June 23-24,2 2009, Bonn, Germany
1. The Conference
The conference will bring together key representatives, decision makers and practitioners in adult education and lifelong learning from the South, East and West with representatives of donor agencies, ministries, development banks and foundations. Additionally, experts and representatives of international organisations, professional agencies, research institutions and other actors working in the field of development oriented education policy will be invited.
2. Why this Conference?
Education for All (EFA) targets improved access, quality, and gender parity of the education, learning and training sector. All these initiatives should have a direct or indirect impact on the development of adult education as well. However, in most of these processes our field is playing a marginal role only. This is especially true for the EFA framework, which almost read as "Except For Adults". The Fast Track Initiative (FTI) has even up to now no component to support youth and adult literacy. On the other hand, several interesting developments and initiatives could be witnessed in the global lifelong learning movement for the last decade: linking literacy to livelihood skills training and social issues, the genesis of HIV/AIDS prevention, the revival of target group and labour market oriented vocational Bonn Conferences on Adult Education and Development education and training (VET), the transformation of universities in lifelong learning institutions and many initiatives for cooperation between civil society and the governmental sector are only a few examples.
3. Broad Objectives of the Conference
The objectives for the event are:

• To reflect on the impact of recent development policies and financing mechanisms to strengthen youth and adult learning in the South
• To discuss the challenges development policy is facing and to identify the role and the needs of adult and lifelong learning in this context
• To share best adult learning practices and experiences in development action and programmes
• To create a possibility for networking between actors in adult education and major donor agencies

4. Conference Organising Committees
The conference planning and organisation will be through a committee including representatives of all partners: Paul Belanger of ICAE, Gina Ebner of EAEA, Maria Almazan Khan of ASPBAE, and Heribert Hinzen of dvv international. www.dvv-international.de www.icae.org.uy www.eaea.org www.aspbae.org
Educazione degli adulti di finanziamento per lo sviluppo. Educazione per Tutti (EFA) obiettivi di migliorare l'accesso, la qualità, la parità di genere e l'istruzione, l'apprendimento e la formazione del settore. Tutte queste iniziative dovrebbero avere un impatto diretto o indiretto sullo sviluppo della formazione degli adulti, come pure. www.dvv-international.de www.icae.org. Suite...

Adults with low skills in language, literacy and numeracy (LLN) are numerous in many OECD countries. They can include early school leavers, older learners who have not used their skills over time, immigrant and refugee learners, or individuals with disabilities. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. But what is known about whether and how programmes are meeting the needs of diverse learners?
This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment – referring to the frequent assessment of learner understanding and progress to identify needs and shape teaching and learning. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.
This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. It will be of particular interest to policy makers, teachers and instructors, researchers, and students.
A companion report which studies formative assessment in lower secondary schools was published in 2005 under the title Formative Assessment: Improving Learning in Secondary Classrooms.

Since 1991 this network has brought together historians of adult education with active research interests in the history of the role of social movements in the cross-cultural dissemination and reception of innovations in adult education and adult learning throughout Europe. The major focus of the network’s research activities has been upon the historical period 1880-1930, which was an important formative period throughout Europe in establishing the organised responses by the working-class and women’s movements to challenge the provision of adult education by bourgeois and philanthropic organisations in the public sphere. Recurring themes have included: university extension, folk high schools, workers’ education, women’s education, labour camps, Christian Socialism, Social Catholicism, Free Masonry, Anarcho-syndicalism and the Third International, etc. The network is primarily organised in the form of research seminars which enable a maximum of 25 researchers and PhD students to intensively and critically discuss the results of their ongoing historical research. The publication of a series of volumes of selected and edited papers has been a continuing priority for this network.

http://www.esrea.org/                                              

286e session du Conseil EDUCATION, JEUNESSE ET CULTURE, Bruxelles, le 22 mai 2008
Le Conseil a adopté les conclusions suivantes:
ACCUEILLE favorablement la communication de la Commission d'octobre 2006 intitulée "Éducation et formation des adultes: il n'est jamais trop tard pour apprendre" ainsi que la communication de la Commission de septembre 2007 ayant pour titre "Plan d'action sur l'éducation et la formation des adultes - C'est toujours le moment d'apprendre", qui confirment toutes deux l'importance de l'éducation et de la formation des adultes en tant que composante essentielle de l'éducation et de la formation tout au long de la vie et invite les États membres à lever les obstacles à la participation à l'éducation et la formation des adultes et à en augmenter la qualité et l'efficacité d'ensemble, à accélérer le processus de validation et de reconnaissance, à assurer un investissement et un contrôle suffisants dans ce secteur;
RECONNAÎT le rôle déterminant que peuvent jouer l'éducation et la formation des adultes pour atteindre les objectifs de la stratégie de Lisbonne, en favorisant la cohésion sociale, en dotant les citoyens des compétences requises pour trouver un nouvel emploi et en aidant l'Europe à mieux s'adapter aux exigences de la mondialisation. Conclusion -Ministres européens-22 mai 2008 FTLV.
Závěry Rady pro vzdělávání a vzdělávání dospělých. 286. zasedání Rady pro vzdělávání, mládež a kulturu, Brusel, 22. května 2008. Závěr-ministři-22. května 2008 FTLV. Více...

Depuis 1995, Eurostat donne le pourcentage de la population adulte âgée de 25 à 64 ans ayant participé à une formation ou à un enseignement dans les différents pays de l'UE, ainsi qu'une étude spécifique pour les femmes et une pour les hommes.
La formation permanente fait référence aux personnes âgées de 25 à 64 ans qui ont répondu avoir suivi un enseignement ou une formation au cours des quatre semaines précédant l'enquête (numérateur). Le dénominateur est la population totale du même groupe d'âge, à l'exclusion des non-réponses à la question «Formations et enseignements suivis». Le numérateur et le dénominateur sont dérivés de l'enquête communautaire sur les forces de travail (EFT). Les informations collectées concernent toutes les formes d'enseignement ou de formation, qu'elles soient ou non pertinentes pour l'emploi actuel ou futur du répondant.
On peut y constater que la France est largement dépassée par les pays nordiques, mais aussi par le Royaume-Uni et la Slovénie, mais reste un peu au-dessus de la moyenne de l'UE.
En 2006, la France est en-dessous de la moyenne de l'UE pour l'accès des femmes adultes à la formation : 8% contre 11%.
C'est moins bien qu'au Danemark (33,8%), en Estonie (8,6), Irlande (8,7), Espagne (11,5), Lettonie (9,3), Luxembourg (8,7), Pays-Bas (15,9), Autriche (14), Slovénie (16,3), Finlande (27), Suède (38,3), Royaume-Uni (31,2). 
C'est mieux qu'en Belgique (7,6%), Bulgarie (1,3), Tchéquie (5,9), Allemagne (7,3), Grèce (1,8), Italie (6,5), Chypre (7,8), Lithuanie (6,6), Hongrie (4,4), Malte (5,6), Pologne (5,1), Portugal (4,4), Roumanie (1,3), Slovaquie(4,4), Croatie (2,8).
Pour les tableaux in extenso: Eurostat.
Eurostat podaje dane dla dorosłych udziału w szkoleniu. Widać, że Francja jest znacznie przekroczona przez kraje skandynawskie, ale także Wielkiej Brytanii i Słowenii, ale pozostaje nieznacznie powyżej średniej UE. Eurostat. Więcej...