ALADIN The Adult Learning Documentation and Information Network Directory of Members  Updated version Lisa Krolak The views and opinions expressed in this publication are those of the author and do not necessarily represent the views of UNESCO. The designations employed and the presentation of material throughout this book do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. © UNESCO Institute for Lifelong Learning, 2011 Feldbrunnenstraße 58 20148 Hamburg Germany Tel.: +49 40 44 80 41-0 Fax: +49 40 410 77 23 [email protected] www.uil.unesco.org ISBN 978-92-820-1174-4 TABLE OF CONTENTS FOREWORD 7 BASIC ALADIN INFORMATION 8 ALADIN HISTORY 1997 – 2011 11 ALADIN Update 21 ALADIN MEMBERS 2012 01 African Women’s Development and Communication Network (FEMNET), Kenya 23 02 ALADIN-India 24 03 ALADIN-Nepal 25 04 ALADIN-Norway 25 05 AlphaPlus Centre, Library Services, Canada 26 06 Arab League’s Educational, Cultural and Scientific Organization (ALECSO), Department of Documentation and Information, Tunisia 27 07 Asia/Pacific Cultural Centre for UNESCO (ACCU), ACCU Library, Japan 28 08 Asia/Pacific Cultural Centre for UNESCO (ACCU), Literacy Resource Centres for Girls and Women Network (ACCU-LRC), Japan 29 09 Asociatia Femeilor din Romania, Women’s Association of Romania (W.A.R.), Documentation and Information Centre, Romania 30 10 Associação Alfabetização Solidária (AlfaSol), Centro de Referência em Educação de Jovens e Adultos (CEREJA), Brazil 31 11 Association of Summer Universities in Finland 32 12 Bundesinstitut für Berufsbildung (BIBB), Library, Documentation and Information Services, Germany 33 13 Bundesverband Alphabetisierung und Grundbildung e. V., Archiv und Dokumentations- zentrum für Alphabetisierung und Grundbildung (ADAG), Germany 34 14 Bunyad Literacy Community Council (BLCC/BUNYAD), NGO Resource Centre, Pakistan 35 15 Caribbean Educational Research Information Service (CERIS), Trinidad and Tobago 36 16 Catalyst Centre, Canada 37 17 Centre de documentation collégiale (CDC), College Documentation Centre, Canada 38 18 Centre de documentation sur l’éducation des adultes et la condition féminine (CDEACF), Canada 39 19 Centre de Ressources et d’Informations du Cameroun (CRIC), Cameroun Mediathèque, Cameroon 40 20 Centre for Adult Education (CAE), Adult Education Research Collection (AE), Australia 41 21 Centre for Literacy, Canada 42 22 Centre for the Advancement of Women, Poland 43 23 Centre franco-ontarien de ressources en alphabétisation (Centre FORA), Canada 44 24 Centre pour le développement de l’information sur la formation professionnelle continue (Centre INFFO), Départment Documentation, France 45 25 Centre Ressources Illettrisme (CRI) – Region Paca, France 46 26 Centro de Cooperación Regional para la Educación de los Adultos en América Latina y el Caribe (CREFAL), Centro de Información, Investigación y Cultura (CEDIIC), Mexico 47 27 Coady International Institute, Marie Michael Library, Canada 48 28 Collectif d’Alphabétisation (COLLECTIF ALPHA), Documentation Centre, Belgium 49 29 Commonwealth Education Documentation Centre (CEDC), UK 50 30 Commonwealth of Learning (COL), Information Resource Centre, Canada 51 3 31 Conseil supérieur de l´éducation (C.S.E.), Centre de Documentation, Canada 52 32 Continuing Education at About.com, USA 52 33 Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Documentation and Library, Germany 53 34 Deutsches Institut für Erwachsenenbildung (DIE) / Leibniz–Zentrum für Lebenslanges Lernen, Library–Documentation–Archives, Germany 54 35 Dhaka Ahsania Mission, Literacy Resource Centre for Girls and Women, Bangladesh 55 36 Dokumentation, Information, Kultur (DIK)–Association, Sweden 56 37 Education Resources Information Center (ERIC), USA 57 38 Educational Research Network for West and Central Africa (ERNWACA), Réseau Ouest et Centre Africain de Recherche en Education (ROCARE), Cameroon 58 39 European Association for the Education of Adults (EAEA), Information Unit, Finland 60 40 European Centre for the Development of Vocational Training (CEDEFOP), Library and Documentation Service, Greece 61 41 Fundacion Ciencas de la Documentación (FCD), Spain 62 42 Fundacion ISIS International, Chile 63 43 Gewerkschaft Erziehung und Wissenschaft (GEW), Abteilung Berufliche Bildung und Weiterbildung, Germany 64 44 Hungarian Folk High School Society, EAEA Budapest Link Office, Hungary 65 45 Indepts Awareness Library, Gambia 66 46 InfoNet Adult Education, Germany 66 47 Information Centre on Non-formal Adult Education in Europe (ALICE), Finland 67 48 Institute for International Cooperation of the German Adult Education Association (dvv international), Germany 68 49 Institute of Vocational and Adult Education (IVAE), China 69 50 Instituto Fronesis, Equador 70 51 Instituto Indigenista Interamericano (I.I.I.), Centro de Información y Documentación de los Pueblos Indigenas de las Américas, Mexico 70 52 Instituto Nacional para la Educación de los Adultos (INEA), Centro de Documentación Paulo Freire, Mexico 71 53 Instituto Paulo Freire (IPF), Brazil 72 54 International Central Institute for Youth and Educational Television (IZI Documentation Centre), Germany 73 55 International Commission on Distance Education (CODE), Spain 74 56 International Labour Organization, Sectoral Activities Department (SECTOR–ILO), Education Sector, Switzerland 75 57 International Literacy Institute (ILI), Literacy Research Centre, USA 76 58 Israel Adult Education Association, Lifelong Learning National Documentation, Israel 77 59 Istituto per lo svilluppo dello formazione professionale dei lavoratori (ISFOL), Centro di Documentazione Specializzato (CDS), Italy 77 60 Jamaican Foundation for Lifelong Learning (JFLL), JAMAL/JACAE Resource Centre Library 78 61 Kenya Adult Learners’ Association (KALA), KALA High Point Education and Resource Centre 79 62 Korean Educational Development Institute (KEDI), KEDI Digital Library (AskKEDI) 80 63 Lire et Ecrire Luxembourg (LELUX), Belgium 82 64 Mercator: European Research Centre on Multilingualism and Language Learning, Netherlands 82 65 National Adult Literacy Database / Base de données en alphabétisation des adultes (NALD / BDAA), Canada 84 66 National Centre for Non-Formal and Distance Education (NFDE), Mongolia 85 67 National Institute of Adult Continuing Education (England and Wales) (NIACE), UK 86 4 68 National Institute of Education (NIE), Sri Lanka 87 69 National Resource Centre for Non–Formal Education (NRC–NFE), Nepal 88 70 National Resource Library for Gender Studies (KvinnSam), Sweden 88 71 National Vocational Education and Training Clearinghouse, National Centre for Vocational Education Research Ltd (NCVER), Australia 89 72 Notre Dame Foundation for Charitable Activities Inc., Women in Enterprise Development (WED), Philippines 90 73 Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), Centro de Recursos Documentales e Informaticos (CREDI), Spain 92 74 Pakistan Association for Adult / Continuing Education (PACADE), PACADE Information Services 93 75 Pskov Regional Adult Education Association, Russian Federation 94 76 READ Global Library Network, USA 95 77 Red Latinoamericana de Información y Documentación en Educación (REDUC), Colombia 96 78 Rössing Foundation, Environmental Education Resource Centre, Namibia 97 79 Rural Education and Development (READ–Nepal), Nepal 98 80 Slovenian Institute for Adult Education (SIAE), Library and Documentation 99 81 Syracuse University Library, Special Collections Research, USA 100 82 Toronto Adult Student Association (TASA), Canada 101 83 UNESCO Asia and Pacific Regional Bureau of Education, Information and Knowledge Management (IKM), Thailand 102 84 UNESCO Dakar Regional Office (BREDA), Documentation Centre, Senegal 103 85 UNESCO Education Sector, Knowledge Management Services (KMS), France 104 86 UNESCO Institute for Lifelong Learning (UIL), Documentation Centre and Library, Germany 106 87 UNESCO International Bureau of Education (IBE), Documentation and Information Unit, Switzerland 107 88 UNESCO Regional Office for Education in the Arab States, Documentation and Information Centre, Lebanon 108 89 UNESCO Regional Office for Latin America and the Caribbean (OREALC), Knowledge Management Section, Chile 109 90 UNESCO–UNEVOC International Centre, Germany 110 91 Universidade Federal de Goiás (UFG), Centro de Memoria Viva – Documentação e Referência em EJA, Educação Popular e Movimentos Sociais do Centro-Oeste, Brazil 112 92 Universidade Federal da Paraíba (UFPB), Cátedra UNESCO de EJA, Centro de Referencia de Educación de Jóvenes e Adultos, Brazil 112 93 University of Botswana Library Services (UBLS) 113 94 University of Jyväskylä, Department of Education / Special Education, Finland 114 95 University of the Western Cape (UWC), Resource Centre for Adult and Lifelong Learning, South Africa 115 96 Women Against Rape, Sexual Harassment, and Sexual Exploitation (WARSHE), The WARSHE Resource Center, Nigeria 116 REGIONS AND COUNTRIES WHERE SERVICES ARE LOCATED 117 TYPE OF PARENT ORGANISATION 121 ALADIN BIBLIOGRAPHY 125 5 FOREWORD It is a great honour for the UNESCO Institute for Lifelong Learning (UIL) to coordinate the ALADIN network, a direct CONFINTEA V follow-up project. Since its inception in 1997 it has been an active network for global networking, capacity-building measures and other means of sharing resources, information and expertise. Today it connects 96 adult learning documentation and information services worldwide. During the last 15 years ALADIN has reached major milestones that have helped members of the ALADIN community to move closer and to learn from each other. There is the ALADIN Website with detailed membership entries and more than 200 adult learning links, the ALADIN e-mail Listserv, the ALADIN Facebook entry, the ALADIN Toolkit for setting-up basic documentation centres on adult learning and PALDIN, the participatory learning package for the capacity-building of adult educators from ALADIN-India. Despite rapid expansion of knowledge and new media, many in the adult learning community have to contend with shortages of information and resources in their work. This is particularly the case in developing countries. But better access to relevant information will improve the linkages between research, documentation and policy-making that are vital in meeting the needs of adult learning. Given such improvements, we would all benefit from more efficient project planning and less duplication of effort, more fruitful relationships and, above all, better-informed policy decisions. In line with its own dedication to the cause of lifelong learning, UIL is looking forward to coordinating further interesting and inspiring projects that support ALADIN’s vision of working for a global learning society, where information and knowledge on adult learning is created, well-documented and made accessible to all. Arne Carlsen Director, UNESCO Institute for Lifelong Learning ALADIN STRATEGIC FRAMEWORK ALADIN Vision ALADIN works for a global learning society, where information and knowledge on adult learning is created, well documented and made accessible to all. ALADIN Mission The mission of ALADIN is networking and capacity-building of adult-learning documentation and information services for a global network of networks. It thereby facilitates informed policy-making, research and programme development by making accessible relevant documentation and continuously updated information on adult learning. ALADIN Strategic Objectives To fulfill its mission, ALADIN is working towards serving as an information broker between researchers / practitioners and policy makers by: • sharing relevant information on adult learning; • correcting the uneven distribution of adult learning documentation and information resources; and • providing training in adult learning knowledge management. 7 BASIC ALADIN INFORMATION What is ALADIN? ALADIN, the Adult Learning Documentation and Information Network, is a well-developed, well-defined and lasting follow-up initiative of CONFINTEA V (Fifth International Conference on Adult Education) held in 1997. This global network was brought to life by the UNESCO Institute for Education (since July 2006 called UNESCO Institute for Lifelong Learning) and the efforts of many adult learning documentation and information centres. Its main concern is to facilitate access to adult learning resources. ALADIN Statement of Purpose Politicians, scientists and researchers agree that the society of the future will be a learning and information society. Yet there is a deficiency of information and the exchange of information of the kind conducive to systematizing and harmonizing lifelong learning in theory and practice. Without adequate financial and human resources, adult-education documentation and information centres, limited in their capacities for exchanges, cannot satisfactorily fulfil their tasks, even as demand for their services continues to increase. In many developing countries, such documentation and information centres have hardly even been established. New technologies have, if anything, widened the information gap between industrialised countries and developing countries. Even where efficient documentation centres or access to the World Wide Web are available, the centres often work in an isolated way. There is a great need for international co-operation – and this means establishing new centres and networks. The exchange of digital information on the World Wide Web can only complement and never replace the traditional exchange of print media such as through interlibrary loans. In order that everyone might participate in the learning and information society of the future, a network must also incorporate those who are not yet online and will not be so in the near future. Worldwide exchange of information means that everybody taking part in the exchange gives and takes in accordance with his or her cultural background and level of technological development. This is the only way networking can contribute to the democratic globalization of knowledge. (as adopted at the 1998 ALADIN expert seminar) Who are the ALADIN members? This current 2012 Directory of Members shows the detailed profiles of 96 adult learning documentation and information services from all regions of the world. Most of the ALADIN members are documentation centres, information services, libraries, archives, databases, networks and increasingly virtual libraries. Who can become an ALADIN member? The criteria for being accepted as an ALADIN member are: • being an information service focusing mainly on adult learning; • having the capacity and readiness to supply information to those working in adult learning; • having the desire to co-operate and network with others; • having some degree of information management. 8 Please consult the ALADIN website or contact the ALADIN Coordinator for a membership application form. ALADIN membership is free of charge. Who coordinates ALADIN? ALADIN is a network of the UNESCO Institute for Lifelong Learning (UIL) with a clear mandate from UNESCO, CONFINTEA and the UIL Governing Board. Its various activities are coordinated by Lisa Krolak, Head of Documentation at UIL in Hamburg, in close co-operation with the ALADIN Advisory Committee. The ALADIN Advisory Committee consists of a maximum of ten active members, appointed by the ALADIN Coordinator, taking into consideration the need for regional, linguistic, gender and sectoral diversity. They are connected through regular e-mail contact. Serving as an advisory committee, they assist the UNESCO Institute for Lifelong Learning in setting priorities in ALADIN’s work, assessing the activities carried out, and promoting ALADIN’s work in different regions of the world. To assure the consistency of ALADIN activities and to have a global overview, the ALADIN Coordinator needs to be informed in advance about local ALADIN initiatives. For the same reasons, regional and global ALADIN activities and funding initiatives are set up in consulta- tion with the ALADIN Coordinator and need her approval before being implemented. ALADIN Website The ALADIN website serves as a global knowledge platform on adult learning by providing organised access to approximately 200 adult learning links, by serving as an electronic direc- tory of ALADIN members and their information services, by providing detailed information about ALADIN and constantly updated ALADIN news and by giving access to ALADIN capacity- building initiatives, such as PALDIN and the ALADIN Toolkit. The website was launched in August 1999 and completely re-designed in May 2008. The annotated adult learning links were added to the ALADIN website in November 2002, enabling users to search for full-text materials, online journals, databases, reference material, etc. in the area of adult learning. http://www.unesco.org/education/aladin ALADIN Toolkit for setting up basic documentation centres on adult learning The ALADIN Toolkit aims to assist adult learning organisations and community-based groups who wish to organise their information resources or improve efficiency of existing information centres, particularly if their staff has limited or no training in information management. The content is based on the results of an ALADIN Toolkit workshop that took place in South Africa in September 2004. The website was developed and launched during an ALADIN working meeting at UIL in September and October 2005. The ALADIN Toolkit website gives full-text access to relevant training manuals in basic library management, various cataloguing tools and tailor-made cataloguing software, lists of donation agencies for reading materials, as well as computer equipment and funding sources for basic libraries. http://www.unesco.org/education/aladin/toolkit 9 PALDIN – Participatory Adult Learning, Documentation and Information Networking Since 2006, the 47 members of ALADIN-India have developed a comprehensive learning package known as «Participatory Adult Learning, Documentation and Information Networking (PALDIN)», which is designed to build the capacities of staff working in adult learning set-ups. The PALDIN course covers the general issues linked to adult learning and literacy; however, what makes it truly innovative is its units dealing with information management in an adult learning set-up. These address issues such as how to create literate environments, document processes, network efficiently, deal with information and communication technologies, and manage libraries. The Indira Gandhi National Open University (IGNOU, New Delhi) expanded and revised the learning package and launched it in July 2009 as a Post-Graduate Diploma in Adult Education (PGDAE). A shorter version for grassroots workers will be developed in local languages in the near future and adaptation and translation of PALDIN to regional needs will be supported in the coming years. http://www.unesco.org/education/aladin/paldin ALADIN e-mail Listserv An ALADIN e-mail Listserv has been set up in January 2002 to enable ALADIN members and friends of ALADIN to communicate with each other on a regular basis. It can be used as a forum to share ideas, comments, concerns and requests. There are no restrictions for ALADIN Listserv membership. If you want to be part of it, please contact the ALADIN Coordinator with your e-mail address. ALADIN on Facebook ALADIN has been on Facebook since February 2011. All friends and members of the Adult Learning Documentation and Information Network are encouraged to visit the ALADIN Facebook page and enrich it with links, comments and news. http://www.facebook.com/unesco.aladin Contact Details for ALADIN Coordinator Lisa Krolak ALADIN Coordinator UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany Tel: +49 40 44 80 41 33 Fax: +49 40 410 77 23 Email: [email protected] 10