recomendacoes unesco educacao adultos

8/10/2019 Recomendacoes UNESCO Educacao Adultos

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United Nations Educat i o n a l , S c i e n t i fic and Cultural Orga n i z at i o nO rganizacin de las Naciones Unidas para la Educacin, la Ciencia y la Cultura

O rga n i s ation des Nations Unies pour l'ducat i o n , la science et la culture

R e c o m m e n d ation on the deve l o p m e n tof adult educat i o n

adopted by the General Confe rence at its nineteenth sessionN a i ro b i , 26 November 1976


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RECOMMENDATI ON ON THE DEVELOPMENT OF ADULT EDUCATI ON

The Gener al Conf er ence of t he Uni t ed Nat i ons Educat i onal , Sci ent i f i c and Cul t ur alOr gani zat i on, meet i ng i n Nai r obi f r om 26 Oct ober t o 30 November 1976, at i t s ni net eent h ses-s i on,

Re ca l l i ng t he pr i nci pl es set f ort h i n Ar t i cl es 26 and 27 of t he Uni ver sal Decl arat i on of HumanRi ght s, guarant eei ng and speci f yi ng the ri ght of ever yone t o educat i on and to par t i ci patef reel y i n cul t ura l , ar t i s t i c and sci ent i f i c l i f e and the pr i nc i pl es set f or t h i n Ar t i c l es 13and 15 of t he I nt ernat i onal Covenant on Economi c, Soci al and Cul t ur al Ri ght s,

Cons i de r i ng t hat educat i on i s i nsepar abl e fr om democr acy, t he abol i t i on of pr i vi l ege and t hepr omot i on wi t hi n soci ety as a whol e of t he i deas of aut onomy, r esponsi bi l i t y and di al ogue,

Cons i de r i ng t hat t he access of adul t s t o educat i on, i n t he cont ext of l i f e- l ong educat i on, i sa fundament al aspect of t he r i ght t o educat i on and f aci l i t ates t he exer ci se of t he r i ght t opar t i ci pat e i n pol i t i cal , cul t ur al , ar t i s t i c and s ci ent i f i c l i f e,

Cons i de r i ng t hat f or t he f ul l devel opment of t he human per sonal i t y, part i cul arl y i n vi ew of

t he r api d pace of sci ent i f i c, t echni cal , economi c and soci al change, educati on must be consi -der ed on a gl obal basi s ant : as a l i f e- l ong pr ocess,

Cons i de r i ng t hat t he devel opment of adul t educat i on, i n the cont ext of l i f e- l ong educat i on, i snecessar y as a means of achi evi ng a more r at i onal and more equi t abl e di st r i buti on of educati o-nal sources bet ween young peopl e and adul t s, and bet ween di f f erent soci al groups, and of ensu-r i ng bett er underst andi ng and more ef f ecti ve col l aborat i on between t he generat i ons and gr eat erpol i t i cal , soci al and economi c equal i t y between soci al gr oups and between the sexes,

Convi nc e d t hat adul t educat i on as an i nt egr al par t of l i f e- l ong educat i on can cont r i but e deci -si vel y t o economi c and cul t ur al devel opment , soci al pr ogr ess and worl d peace as wel l as t o t hedevel opment of educat i onal syst ems,

Cons i de r i ng t hat t he exper i ence acqui r ed i n adul t educat i on must const ant l y cont r i but e to t he

r enewal of educati onal methods, as wel l as t o t he ref orm of educati onal syst ems as a whol e,

Cons i de r i ng t he uni ver sal concer n f or l i t er acy as bei ng a cruci al f actor i n pol i t i cal and eco-nomi c devel opment , i n t echnol ogi cal progr ess and i n soci al and cul t ur al change, so t hat i t spr omoti on shoul d ther ef ore f orm an i nt egr al part of any pl an f or adul t educat i on,

Re a f f i r mi ng t hat t he at t ai nment of t hi s obj ecti ve ent ai l s creat i ng si t uat i ons i n whi ch t headul t s are abl e to choose, f r omamong a vari et y of f orms of educat i onal act i vi t y the obj ec-t i ves and cont ent of whi ch have been def i ned wi t h t hei r col l aborat i on, t hose f orms whi ch meett hei r needs most cl osel y and are most di r ect l y rel ated t o thei r i nt er est s,

Bear i ng i n mi nd t he di ver si t y of modes of t r ai ni ng and educati on t hr oughout t he worl d and t hespeci al probl ems pecul i ar t o t he countr i es whose educat i on syst ems ar e as yet underdevel opedor i nsuf f i ci ent l y adapt ed t o nati onal needs,

I n order t o gi ve ef f ect t o t he concl usi ons, decl arat i ons and r ecommendati ons f ormul ated by thesecond and thi r d i nt ernat i onal conf erences on adul t educati on ( Mont r eal , 1960; Tokyo, 1972)and, as f ar as t he r el evant par agr aphs ar e concer ned, by t he Wor l d Conf er ence of t heI nter nat i onal Women' s Year ( Mexi co, 1975) ,

De s i r ous of maki ng a fur t her cont r i but i on t o put t i ng i nt o ef f ect t he pr i nci pl es set f or t h i nt he r ecommendat i ons addressed by t he I nter nat i onal Conf erence on Publ i c Educat i on t o t heMi ni st r i es of Educat i on concer ni ng t he access of women to educat i on (Recommendat i on No. 34,1952) , f aci l i t ates f or educat i on i n rural areas ( Recommendati on No. 47, 1958) , and l i t er acyand adul t educat i on ( Recommendat i on No. 58, 1965) , i n t he Decl ar at i on adopt ed at t heI nt ernat i onal Symposi um f or Li t eracy i n Persepol i s ( 1975) and i n t he Recommendati on concer ni ngEducati on f or I nt ernat i onal Under st andi ng, Co- operat i on and Peace, and Educati on r el ati ng t oHuman Ri ght s and Fundament al Fr eedoms adopt ed by t he Gener al Conf er ence at i t s ei ght eent h ses-si on ( 1974) ;

Ta ki ng not e of t he provi si ons of t he Revi sed Recommendat i on concer ni ng Techni cal andVocati onal Educat i on adopt ed by t he Gener al Conf erence at i t s ei ght eenth sessi on ( 1974) and of r esol ut i on 3. 426

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adopt ed at t he same sessi on wi t h a vi ew t o t he adopt i on of an i nt ernat i onal i nst r ument concer -ni ng acti on desi gned to ensure t hat t he peopl e at l arge have f r ee democrat i c access t o cul t ur eand an oppor t uni t y to t ake an acti ve par t i n the cul t ur al l i f e of soci et y,

Not i ng f ur t her t hat t he I nt ernat i onal Labour Conf erence has adopt ed a number of i nst r ument sconcer ned wi t h var i ous aspect s of adul t educati on, and i n part i cul ar t he r ecommendat i on onvocati onal gui dance ( 1949) , t he recommendati on on vocati onal t r ai ni ng i n agr i cul t ur e (1956) ,as wel l as t he convent i on and r ecommendat i on concer ni ng pai d educat i onal l eave ( 1974) , and of human r esour ces devel opment ( 1975) ,

Havi ng deci ded, at i t s ei ght eent h sessi on, t hat adul t educat i on woul d be t he subj ect of ar ecommendat i on t o Member St at es,

Adopt s t hi s t went y- si xt h day or November 1976, t he pr esent Recommendat i on.

The Gener al Conf er ence r ecommends t hat Member St at es appl y t he f ol l owi ng pr ovi si ons byt aki ng whatever l egi sl at i ve or ot her st eps may be r equi r ed, and i n conf ormi t y wi t h t he const i -t ut i onal pract i ce of each St at e, t o gi ve ef f ect t o the pr i nci pl es set f or t h i n t hi sRec omme nda t i on.

The Gener al Conf er ence r ecommends t hat Member St at es br i ng t hi s Recommendat i on t o t he

att ent i on of t he aut hori t i es, depart ment or bodi es r esponsi bl e f or adul t educat i on and al so of t he var i ous organi zati ons car r yi ng out educat i onal work f or t he benef i t of adul t s, and of t r ade uni on organi zati ons, associ ati ons, ent er pr i ses, and other i nt er est ed part i es.

The Gener al Conf er ence r ecommends t hat Member St at es r eport t o i t , at such dat es and i nsuch f orm as shal l be det er mi ned by i t , on t he act i on t aken by t hem i n pur suance of t hi sRe c omme nda t i on.

I . DEFI NI TI ON

1. I n t hi s Recommendat i on:

t he ter m "adul t educati on" denotes t he ent i r e body of organi zed educati onal pr ocesses,what ever t he cont ent , l evel and met hod, whet her f or mal or ot her wi se, whet her t hey pr ol ongor r epl ace i ni t i al educat i on i n school s, col l eges and uni ver si t i es as wel l as i n appr en-

t i ceshi p, wher eby pers ons r egar ded as adul t by t he soci et y t o whi ch t hey bel ong devel opt hei r abi l i t i es, enr i ch t hei r knowl edge i mpr ove t hei r t echni cal or pr of essi onal qual i f i ca-t i ons or t ur n them i n a new di r ect i on and br i ng about changes i n thei r att i t udes or beha-vi our i n twofol d per spect i ve of f ul l personal devel opment and part i ci pati on i n bal ancedand i ndependent soci al , economi c and cul t ural devel opment ,

adul t educat i on, however , must not be consi dered as . an ent i t y i n i t sel f , i t i s as ub- di vi si on, and an i nt egr al part of, a gl obal scheme f or l i f e- l ong educat i on and l ear -ni ng;

t he term "l i f e- l ong educat i on and l ear ni ng", f or i t s par t , denot es an over al l schemeai med both at r est r uct ur i ng t he exi st i ng educati on syst emand at devel opi ng t he ent i r eeducati onal potent i al out si de the educati on syst em;

i n such a scheme men and women ar e t he agent s of t hei r own educat i on, t hrough cont i nuali nt eract i on between t hei r t hought s and acti ons;

educat i on and l earni ng, f ar f r ombei ng l i mi t ed t o t he per i od of , att endance at school ,shoul d ext end throughout l i f e, i ncl ude al l ski l l s and br anches of knowl edge, use al l pos-si bl e means, and gi ve t he oppor t uni t y to al l peopl e f or f ul l devel opment of t he persona-l i t y;

t he educat i onal and l ear ni ng processes i n whi ch chi l dr en, young peopl e and adul t s of al l agesare i nvol ved i n the cour se of t hei r l i ves, i n whatever f orm, shoul d be consi der ed as a whol e.

I I . OBJ ECTI VES AND STRATEGY

2. General l y speaki ng, t he ai ms of adul t educati on shoul d be t o cont r i but e t o:

( a) pr omoti ng work f or peace, i nt ernat i onal underst andi ng and, co- o pe r a t i on;

( b) devel opi ng a cr i t i cal under st andi ng of maj or cont emporar y pr obl ems and soci al changesand t he abi l i t y to pl ay an act i ve part i n t he pr ogr ess of soci ety wi t h a vi ew t oachi evi ng soci al j ust i ce;

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( c) promoti ng i ncr eased awareness of t he rel ati onshi p between peopl e and t hei r physi caland cul t ural envi r onment and t o r espect and pr ot ect nat ure, t he common her i t age andpubl i c pr oper t y;

( d) cr eat i ng an underst andi ng of and r espect f or t he di ver si t y of cust oms and cul t ur es,on both t he nati onal and the i nt er nati onal pl anes;

( e) pr omoti ng i ncr eased awareness of , and gi vi ng ef f ect t o vari ous f orms of communi cati onand sol i dar i t y at t he fami l y, l ocal , nat i onal , regi onal and i nt ernat i onal l evel s ;

( f ) devel opi ng t he apt i t ude f or acqui r i ng, ei t her i ndi vi dual l y, i n gr oups or i n t hecont ext of organi zed st udy i n educat i onal est abl i shment s speci al l y set up f or t hi spur pose, new knowl edge, qual i f i cati ons, at t i t udes or f orms of behavi our conduci ve t ot he f ul l matur i t y of t he per sonal i t y;

( g) ensur i ng t he i ndi vi dual s' consci ous and ef f ecti ve i ncor por ati on i nt o wor ki ng l i f e bypr ovi di ng men and women wi t h an advanced t echni cal and vocat i onal educat i on and deve-l opi ng the abi l i t y to creat e, ei t her i ndi vi dual l y or i n gr oups, new mat er i al goodsand new spi r i t ual or aest het i c val ues;

( h) devel opi ng t he abi l i t y t o gr asp adequat el y t he probl ems i nvol ved i n t he upbr i ngi ng of

c hi l dr e n;

( i ) devel opi ng t he att i t ude f or maki ng cr eati ve use of l ei sur e and f or acqui r i ng anynecessar y or desi r ed knowl edge;

( j ) devel opi ng t he necessar y di scer nment i n usi ng mass communi cat i on medi a, i n par t i cul arr adi o, t el evi si on, ci nema and t he pr ess, and i nt erpret i ng t he var i ous messagesaddr ess ed t o moder n men and women by soc i et y;

( k) devel opi ng t he apt i t ude f or l earni ng t o l ear n.

3. Adul t educat i on shoul d be based on t he f ol l owi ng pr i nci pl es:

( a) i t shoul d be based on t he needs of t he part i ci pant s and make use of t hei r di f f erentexperi ences i n the devel opment of adul t educati on; t he most educati onal l y under pr i -

vi l eged gr oups shoul d be gi ven t he hi ghest pr i ori t y wi t hi n a per spect i ve of col l ect i -ve advancement ;

( b) i t shoul d r el y on t he abi l i t y and deter mi nati on of al l human bei ngs t o make progr esst hr oughout t hei r l i ves bot h at t he l evel of t hei r per sonal devel opment and i n r el a-t i on to thei r soc i al ac t i vi ty ;

( c) i t shoul d awaken an i nt er est i n r eadi ng and devel op cul t ur al aspi r ati ons;

( d) i t shoul d st i mul at e and sust ai nabl e i nt er est of adul t l ear ner s, appeal t o thei r expe-r i ence, s t r engt hen t hei r sel f - re l i ance, and enl i s t t hei r act i ve par t i c i pat i on at al lst ages of t he educati onal process i n whi ch t hey ar e i nvol ved;

( e) i t shoul d be adapt ed t o t he actual condi t i ons of ever yday l i f e and work and t akei nt o account t he per sonal char acteri st i cs of adul t l earner s, t hei r age, f ami l y,soci al , occupati onal or r esi dent i al backgr ound and the way i n whi ch t hese i nt er r el a-t e ;

( f ) i t shoul d seek t he part i ci pati on of i ndi vi dual adul t s, gr oups and communi t i es i ndeci -si on- maki ng at al l l evel s of t he l earni ng pr ocess; i ncl udi ng det ermi nati on of needs,cur r i cul um devel opment , progr amme i mpl ement at i on and eval uat i on and shoul d pl an edu-cat i onal act i vi t i es wi t h a vi ew t o t he t r ansf ormati on of t he worki ng envi r onment andof the l i f e of adul t s ;

( g) i t shoul d be organi zed and oper ated f l exi bl y by t aki ng i nt o account soci al , cul t ur al ,economi c and i nst i t ut i onal f act ors of each count r y and soci et y t o whi ch adul t l ear -ner s bel ong;

( h) i t shoul d cont r i bute t o the economi c and soci al devel opment of t he ent i r e communi t y;

( i ) i t s houl d r ecogni ze as an i nt egr al part of t he educat i onal pr ocess t he f orms of col -l ect i ve organi zati on est abl i shed by adul t s wi t h a vi ew t o sol vi ng t hei r day-t o- d a ypr obl e ms ;

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( j ) i t shoul d r ecogni ze t hat ever y adul t , by vi r t ue of hi s or her exper i ence of l i f e, i st he vehi cl e of a cul t ur e whi ch enabl es hi m or her t o pl ay t he r l e of both l ear nerand t eacher i n t he educati onal pr ocess i n whi ch he or she part i ci pat es.

4. Each Member St ate shoul d:

( a) r ecogni ze adul t educati on as a necessar y and speci f i c component of i t s educati on sys-t emand as a permanent el ement i n i t s soci al , cul t ur al and economi c devel opment pol i -cy, i t shoul d; consequent l y, pr omote t he cr eati on of st r uct ur es, t he pr eparat i on andi mpl ement at i on of progr ammes and t he appl i cat i on of educat i onal met hods whi ch meett he needs and aspi r ati ons of al l cat egori es of adul t s, wi t hout r estr i ct i on on gr oundsof sex, r ace, geogr aphi cal or i gi n, age, soci al st at us, opi ni on, bel i ef or pri or edu-cat i onal st andard;

( b) r ecogni ze t hat al t hough, i n a gi ven si t uati on or f or a speci f i c per i od adul t educa-t i on pl ay a compensator y r l e, i t i s not i nt ended as a subst i t ut e f or adequate yout heducat i on whi ch i s a pr er equi si t e f or t he f ul l success of adul t educat i on;

( c) i n el i mi nati ng t he i sol ati on of women f r omadul t educat i on, work t owards ensur i ngequal i t y of access and ful l part i ci pat i on i n the ent i r e range of adul t educat i onacti vi t i es, i ncl udi ng t hose whi ch pr ovi de t r ai ni ng f or qual i f i cat i ons l eadi ng t o

act i vi t i es or r esponsi bi l i t i es whi ch have hi t her t o been r eser ved f or men;

( d) t ake measur es wi t h a vi ew t o promot i ng par t i ci pat i on i n adul t educat i on and communi t ydevel opment pr ogrammes by members of t he most under pr i vi l eged gr oups, whet her r ur alor urban, sett l ed or nomadi c, and i n part i cul ar i l l i t erates, young peopl e who havebeen unabl e t o acqui r e an adequat e st andar d of general educati on or a qual i f i cati on,mi grant wor kers and r ef ugees, unempl oyed wor kers , member s of et hni c mi nor i t i es, per -sons suf f er i ng f r oma physi cal or ment al handi cap, per sons exper i enci ng di f f i cul t i esof soci al adj ust ment and those servi ng pr i son sent ences. I n thi s cont ext , MemberSt ates shoul d associ at e t hemsel ves i n t he sear ch f or educati onal st r ategi es desi gnedt o f ost er more equi t abl e r el at i ons among soci al gr oups.

5. The pl ace of adul t educati on i n each educati on syst ems houl d be def i ned wi t h a vi ew t oa chi evi ng:

( a) a r ecti f i cat i on of t he mai n i nequal i t i es i n access t o i ni t i al educat i on and t r ai ni ng,i n par t i cul ar i nequal i t i es based on age, sex, soci al posi t i on or soci al or geogr aphi -cal or i gi n;

( b) t he assur ance of a sci ent i f i c basi s f or l i f e- l ong educat i on and l ear ni ng as wel l asgr eater f l exi bi l i t y i n t he way i n whi ch peopl e di vi de t hei r l i ves bet ween educat i onand wor k, and, i n par t i cul ar , pr ovi di ng for t he al t er nati on of per i ods of educat i onand work t hr oughout t he l i f e span, and f aci l i t ati ng t he i nt egr ati on of cont i nui ngeducat i on i nt o the act i vi t y of wor k i t sel f ;

( c) r ecogni t i on, and i ncreased expl oi t at i on, of t he actual or pot ent i al educat i onal val ueof t he adul t ' s vari ous exper i ences;

( d) easy t r ansf er f r omone t ype or l evel of educat i on t o another ;

( e) gr eat er i nt er act i on bet ween t he educat i on system and i t s soci al , cul t ur al and econo-mi c sett i ng;

( f ) gr eater ef f i ci ency f r omt he poi nt of vi ew of t he cont r i but i on of educat i onal expendi -t ure t o soci al , cul t ur al and economi c devel opment .

6. Consi derat i on shoul d be gi ven t o t he need f or an adul t educati on component , i ncl udi ngl i t eracy, i n t he f r ami ng and execut i on of any devel opment progr amme.

7. The obj ect i ves and goal s of adul t educat i on pol i cy shoul d be i ncor porat ed i n nati onaldevel opment pl ans; t hey shoul d be def i ned i n r el ati on t o the overal l obj ecti ves of educa-

t i on pol i cy and of soci al , cul t ur al and economi c devel opment pol i ci es.

Adul t educati on and ot her f orms of educati on, part i cul arl y school and hi gher educati on

and i ni t i al vocati onal t r ai ni ng, shoul d be concei ved and organi zed as equal l y essent i al compo-nent s i n a co- ordi nated but di f f erent i ated educat i on system accor di ng to t he tenet s of l i f e- l ong educati on and l ear ni ng.

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8. Measur es shoul d be t aken t o encour age t he publ i c aut hori t i es, i nst i t ut i ons or bodi esengaged i n educati on, vol unt ary associ ati ons, worker s' and empl oyers' organi zat i ons, and

t hose di r ectl y par t i ci pat i ng i n adul t educat i on, t o col l aborate i n t he t ask of def i ni ng f ur -t her and gi vi ng ef f ect t o t hese obj ect i ves.

I I I . CONTENT OF ADULT EDUCATI ON

9. Adul t educat i on act i vi t i es, vi ewed as f ormi ng part of l i f e- l ong educat i on and l earni ng,have no theor eti cal boundari es and shoul d meet t he part i cul ar s i t uat i ons cr eat ed by t he

speci f i c needs of devel opment , of par t i ci pati on i n communi t y l i f e and of i ndi vi dual sel f - f ul -f i l ment ; t hey cover al l aspect s of l i f e and al l f i el ds of knowl edge and are addr essed t o al lpeopl e whatever t hei r l evel of achi evement . I n defi ni ng the cont ent of adul t educat i on act i vi -t i es pr i ori t y shoul d be gi ven t o the speci f i c needs of t he educat i onal l y most under pr i vi l egedgr oups .

10. Ci vi c, pol i t i cal , t r ade uni on and co- oper ati ve educat i on act i vi t i es shoul d be ai med part i cul arl y t owards devel opi ng i ndependent and cr i t i cal j udgement and i n pl ant i ng or enhan-

ci ng the abi l i t i es r equi r ed by each i ndi vi dual i n or der t o cope wi t h changes af f ecti ng l i vi ngand worki ng condi t i ons, by ef f ect i ve part i ci pati on i n the management of soci al af f ai r s atevery l evel of t he deci si on- maki ng pr ocess.

11 Whi l e not excl udi ng appr oaches i nt ended t o achi eve a short - t er m sol ut i on i n a part i cul arsi t uati on, t echni cal and vocati onal educat i on act i vi t i es shoul d as a gener al r ul e empha-si ze t he acqui si t i on of qual i f i cat i ons whi ch are suf f i ci ent l y br oad t o al l ow of subsequentchanges of occupati on and a cr i t i cal under st andi ng of t he pr obl ems of worki ng l i f e. I t i snecessar y to i nt egr at e general and ci vi c educati on wi t h t echni cal and vocati onal educati on.

12. Act i vi t i es desi gned t o pr omote cul t ur al devel opment and art i st i c cr eat i on shoul d encour a-ge appr eci ati on of exi st i ng cul t ur al and ar t i st i c val ues and works and, at t he same t i me,

shoul d ai m t o pr omot e t he cr eat i on of new val ues and new wor ks, by r el easi ng t he express i vecapabi l i t i es i nher ent i n each i ndi vi dual or gr oup.

13. Par t i ci pati on i n adul t educat i on shoul d not be r est r i ct ed on gr ounds of sex, r ace, geogr aphi -cal or i gi n, cul t ur e, age, soci al st at us, exper i ence, bel i ef and pr i or educat i onal st andar d.

14. Wi t h r r egard to women, adul t educati on acti vi t i es shoul d be i ntegr ated as f ar as pos-

si bl e wi t h t he whol e cont empor ar y soci al movement di r ect ed t owar ds achi evi ng sel f - d e t e r -mi nati on f or women and enabl i ng them t o cont r i but e to t he l i f e of soci ety as a col l ect i vef or ce, and shoul d t hus f ocus speci f i cal l y on cer t ai n aspects, i n par t i cul ar :

( a) t he est abl i shment i n each soci et y of condi t i ons of equal i t y bet ween men and women;

( b) t he emanci pat i on of men and women f r om t he preconcei ved model s i mposed on t hem bysoci et y i n ever y fi el d i n whi ch t hey car r y responsi bi l i t y;

( c) ci vi c, occupati onal , psychol ogi cal , cul t ural and economi c aut onomy f or women as anecessary condi t i on f or t hei r exi st ence as compl et e i ndi vi dual s;

( d) knowl edge about t he st at us of women, and about women' s movement s, i n var i ous soci e-t i es, wi t h a vi ew t o i ncreased sol i dar i t y across fr ont i er s.

15. Wi t h r egard t o set t l ed or nomadi c rural popul ati ons, adul t educat i on act i vi t i es shoul d bedesi gned i n par t i cul ar t o:

( a) enabl e them t o use techni cal pr ocedur es and met hods of i ndi vi dual or j oi nt organi za-t i on l i kel y t o i mpr ove t hei r st andard of l i vi ng wi t hout obl i gi ng t hem t o f or go t hei rown val ues;

( b) put an end t o t he i sol ati on of i ndi vi dual s or groups;

( c) pr epare i ndi vi dual s or groups of i ndi vi dual s who are obl i ged, despi t e t he ef f ort smade to prevent excessi ve depopul ati on of r ur al areas, t o l eave agr i cul t ur e, ei t hert o engage i n a new occupat i onal acti vi t y whi l e remai ni ng i n a r ur al envi r onment , ort o l eave thi s envi r onment f or a new way of l i f e.

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16. Wi t h r egard t o such persons or gr oups as have r emai ned i l l i t erat e or ar e experi enci ngdi f f i cul t y i n adj ust i ng t o soci et y because of t he sl ender ness of t hei r r esour ces, t hei r

l i mi t ed educat i on or t hei r r est r i cted par t i ci pat i on i n communi t y l i f e, adul t educat i on acti vi -t i es shoul d be desi gned not onl y t o enabl e them t o acqui r e basi c knowl edge (r eadi ng, wr i t i ng,ari t hmeti c, basi c under st andi ng of natur al and soci al phenomena) , but al so t o make i t easi erf or t hemt o engage i n pr oduct i ve work, t o promot e t hei r sel f - awareness and t hei r grasp of t heprobl ems of hygi ene, heal t h, househol d management and t he upbri ngi ng of chi l dren, and t oenhance thei r aut onomy and i ncr ease t hei r part i ci pati on i n communi t y l i f e.

17. Wi t h regar d to young peopl e who have been unabl e to acqui r e an adequat e st andar d of gene-ral educat i on or a qual i f i cat i on, adul t educat i on act i vi t i es shoul d, i n par t i cul ar,

enabl e t hem t o acqui r e addi t i onal gener al educat i on wi t h a vi ew t o devel opi ng t hei r abi l i t y tounder st and the pr obl ems of soci et y and shoul der soci al r esponsi bi l i t i es, and to gai ni ng accesst o the vocati onal t r ai ni ng and general educati on whi ch are necessary f or t he exerci se of anoccupat i onal acti vi t y.

18. I f peopl e wi sh t o acqui r e educat i onal or vocat i onal qual i f i cat i ons whi ch are f ormal l yat t est ed by cer t i f i cat es of educat i on or of vocat i onal apt i t ude and whi ch, f or soci al or

economi c r easons, t hey have not been abl e t o obt ai n earl i er, adul t educat i on shoul d enabl et hem t o obt ai n the t r ai ni ng requi r ed for t he awar d of such cer t i f i cat es.

l 9. Wi t h r egard to the physi cal l y or ment al l y handi capped, adul t educat i on act i vi t i es shoul dbe desi gned, i n par t i cul ar , t o restore or of f set t he physi cal or ment al capaci t i es whi chhave been i mpai r ed or l ost as a resul t of t hei r handi cap, and to enabl e them t o ac qui r e t heknowl edge and ski l l s and, wher e necessary, t he pr ofessi onal qual i f i cat i ons r equi r ed f or t hei rsoci al l i f e and f or t he exer ci se of an occupati onal act i vi t y compati bl e wi t h t hei r handi cap.

20. Wi t h r egard to mi gr ant worker s, r ef ugees, and et hni c mi nori t i es, adul t educat i on act i vi -t i es shoul d i n par t i cul ar :

( a) enabl e t hemt o acqui r e t he l i ngui st i c and general knowl edge as wel l as t he t echni calor prof essi onal qual i f i cat i ons necessary f or t hei r t emporary or per manent assi mi l a-t i on i n t he soci ety of t he host count r y and, wher e appr opr i ate, t hei r r eassi mi l ati oni n the soci et y of t hei r count r y of or i gi n;

( b) keep t hem i n t ouch wi t h cul t ure, cur r ent devel opment s and soci al changes i n t hei r

count r y of ori gi n.

21. Wi t h regar d t o unempl oyed per sons, i ncl udi ng t he educat ed unempl oyed, adul t educat i onacti vi t i es shoul d be desi gned, i n part i cul ar, t o adapt or modi f y thei r t echni cal or pro-

f essi onal qual i f i cat i on wi t h a vi ew t o enabl i ng them t o f i nd or r et ur n t o empl oyment and t opr omote a cr i t i cal under st andi ng of t hei r soci o-economi c si t uati on.

22. Wi t h r egard t o ethni c mi nori t i es, adul t educat i on act i vi t i es shoul d enabl e t hem t oexpr ess t hemsel ves f r eel y, educate t hemsel ves and thei r chi l dr en i n t hei r mother t ongues,

devel op t hei r own cul t ures and l ear n l anguages other t han t hei r mot her t ongues.

23. Wi t h r egard t o t he aged, adul t educat i on act i vi t i es shoul d be desi gned, i n part i cul ar:

( a) t o gi ve al l a bet t er under st andi ng of cont empor ar y pr obl ems and of t he younger gene-r a t i on;

( b) t o hel p acqui r e l ei sur e ski l l s, pr omote heal t h and f i nd i ncr eased meani ng i n l i f e;

( c) t o pr ovi de a groundi ng i n t he pr obl ems f aci ng r eti r ed peopl e and i n ways of deal i ngwi t h such pr obl ems, f or t he benef i t of t hose who ar e on the poi nt of l eavi ng worki ngl i f e ;

( d) t o enabl e t hose who have l ef t worki ng l i f e t o r et ai n t hei r physi cal and i nt el l ect ualf acul t i es and t o cont i nue t o part i ci pate i n communi t y l i f e and al so to gi ve t hemaccess t o f i el ds Of knowl edge or t ypes of acti vi t y whi ch have not been open t o t hemdur i ng t hei r worki ng l i f e.

I V. METHODS, MEANS, RESEARCH AND EVALUATI ON

24. Adul t educat i on met hods shoul d t ake account of :

( a) i ncent i ves and obst acl es to par t i ci pat i on and l ear ni ng speci al l y af f ecti ng adul t s;

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( b) t he exper i ence gai ned by adul t s i n t he exer ci se of t hei r f ami l y, soci al and occupa-t i onal r e spons i bi l i t i es ;

( c) t he f ami l y, soci al or occupati onal obl i gati ons borne by adul t s and t he f ati gue andi mpai r ed al ert ness whi ch may resul t f r om t hem;

( d) t he abi l i t y of adul t s to assume r esponsi bi l i t y f or t hei r own l ear ni ng;

( e) t he cul t ur al and pedagogi cal l evel of t he t eachi ng per sonnel avai l abl e;

( f ) t he psychol ogi cal char acteri st i cs of t he l ear ni ng pr ocess;

( g) t he exi st ence and char acteri st i cs of cogni t i ve i nt er est s;

( h) use of l ei sur e t i me.

25. Adul t educat i on acti vi t i es shoul d normal l y be pl anned and execut ed on t he basi s of i den-t i f i ed needs, pr obl ems, want s and resour ces, as wel l as def i ned obj ect i ves. Thei r

i mpact shoul d be eval uat ed, and r ei nf or ced by what ever f ol l ow- up act i vi t i es may be most appro-pr i at e to gi ven condi t i ons.

26. Par t i cul ar emphasi s shoul d be pl aced on adul t educat i on act i vi t i es i nt ended f or an ent i r esoci al or geogr aphi cal ent i t y, mobi l i zi ng al l i t s i nher ent ener gi es wi t h a vi ew t o theadvancement of t he group and soci al progr ess i n a communi t y set t i ng.

27. I n order t o encour age t he br oadest possi bl e part i ci pat i on, i t may be appropr i at e i n somesi t uati ons t o add, t o l ocal l y based adul t educati on, methods such as:

( a) r emot e teachi ng progr ammes such as corr espondence cour ses and r adi o or t el evi si onbroadcast s, t he i nt ended r eci pi ent s of such pr ogr ammes bei ng i nvi t ed t o f orm gr oupswi t h a vi ew t o l i st eni ng or worki ng t ogether ( such gr oups shoul d r ecei ve appropr i at epedagogi cal support ) ;

( b) pr ogr ammes l aunched by mobi l e uni t s;

( c ) s e l f - t eachi ng progr ammes;

( d) s tudy ci r cl es;

( e) use of vol unt ar y wor k by t eacher s, st udent s and ot her communi t y member s.

The var i ous ser vi ces whi ch publ i c cul t ur al i nst i t ut i ons ( l i br ar i es, museums, r ecor dl i br ar i es, vi deo- casset t e l i br ar i es) are abl e t o put at t he di sposal of adul t l ear ner s shoul dbe devel oped on a syst emati c basi s, t oget her wi t h new t ypes of i nst i t ut i ons speci al i zi ng i nadul t educati on.

28. Par t i ci pat i on i n an adul t educati on pr ogr amme shoul d be a vol untar y mat t er. The St at e andother bodi es shoul d str i ve t o pr omote t he desi r e of i ndi vi dual s and gr oups f or educat i on

i n t he spi r i t of l i f e- l ong educat i on and l ear ni ng.

29. Rel at i ons bet ween the adul t l ear ner and the adul t educator shoul d be est abl i shed on abasi s of mut ual r espect and co- o pe r a t i on.

30. Par t i ci pati on i n an adul t educat i on pr ogr amme shoul d be subj ect onl y to t he abi l i t y tof ol l ow t he cour se of t r ai ni ng pr ovi ded and not t o any ( upper ) age l i mi t or any condi t i on

concer ni ng the possessi on of a di pl oma or qual i f i cat i on; any apt i t ude test s on t he basi s of whi ch a sel ect i on mi ght be made i f necessar y shoul d be adapt ed t o t he vari ous cat egor i es of candi dat es t aki ng such t ests .

31. I t s houl d be possi bl e t o acqui r e and accumul at e l ear ni ng, experi ences and qual i f i cati onst hr ough i nt er mi t t ent part i ci pati on. Ri ght s and qual i f i cat i ons obt ai ned i n t hi s way shoul d

be equi val ent t o t hose gr ant ed by t he syst ems of f ormal i zed educati on or of such charact er ast o al l ow f or cont i nued educat i on wi t hi n t hi s.

32. The methods used i n adul t educati on shoul d not appeal t o a compet i t i ve spi r i t but shoul d

devel op i n t he adul t l ear ner s a shar ed sense of pur pose and habi t s of part i ci pat i on,mutual hel p, col l aborat i on and t eam work.

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33. Adul t educati on pr ogr ammes f or t he i mpr ovement of t echni cal or prof essi onal qual i f i cat i ons shoul d, as f ar as possi bl e, be organi zed dur i ng worki ng t i me and, i n t he case of

seasonal work, dur i ng the sl ack season. Thi s shoul d, as a gener al r ul e, be appl i ed al so t oot her f or f orms of educati on, i n par t i cul ar l i t eracy pr ogr ammes and t r ade uni on educati on.

34. The pr emi ses necessar y f or t he devel opment of adul t educati on acti vi t i es shoul d be pr ovi -ded; dependi ng on t he case, t hese may be pr emi ses used excl usi vel y f or adul t educat i on,

wi t h or wi t hout r esi dent i al accommodati on, or mul t i - pur pose or i nt egr ated f aci l i t i es or pr e-mi ses general l y used or capabl e of bei ng used f or ot her pur poses - i n part i cul ar, cl ubs, work-shops, school uni ver si t y and sci ent i f i c est abl i shment s, soci al , cul t ur al or soci o- c ul t ur a lcent r es or open ai r si t es .

35. Member Stat es shoul d acti vel y encour age co- operat i ve r esearch i n al l aspects of adul teducati on and i t s obj ect i ves. Research progr ammes shoul d have a pr acti cal basi s. They

shoul d be carr i ed out by uni ver si t i es, adul t educati on bodi es and r esearch bodi es, adopt i ng ani nt erdi sci pl i nary approach. Measures shoul d be t aken wi t h a vi ew t o di ssemi nati ng t he expe-r i ence and t he r esul t s of t he r esear ch progr ammes t o t hose concer ned at t he nat i onal andi nt ernat i onal l evel s .

36. Systemati c eval uati on of adul t educat i on act i vi t i es i s necessary : o secur e opt i mumr esul t s f r omt he r esour ces put i nt o t hem. For eval uati on t o be ef f ect i ve i t shoul d be

bui l t i nt o t he pr ogr ammes of adul t educat i on at al l l evel s and stages.

V. THE STRUCTURES OF ADULT EDUCATI ON

37. Member St at es shoul d endeavour t o ensure the est abl i shment and devel opment of a net wor kof bodi es meet i ng the needs of adul t educat i on; t hi s net work shoul d be suf f i ci ent l y

f l exi bl e t o meet t he var i ous per sonal and soci al si t uati ons and t hei r evol ut i on.

38. Measur es shoul d be t aken i n or der t o

( a) i dent i f y and ant i ci pate educat i onal needs capabl e of bei ng sati sf i ed t hr ough adul teducat i on pr ogr ammes;

( b) make f ul l use of exi st i ng educat i onal f aci l i t i es and creat e such f aci l i t i es as may be

l acki ng t o meet al l def i ned obj ect i ves;

( c) make t he necessar y l ong- t erm i nvestment s f or t he devel opment of adul t educati on i npart i cul ar f or t he pr ofessi onal educat i on of pl anner s, admi ni st r ators, t hose whot r ai n educat ors, organi zati onal and t r ai ni ng per sonnel , t he pr eparati on of educat i o-nal st r at egi es and met hods sui t abl e f or adul t s, t he pr ovi si on of capi t al f aci l i t i es,t he product i on and pr ovi si on of t he necessar y basi c equi pment such as vi sual ai ds,appar at us and t echni cal medi a;

( d) encour age exchanges of experi ence and compi l e and di ssemi nat e st at i st i cal and ot heri nf ormati on on t he str ategi es, st r uct ur es, cont ent , met hods and resul t s, both quant i -t at i ve and qual i t at i ve, of adul t educat i on;

( e) abol i sh economi c and soci al obst acl es t o part i ci pati on i n educat i on, and t o syst ema-t i cal l y br i ng the nature and f orm of adul t educat i on pr ogr ammes t o t he at t ent i on of al l potent i al benef i ci ari es, but especi al l y to t he most di sadvant aged, by usi ng suchmeans as acti ve canvassi ng by adul t educati on i nsti t ut i ons and vol unt ary or gani za-t i ons, t o i nf orm, counsel and encour age possi bl e and of t en hesi t ant part i ci pant s i nadul t educati on.

39. I n order t o achi eve t hese obj ect i ves i t wi l l be necessary t o mobi l i ze organi zati ons andi nst i t ut i ons speci f i cal l y concer ned wi t h adul t educat i on, and the f ul l r ange, bot h publ i c

and pr i vat e of school s, uni ver si t i es, cul t ur al and sci ent i f i c est abl i shment s, l i br ar i es andmuseums, and, i n addi t i on, other i nst i t ut i ons not pr i mari l y concer ned wi t h adul t educat i on,such as:

( a) mass i nf ormati on bodi es t he pr ess, r adi o and t el evi si on;

( b) vol unt ary associ ati ons and consort i a;

( c) pr ofessi onal , t r ade uni on, f ami l y and co- oper ati ve organi zati ons;

( d ) f ami l i e s ;

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( e) i ndust r i al and commer ci al f i r ms whi ch may cont r i but e t o the t r ai ni ng of t hei remp l oyee

( f ) educat ors, t echni ci ans or qual i f i ed exper t s worki ng on an i ndi vi dual basi s;

( g) any persons or groups who ar e i n a posi t i on t o make a cont r i but i on by vi r t ue of t hei r educat i on, t r ai ni ng, exper i ence or pr of essi onal or soci al acti vi t i es and ar eboth wi l l i ng and abl e to appl y t he pr i nci pl es set f ort h i n the Preambl e and theobj ect i ves and st r at egy out l i ned i n the Recommendat i on;

( h) t he adul t l ear ners t hemsel ves.

40. Member St at es shoul d encour age school s, vocat i onal educat i on est abl i shment s, col l eges andi nsti t ut i ons of hi gher educati on t o regard adul t educati on pr ogr ammes as an i nt egr al part

of t hei r own acti vi t i es and t o part i ci pate i n acti on desi gned t o pr omot e t he devel opment of such pr ogr ammes pr ovi ded by ot her i nst i t ut i ons, i n part i cul ar by maki ng avai l abl e thei r ownt eachi ng st af f , conduct i ng r esearch and t r ai ni ng t he necessar y personnel .

VI . TRAI NI NG AND STATUS OF PERSONS ENGAGED I N ADULT EDUCATI ON WORK

41. I t shoul d be r ecogni zed t hat adul t educat i on cal l s f or speci al ski l l s, knowl edge, under s

t andi ng and att i t udes on t he part of t hose who ar e i nvol ved i n pr ovi di ng i t , i n what evercapaci t y and f or any pur pose. I t i s desi r abl e ther ef ore that t hey shoul d be r ecr ui t ed wi t hcar e accor di ng t o t hei r par t i cul ar f uncti ons and r ecei ve i ni t i al and i n- ser vi ce t r ai ni ng f ort hem accordi ng t o t hei r needs and t hose of t he wor k i n whi ch t hey are engaged.

42. Measures shoul d be t aken t o ensur e t hat t he var i ous speci al i st s who have a usef ul cont r i -but i on t o make t o t he work of adul t educati on t ake part i n t hose acti vi t i es, what ever

t hei r nature or pur pose.

43. I n addi t i on t o t he empl oyment of f ul l - t i me pr of essi onal worker s, measures shoul d be takent o enl i st t he support of anyone capabl e, of maki ng a cont r i but i on, r egul ar or occasi onal , pai dor vol unt ary, t o adul t educat i on act i vi t i es, of any ki nd. Vol unt ary i nvol vement and part i ci pa-t i on i n al l aspect s of organi zi ng and teachi ng are of cr uci al i mport ance, and peopl e wi t h al lki nds of ski l l s are abl e to cont r i but e to t hem.

44. Trai ni ng f or adul t educat i on shoul d, as f ar as pr acti cabl e, i ncl ude al l t hose aspects ofski l l . knowl edge, underst andi ng and personal at t i t ude whi ch are rel evant t o t he var i ous

f unct i ons undert aken, t aki ng i nt o account t he general backgr ound agai nst whi ch adul t educati ont akes pl ace. By i ntegr ati ng t hese aspect s wi t h each ot her, t r ai ni ng shoul d i t sel f be a demons-t r ati on of sound adul t educat i on pr act i ce.

45. Condi t i ons of work and r emunerat i on f or f ul l - t i me st af f i n adul t educati on shoul d be com-parabl e to t hose of worker s i n si mi l ar post s el sewher e, and those f or pai d part - t i me

st af f shoul d be appr opr i atel y r egul ated, wi t hout det r i ment t o t hei r mai n occupati on.

VI I . RELATI ONS BETWEEN ADULT EDUCATI ON AND YOUTH EDUCATI ON

46. The educati on of young peopl e shoul d pr ogr essi vel y be or i ent ed t owards l i f e- l ong educa-t i on and l ear ni ng, t aki ng i nto account t he experi ence gai ned i n r egard t o adul t educa-

t i on, wi t h a vi ew t o pr epari ng young peopl e, whatever t hei r soci al ori gi ns, t o take part i nadul t educat i on or t o cont r i but e to pr ovi di ng i t .

To t hi s end, measur es shoul d be t aken wi t h a vi ew t o:

( a) maki ng access t o al l l evel s of educat i on and t r ai ni ng more wi del y avai l abl e;

( b) r emovi ng the barr i ers between di sci pl i nes and al so between types and l evel s of educa-t i on;

( c) modi f yi ng school and t r ai ni ng syl l abuses wi t h t he ai m of mai nt ai ni ng and st i mul ati ngi nt el l ectual cur i osi t y, and al so pl aci ng gr eat er emphasi s, al ongsi de the acqui si t i onof knowl edge, on t he devel opment of s el f - t eachi ng patt erns of behavi our , a cr i t i calout l ook, a ref l ect i ve at t i t ude and creat i ve abi l i t i es ;

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( d) r ender i ng school i nst i t ut i ons of hi gher educat i on and t r ai ni ng est abl i shment s i ncrea-si ngl y open t o t hei r economi c and soci al envi r onment and l i nki ng educat i on and wor kmore f i r ml y t ogether ;

( e) i nf ormi ng young peopl e at school and young peopl e l eavi ng f ul l - t i me educat i on or i ni -t i al t r ai ni ng of t he oppor t uni t i es off er ed by adul t educat i on;

( f ) br i ngi ng t oget her , wher e desi r abl e, adul t s and adol escent s i n t he same t r ai ni ng pr o-gr amme ;

( g) associ at i ng yout h movement s wi t h adul t educat i on vent ures.

47. I n cases wher e a t r ai ni ng cour se organi zed as par t of adul t educati on l eads t o t heacqui si t i on of a qual i f i cat i on i n r espect of whi ch a di pl oma or cer t i f i cat e i s awar ded

when t he qual i f i cat i on i s acqui r ed t hr ough st udy i n school or uni ver si t y, such t r ai ni ng shoul dbe r ecogni zed by t he award of a di pl oma or cer t i f i cate havi ng equal st at us. Adul t educati onpr ogr ammes whi ch do not l ead t o the acqui si t i on of a qual i f i cat i on si mi l ar t o t hose i n respectof whi ch a di pl oma or cer t i f i cate i s awarded shoul d. i n appr opr i ate cases, be r ecogni zed by ana wa r d.

48. Adul t educat i on progr ammes f or yout h need t o be gi ven t he hi ghest pr i or i t y because i n

most part s of t he worl d the yout h f orm an ext r emel y l arge segment of soci ety and thei reducat i on i s of t he gr eatest i mport ance f or pol i t i cal , economi c, soci al and cul t ur al devel op-ment of t he soci ety i n whi ch they l i ve. The pr ogr ammes of adul t educati on f or yout h shoul dt ake account not onl y of t hei r l ear ni ng needs, but shoul d enabl e t hemt o ori ent t hemsel ves f ort he soci et y of t i l e f ut ure .

VI I I . THE RELATI ONS BETWEEN ADULT EDUCATI ON AND WORK

49. Havi ng r egar d t o the cl ose connexi on bet ween guar ant eei ng t he r i ght t o educat i on and t her i ght t o work, and t o the need t o pr omot e t he par t i ci pat i on of al l , whether wage- e a r ne r s

or not , i n adul t educati on pr ogr ammes, not onl y by r educi ng t he const r ai nts t o whi ch they aresubj ect but al so by pr ovi di ng t hemwi t h t he oppor t uni t y of usi ng i n t hei r work t he knowl edge,qual i f i cati ons or apt i t udes whi ch adul t educati on pr ogr ammes ar e desi gned t o make avai l abl e t o

t hem, and of f i ndi ng i n wor k a source of per sonal f ul f i l ment and advancement , and a st i mul ust o creat i ve act i vi t y i n both work and soci al l i f e, measur es shoul d be taken:

( a) t o ensur e that , i n t he f ormul ati on of t he cur r i cul um of adul t educat i on pr ogr ammesand act i vi t i es, t he worki ng experi ence of adul t s shoul d be taken i nt o account ;

( b) t o i mpr ove t he or gani zat i on and condi t i ons of wor k and, i n par t i cul ar , t o al l evi atet he ar duous charact er of wor k and reduce and adj ust wor ki ng hours ;

( c) t o promote t he gr ant i ng of educati onal l eave duri ng worki ng t i me, wi t hout l oss of r emuner at i on or subj ect t o t he payment of compensat or y r emuner at i on and payment s f ort he pur pose of of f sett i ng the cost of t he educati on r ecei ved and to use any ot herappr opr i at e ai d to f aci l i t at e educat i on or updati ng dur i ng worki ng l i f e;

( d) t o pr otect t he empl oyment of per sons t hus assi st ed;

( e) t o of f er compar abl e f aci l i t i es to housewi ves and ot her homemaker s and t o non-w a ge -earner s, part i cul arl y those of l i mi t ed means.

50. Member St ates shoul d encour age or f aci l i t ate t he i ncl usi on i n col l ect i ve l abour agr ee-ment s of cl auses beari ng on adul t educat i on, and i n part i cul ar cl auses sti pul ati ng:

( a) t he natur e of t he mat er i al possi bi l i t i es and f i nanci al benef i t s extended t oempl oyees, and i n part i cul ar t hose empl oyed i n sect ors where r api d t echnol ogi calchange i s t aki ng pl ace or t hose t hr eat ened wi t h bei ng l ai d of f , wi t h a vi ew t o thei rpart i ci pati on i n adul t educati on pr ogr ammes;

( b) t he manner i n whi ch t echni cal or prof essi onal qual i f i cat i ons acqui r ed t hr ough adul teducat i on ar e t aken i nto account i n det ermi ni ng t he empl oyment cat egor y and i n est a-

bl i shi ng t he l evel of r emuner ati on.

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51. Member St at es shoul d al so i nvi t e empl oyer s:

( a) t o ant i ci pat e and publ i ci ze, by l evel and t ype of qual i f i cat i on, t hei r ski l l ed manpo-wer r equi r ement s and t he met hods of r ecr ui t ment whi ch are envi saged t o meet suchnee ds ;

( b) t o organi ze or devel op a r ecrui t ment syst ems uch as wi l l encour age t hei r empl oyees t oseek to i mpr ove t hei r occupati onal qual i f i cat i ons.

52. I n connexi on wi t h adul t t r ai ni ng pr ogr ammes organi zed by empl oyers f or t hei r st af f ,Member St at es shoul d encour age t hem t o ensur e t hat :

( a) empl oyees par t i ci pat e i n t he prepar at i on of t he programmes;

( b) t hose t aki ng part i n such pr ogr ammes ar e chosen i n consul t at i on wi t h t he worker s'r epr esent ati ve bodi es;

( c) par t i ci pant s recei ve a cer t i f i cat e of t r ai ni ng or paper qual i f i cat i on on compl et i onof t he pr ogr amme enabl i ng t hemt o sat i sf y t hi r d par t i es t hat t hey have compl eted agi ven cour se or r ecei ved a gi ven qual i f i cat i on.

53. Measures shoul d be taken wi t h a vi ew t o pr omoti ng t he part i ci pati on of adul t s bel ongi ngt o l abour i ng, agr i cul t ur al or cr af t communi t i es i n the i mpl ement ati on of adul t educat i onpr ogr ammes i nt ended f or such communi t i es; t o t hi s end t hey shoul d be gr ant ed speci al f aci l i -t i es wi t h the ai m of enabl i ng the worker s t o take t hose deci si ons whi ch pr i mari l y concer nt he m.

I X. MANAGEMENT, ADMI NI STRATI ON, CO- ORDI NATI ON AND FI NANCI NG OF ADULT EDUCATI ON

54. Ther e shoul d be set up, at al l l evel s, i nt er nat i onal , r egi onal , nat i onal and l ocal :

( a) st r uct ur es or procedur es f or consul t ati on and co- ordi nati on bet ween publ i c aut hori -t i es whi ch are compet ent i n the f i el d of adul t educat i on;

( b) st r uct ur es or pr ocedur es f or consul t ati on, co- ordi nati on and harmoni zat i on bet weent he sai d publ i c aut hor i t i es, t he repr esent at i ves of adul t l ear ner s and the ent i r e

r ange of bodi es car r yi ng out adul t educati on progr ammes or acti vi t i es desi gned t opr omot e t he devel opment of such pr ogr ammes.

I t shoul d be among t he pr i nci pal f unct i ons of t hese st r uct ur es, f or whi ch r esour ces shoul d bemade avai l abl e, t o i dent i f y t he obj ect i ves, t o st udy t he obst acl es encount er ed, t o pr oposeand, wher e appr opr i at e, car r y out t he measur es necessar y f or i mpl ement at i on of t he adul t edu-cat i on pol i cy and t o eval uat e the pr ogr ess made.

55. There shoul d be set up at nat i onal l evel , and, wher e appr opr i ate, at sub- nati onal l evel ,st r uct ur es f or j oi nt act i on and co-operati on bet ween the publ i c aut hori t i es and bodi es

r esponsi bl e f or adul t educati on on t he one hand and t he publ i c or pri vat e bodi es responsi bl ef or r adi o and t el evi si on on t he other .

I t shoul d be among t he pr i nci pal f unct i ons of t hese st r uct ur es t o st udy, pr opose and,wher e appr opr i at e, car r y out measur es desi gned t o:

( a) ensure t hat t he mass medi a make a subst ant i al cont r i buti on t o l ei sure- t i me occupa-t i ons and to t he educat i on of t he peopl e;

( b) guarantee f r eedom of expr essi on, t hr ough t he mass medi a, f or al l opi ni ons and t r endsi n t he f i el d of adul t educat i on;

( c) pr omote t he cul t ur al or sci ent i f i c val ue and t he educat i onal qual i t i es of pr ogr ammesas a whol e;

( d) est abl i sh a t wo- way f l ow of exchanges between t hose r esponsi bl e f or or t hose pr of es-si onal l y engaged i n educati onal progr ammes br oadcast by r adi o or t el evi si on and t heper sons f or whom t he programmes ar e i nt ended.

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56. Member St ates shoul d ensure t hat t he publ i c aut hori t i es, whi l e assumi ng thei r own speci -f i c responsi bi l i t i es f or t he devel opment of adul t educat i on:

( a) encour age, by l ayi ng down an appr opr i ate l egal and f i nanci al f r amework, t he cr eat i onand devel opment of adul t educat i on associ at i ons and consor t i a on a vol unt ar y andadmi ni st r ati vel y i ndependent basi s;

( b) pr ovi de competent non- government al bodi es part i ci pati ng i n adul t educati on pr o-grammes, or i n act i on desi gned t o pr omot e such pr ogr ammes, wi t h t echni cal or f i nan-ci al r esour ces enabl i ng t hem t o car r y out t hei r t ask,

( c) see t hat such non- gover nment al bodi es enj oy t he f r eedom of opi ni on and t he t echni caland educati onal aut onomy whi ch ar e necessar y i n or der t o gi ve ef f ect t o t he pr i n-ci pl es set f ort h i n paragraph 2 above;

( d) t ake appr opr i ate measures to ensure t he educati onal ; and t echni cal ef f i ci ency andqual i t y of pr ogr ammes or acti on conduct ed by bodi es i n r ecei pt of cont r i but i ons f r ompubl i c f unds.

57. The pr oport i on of publ i c f unds, and part i cul arl y of publ i c f unds ear marked f or educat i on,al l ocat ed t o adul t educati on, shoul d match t he i mport ance of such educati on f or soci al ,

cul t ur al and economi c devel opment , as r ecogni zed by each Member St at e wi t hi n t he f r amewor k of t hi s Recommendat i on. The t otal al l ocat i on of f unds t o adul t educati on shoul d cover at l east :

( a ) provi s i on of sui t abl e f ac i l i t i es or adapta t i on of exi s t i ng f ac i l i t i es ;

( b) pr oducti on of al l ki nds of l ear ni ng materi al s;

( c) r emuner ati on and f ur t her t r ai ni ng of educat ors;

( d) r esear ch and i nf or mat i on expenses;

( e) compensati on f or l oss of ear ni ngs;

( f ) t ui t i on, and, where necessar y and i f possi bl e, accommodati on and t r avel cost s of t r ai nees .

58. Ar r angement s shoul d be made t o ensur e, on a r egul ar basi s, t he necessar y f unds f or adul teducat i on pr ogrammes and act i on desi gned t o promot e t he devel opment of such pr ogr ammes;

i t shoul d be r ecogni zed t hat t he publ i c aut hor i t i es, i ncl udi ng l ocal aut hor i t i es, credi t or ga-ni zat i ons, pr ovi dent soci eti es and nati onal i nsurance agenci es where t hey exi st , and empl oyersshoul d cont r i but e t o these f unds t o an ext ent commensurat e wi t h t hei r r espect i ve r esponsi bi l i -t i es and r esources.

59. The necessar y measur es shoul d be t aken to obt ai n opt i mum use of r esour ces made avai l abl ef or adul t educati on. Al l avai l abl e r esour ces, both mater i al and human, shoul d be mobi l i -

zed t o t hi s end.

60. For t he i ndi vi dual , l ack of f unds shoul d not be an obst acl e t o part i ci pati on i n adul teducat i on progr ammes. Member Stat es shoul d ensur e t hat f i nanci al assi st ance f or s t udy

pur poses i s avai l abl e f or t hose who need i t t o undert ake adul t educat i on. The part i ci pati on of member s of under pr i vi l eged soci al gr oups shoul d, as a general r ul e, be f r ee of charge.

X. I NTERNATI ONAL CO- OPERATI ON

61. Member St ates shoul d st r engthen t hei r co- operat i on, whether on a bi l at eral or mul t i l ate-r al basi s, wi t h a vi ew t o pr omot i ng t he devel opment of adul t educat i on, t he i mprovement

of i t s cont ent and met hods, and ef f ort s t o f i nd new educat i onal st r ategi es.

To t hi s end, t hey shoul d endeavour t o i ncor por at e speci f i c cl auses bear i ng on adul t edu-cat i on i n i nt er nati onal agr eement s concer ned wi t h co-oper ati on i n the fi el ds of educat i on,sci ence and cul t ure, and t o pr omot e t he devel opment and st r engt heni ng of adul t educat i on wor ki n Unesco.

62. Member St at es shoul d put t hei r experi ence wi t h r egard t o adul t educati on at t he di sposalof other Member St ates by pr ovi di ng t hemwi t h t echni cal assi st ance and, i n appr opr i atecases, wi t h mat er i al or f i nanci al assi st ance.

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recomendacoes unesco educacao adultos

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