ Week 2007: Reviewing a Global Advocacy Network on the Way Towards CONFINTEA VI
The National Institute of Adult Continuing Education in England and Wales (NIACE) and the UNESCO Institute for Lifelong Learning (UIL) are jointly organising the 2007 International Adult Learners’ Week in Manchester, UK, from 20–22 September 2007, in partnership with the UK Government’s Department for Education and Skills (DfES), the UK National Commission for UNESCO and the International Council for Adult Education (ICAE).
For sixteen years adult learners’ weeks, literacy celebrations and lifelong learning festivals have been organized at local, national and/or regional levels worldwide to mobilize for adult learning and non-formal education within the perspective of lifelong learning. Addressing policy makers, providers, educators and adult learners alike, the campaigns have created visibility and support for adult and lifelong learning. The activities have also been conducive to building cooperation, networks and synergies, and have provided arenas for adult learners
to
articulate their aspirations and to increasingly emerge as partners in
policy dialogue. The International Adult Learners Week network came into being in the year 2000 as a result of the Fifth International Conference on Adult Education (CONFINTEA V), by means of a UNESCO resolution to “enrich International Literacy Day and strengthen its links to the larger adult learning movement to which it contributes”. To date, four international advocacy events have been hosted by partners in UNESCO Member States (in Belgium in 2001, Brazil 2002, South Africa 2004, and Norway 2005). Between the end of 2003 and the end of 2006, the European Commission supported a Regional European sub-network of learning festivals in the framework of their Socrates/Grundtvig programme.
and NIACE, the organisation which invented it and has developed and significantly supported fellow organisers in other countries to spread the movement. As we are approaching the next International Conference on Adult Education (CONFINTEA VI in 2009), the 2007 International Adult Learners’ Week will represent a stepping stone for CONFINTEA VI, with the overall goal of reviewing the past and projecting the future of the global advocacy network. The event will likewise serve to create advocacy for CONFINTEA VI.
Approximately 120 adult education experts from governments and NGOs representing 25 countries will join the event, including adult learners who will take an active part in the discussions both during the workshops and as plenary speakers. The event will be honoured by the presence of the UK Minister of State for Lifelong Learning, Further and Higher Education, Mr Bill Rammel, and the Deputy Minister of Education of South Africa, Mr Enver Surty.
Contact: Bettina Bochynek (b.bochynek@unesco.org ) Maren
Elfert -----
Ed Melia Over 100 adult learners and learning providers from more than 40 countries will be meeting in Manchester today – Thursday 20th September 2007 - to celebrate International Adult Learners’ Week 2007. Delegates from Australia, Uruguay, Canada, Swaziland, Romania, Pakistan, The Philippines and elsewhere will be coming together to share their expertise and experience to establish a framework for an International Learners’ Charter. The delegates will also review the global learning festivals – including Adult Learners’ Week that now takes place in over 50 countries - that have occurred over the past ten years and identify the lessons learnt and explore the future potential for similar festivals. They will also discuss the contribution of national/regional adult learners’ weeks and learning festivals to the Education for All agenda as well as to the Millennium Development Goals. The event – to be held in the UK for the first time - will be co-hosted by the UNESCO Institute for Lifelong Learning and NIACE, the organisation which developed the concept of Adult Learners’ Week – first held in the UK in 1992 - and has significantly supported fellow organisers in other countries to spread the movement. Bill Rammell, Minister of State for Lifelong Learning, Further and Higher Education at the Department for Innovation, Universities and Skills, said, “It is an honour for the United Kingdom to be hosting International Adult Learners’ Week. This Government wants adults from all sections of society to have the chance and the confidence to participate in learning. We have more adults than ever undertaking some form of learning and our record investment in Further Education, up 48% in real terms since 1997, is ensuring people can gain the skills they need for employability and success in their personal lives. I’m particularly pleased that this event is looking at the role which learners can play in improving policy.” Mr Adama Ouane, Director, UNESCO Institute for Lifelong Learning (UIL), said, “Learners, who have received recognition in their countries for outstanding achievement, have been invited to Manchester by NIACE and UIL to celebrate learning at this year’s International Adult Learners’ Week. It is an honour to have the conference here this year, as the Adult Learners’ Week was launched by CONFINTEA V in recognition of the UK’s experience. This moment of advocacy, which brings together so many achievers, will continue to strengthen the global learning network formed by the adult learners’ weeks.” Alan Tuckett, Director of NIACE, said, “Learning matters to every adult no matter where they live. And the positive impact that learning can have on individuals, families, communities and whole nations is one of fundamental importance. As we are approaching the next International Conference on Adult Education - CONFINTEA VI in 2009 – this year’s International Adult Learners’ Week will represent a preparatory stepping-stone. The overall goals will be to review the past and promote the future of the global adult learning advocacy network.” Ends For further information please contact: Ed Melia, NIACE Press Officer, on 0116 204 4248 or 07795 358 870. 4.- NIACE LAUNCHES INTERIM FINDINGS OF COMMISSION FOR DISABLED STAFF IN LIFELONG LEARNING
National Institute of Adult Continuing Education Disabled staff in the lifelong learning sector have to cope not only with inaccessible surroundings but also with poor understanding and support from their employers and managers. Often they don’t feel confident enough to disclose their disabilities and/or they don’t receive leave for treatment. These are the headline findings of The Commission for Disabled Staff in Lifelong Learning – led by the National Institute of Adult Continuing Education (NIACE) - which launches its Interim Report today – Tuesday 18th September 2007 - at a conference in London. The Commission’s report >From Compliance to Culture Change details its interim findings since its launch earlier this year. In that period, evidence has been received from hundreds of disabled workers together with human resources and personnel staff and managers from the sector. The information collected suggests that there is a tendency for managers to focus on the ‘problems’ facing individuals, rather than identifying the major institutional barriers which exist. The report discloses managers’ assumptions about individuals’ abilities and inclinations towards making both prognoses without discussion and suggesting that if staff are unwell, impaired or have a learning difference – such as dyslexia – then they “should not be in post”. Managers can be gatekeepers to support services, sometimes preventing access to real support and funding like the Access to Work programme. In some instances, however, the evidence indicates that disabled staff have been treated appropriately. Key issues from the interim report also include the difference in experiences between staff working in HE and those working in FE and factors affecting staff facing mental health issues. Leisha Fullick, Pro Director at the Institute of Education, University of London and Chair of the Commission, said, “The Commission was established because of the under representation of disabled staff in education. Although a serious equal opportunities issue it is one that has received scant policy attention to date. The Commission aims to put this right. In the first phase of this work, we have put together an important body of evidence which shows that there are a number of significant issues to address. We look forward to exploring in more depth the responses to this report and, in the next phase of its work the Commission hopes to make a substantial impact on policy and practice.” Alan Tuckett, Director of NIACE and member of the Commission, said, “The evidence to the Commission so far presents challenges to the lifelong learning sector as noteworthy as those thrown up by the Commission on Black Staff in FE. Institutions not only need to up their game to comply fully with the Disability Discrimination Act but also to create a culture in which people with inherited or acquired disabilities can have the same expectations of fulfilling work and career progression that every other member of staff should enjoy.” Welcoming the report Bill Rammell MP, Minister of State for Further and Higher Education, said, "If we are to meet our ambition for world class skills, we must ensure we fully support all those delivering and supporting Further Education. We want an environment of opportunity for everyone, no matter what their circumstances and one where people are treated equally and receive fair treatment. The workforce must represent the customers it serves so it can better meet the challenges presented by this report that will only be achieved with individuals and organisations working together.” Sasha Callaghan, Member of the TUC Disability Committee and President Elect of the University and College Union, said, "This report is timely and welcome. All those involved in driving sectoral policy forward should take the time to read it in full and feed comments back to the Commission. If we are to see real change, it is vital that all sides are committed to disability equality. UCU is determined that real improvements for disabled people are achieved throughout education and we will be giving a clear message to the Commission about what must be done to achieve this." Yvette Adams, Executive Director Diversity, Culture and Communications at the Centre for Excellence in Leadership, said, “The report highlights a number of cardinal issues which disadvantage disabled staff. There are institutional blocks to culture change and managers feel ill-equipped to deal with the risks they have identified and disclosed to the Commission. What’s needed is the creation of an environment that supports staff to disclose their needs together with safe surroundings in which they can do so. Recruitment and retention and the management of probation and induction are also issues. All of these highlight the need to further develop good and effective management and leadership skills in the area of disability, equality and diversity. This can only be done by empowering and building leadership capacity throughout our businesses at both senior management and front-line levels.” A consultation period will now begin, with opinions and answers being sought from disabled staff, managers and policy makers from across the lifelong learning sector. Ends For further information please contact: Ed Melia, NIACE Press Officer, on 0116 204 4248 or 07795 358 870.
5.- Seeking endorsements for climate change and gender equality declaration
On Behalf
Of Colette Tamko
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Since climate change disproportionately affects poor women,
governments should analyze and identify gender-specific impacts and
protection measures related to floods, droughts, heat waves, diseases, and
other environmental changes and disasters. The global community should
prioritize reducing the high levels of female mortality rates resulting from
climate-induced disasters and livelihood changes.
- The UNFCCC should develop a gender strategy, invest in gender-specific
climate change research, and establish a system for the use of
gender-sensitive indicators and criteria for governments to use in national
reporting to the UNFCCC Secretariat, adaptation planning, or projects under
the Clean Development Mechanism (CDM).
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