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Background

The International Council for Adult Education (ICAE) is a global network created in 1973, composed of nongovernmental organisations, regional, national and sectoral networks in more than 75 countries, recognised by UNESCO as an international NGO, level 1, and with consultative status to the United Nations Economic and Social Council (ECOSOC). It is a strategic network that promotes adult learning as a tool for active and informed participation of people. ICAEs mission is to promote lifelong learning as a necessary component for people to contribute creatively to their communities and to live in independent and democratic societies. Adult and lifelong learning are deeply linked to social, economic and political justice; equality of gender relations; the universal right to learn; living in harmony with the environment; respect for human rights; recognition of cultural diversity; peace; and the active involvement of women and men in decisions affecting their lives. The idea is to give emerging leaders in adult learning and social movement activists the opportunity to empower themselves and acquire the skills to advocate for and support adult learning for active citizenship. The ICAE Academy of Lifelong Learning Advocacy (IALLA) was first launched in Buskerud, Norway in 2004. Its second edition was also held in Norway in 2005. The third edition was held in Montevideo, Uruguay, in 2007 and the fourth edition in Cape Town, South Africa, in 2008. A francophone edition took place in Bamako, Mali, in 2009. Participants came from a wide range of countries, from all regions, such as: Armenia, Bangladesh, Bolivia, Brazil, Bulgaria, Cambodia, Canada, Chile, Colombia, Congo, Georgia, Germany, Ghana, India, Ireland, Japan, Kenya, Kyrgyzstan, Lebanon, Lesotho, Mexico, Moldova, Mozambique, Namibia, Nepal, Pakistan, Philipines, Senegal, South Africa, Spain, Sudan, Tajikistan, Tanzania, Uganda, UK, Uruguay, Zambia, Zimbabwe.

General Objective
To build the skills of educators and social movement activists in supporting adult learning for change, and to consolidate ICAE as a global network committed to that end, through an annual residential programme on advocacy for adult learning.

ICAE represents more than 800 organisations working on the promotion of the right to learn, literacy, youth and adult education and lifelong learning. It has seven member organisations at regional level and national members in 75 countries. Every year ICAE organises an international training course, IALLA, for lifelong learning advocacy leaders. This is an innovative and pioneering project that promotes the development of global citizenship and the right to education. It is a three weeks residential programme activity organised in different parts of the world.

Specific Objectives
To generate a broader vision on adult education within the framework of human rights and active citizenship, developing linkages with the most important globalisation issues that are currently affecting the world. To support the emergence of a new leadership for the global network of adult educators committed and trained to work as a global team, to secure the regeneration of ICAE in particular, and of the movements for lifelong learning in general. To followup and facilitate the exchange among participants to promote the continuity of the learning process by sharing their own experience after IALLA course.

Outcomes
A broader vision on adult learning and a broader perspective of the action of civil society as an educational process at different levels. Leaders with new development skills for monitoring and follow up of UN conference agreements and compromises at national and international levels. Adult educators trained in new advocacy approaches for adult learning and in strategic advocacy planning at national, regional and global levels. Acquired skills to work in coordination with civil society organisations and networks, and for network building. Incorporation of an interlinkage analysis within and beyond the field of adult education and learning. Acquisition of learning from diversity and from crosscultural experiences, within the framework of the cultural translation proposal.

Content and Methodology


The course is structured to provide a coherent learning process. The curriculums development makes a balance among core and solid contents, teamwork, and the analysis of practical experiences and innovative projects. The course involves lectures and discussions, case study presentations and debates. Participants are trained to work as a global team by experienced and highlevel experts from different regions.

Principles
The definition of the contents responds to the new learning needs emerging from the current global context. At a time in which the current globalising model is characterised by economic uncertainty, population displacement, war, the growing fundamentalist perspective and the hegemonic thought, the difficulties regarding multilateralism, and the greater interdependence in relation to all global policies unequally affecting the countries of the world, there is a pressing need to rethink deeply and critically the educational proposals at formal and informal levels, for all ages. A contribution of the course is the incorporation of an interlinkage perspective to deal with this complex reality in order to better understand the interrelations that are taking place and to develop the capacity to make proposals for inclusion through different and creative perspectives. The course presents networking as a suitable mechanism for collective learning. International teamwork allows for the recognition of differences and the generation of synergies among a diversity of visions and skills. It also has the capacity of generating new solutions and the subsequent advocacy for promoting change in the public policies at all levels. The course promotes a dynamic and proactive attitude in the participants. Taking into account the unprecedented changing global times the course presents the challenge that there is no one answer or formula that might give us certainty but that there is a need to creatively engage in different forms of learning and advocacy.

Testimonies from IALLA graduates


I was really happy to be able to join the IALLA in 2004. It was great to be familiar with the latest and stimulating theory and practice of the world in person. It's beyond our imagination by reading and so exciting. It was also nice to make friends engaging in adult education all over the world. It was really something to join it both in my job and my life. Yoko Nakato, Japan - IALLA I This course is very much interesting and gives you a life changing experience with the combination of skills, knowledge and practical experiences. Prakash Bhattarai, Nepal - IALLA II "IALLA'S Course was one of the best experiences of my life!!! I really enjoyed it and want to thank you for these three weeks." Carolina Martins, Brazil - IALLA III IALLA has been the greatest experience I had in the world: 17 countries gathered to share experiences from different backgrounds. IALLA was a new way of seeing the world, especially in the youth and adult education field. IALLA was interculturalism, human interaction to advocate for quality education and for education for all. After this training course for lifelong learning advocacy, I have another vision to deal with my profession as a teacher and my activism in civil society. I knew the complexity of the problem of adult education, namely research funding, adult learning as a crosscutting issue, and also how to build partnerships locally, nationally and internationally. Through the discussions we had among us, we learnt that there is still a way out and work has to be done to obtain access to education for all, across the world. We commit ourselves with ICAE to eradicate illiteracy by 2020, it is in any case my will. Aminata Boly Association Anndal and Pinal, Burkina Faso IALLA FRANCOPHONE