The UNESCO Institute for Lifelong Learning (UIL) has just published Référentiel de compétences harmonisé , a report on the competency framework developed for RAMAA (Action Research: Measuring Literacy Programme Participants’ Learning Outcomes). The aim of RAMAA is to build the capacities of 12 French-speaking African countries to evaluate and monitor the quality of literacy programmes.

Developed by specialists in the region with UIL’s technical assistance, the reference framework provides a common tool for the 12 RAMAA countries, namely Benin, Burkina Faso, Cameroon,...

A new UNESCO issue note , produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in utilizing the power of non-formal and informal learning to respond to the COVID-19 crisis. It explains lessons learned and suggests concrete measures for action.

In almost all countries affected by the COVID-19 pandemic, cities are the epicentres of infection and the frontlines for dealing with the vast implications of...

Based on GRALE 4 and the data collected from 18 Arab states, this regional report assesses the status of adult learning and education (ALE) in the region, with a focus on participation from the perspective of equity and inclusion. The report shows that ALE has progressed in the region since 2015, in particular in the area of policy, governance and participation. However, challenges with regard to policy implementation, the inclusion of vulnerable groups, quality and funding persist.

The region has reported remarkable progress in increasing women’s participation between...

A new UNESCO issue note , produced by the UNESCO Institute for Lifelong Learning (UIL), aims to enhance higher education institutions’ engagement with local communities in the context of the current pandemic, now and in its aftermath. It addresses education policy-makers and planners as well as professionals in the higher education sector, suggesting concrete measures and encouraging them to take action.

Most of the higher education institutions (HEIs) around the world have been forced to close their premises and...

Embracing a culture of lifelong learning, UIL’s contribution to the UNESCO International Commission on the Futures of Education, argues that creating a global culture of lifelong learning will be key to addressing the challenges faced by humanity, from the climate crisis to technological and demographic change, not to mention those posed by the COVID-19 pandemic and the inequalities it has exacerbated.

Drawing on the input of 12 distinguished experts from different disciplines and countries, the report reflects on the potential contribution of lifelong learning both in...

In almost one-third of countries, fewer than 5 per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO’s fourth Global Report on Adult Learning and Education ( GRALE 4 ). Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities.

GRALE 4 monitors the extent to which UNESCO Member States put their international commitments...

The UNESCO Institute for Lifelong Learning’s annual report shows how, in 2019, UIL fulfilled its mission to promote lifelong learning as the leading educational paradigm for inclusive and sustainable learning societies in the context of the United Nations’ 2030 Agenda for Sustainable Development.

It describes key achievements in the areas of policy support, capacity development, monitoring, advocacy and networking, as well as research and foresight. These include the publication of the fourth UNESCO Global Report on Adult Learning and Education , the organization of the...

A new UNESCO issue note , produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath .

Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize...

A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL) and the Section of Education Policy at UNESCO Headquarters, aims to support education policy-makers and planners in ensuring the quality of learning is maintained in the context of the current pandemic, now and in its aftermath .

Unlocking the potential of family and intergenerational learning argues for the creation of learning families, highlighting lessons from the past and the present, as well as key messages and practical tips for designing effective policy interventions...

African Member States and the international community must do more to enhance participation in adult learning and education (ALE) across the continent; that is the principal message of a newly released report by the UNESCO Institute for Lifelong Learning (UIL).

The publication, Trends in Adult Learning and Education in Africa: Findings from the 4th Global Report on Adult Learning and Education, paints an uneven picture in terms of adult learning and education on the continent, particularly when it comes to participation in ALE opportunities...