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A recently published report, Lifelong learning in transformation: Promising practices in Southeast Asia , sheds light on promising lifelong learning practices in 11 countries in the region. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from the countries’ national reports, and a set of common recommendations across these countries. It is hoped that these recommendations followed by...

Author/Editor:
Rika Yorozu
Year of publication:
2017
No. of pages:
62

‘This book presents an inclusive vision of lifelong learning, one that crosses sectors and embraces the entire continuum of learning. It celebrates the learning that can and does occur in areas of work, community, family, and education.’ Arne Carlsen, Director, UNESCO Institute for Lifelong Learning (UIL).

Self-construction and Social Transformation: Lifelong, Lifewide and Life-deep Learning, is a book that recognizes the intimate nature of the education and learning that takes place in the course of adults’ lives and how these ultimately...

Author/Editor:
Paul Bélanger
Year of publication:
2016
No. of pages:
285

Available from UIL's Library in English, French.

‘This Inventory showcases eighty-six countries and investigates how learning outcomes of non-formal and informal learning are being integrated alongside formal qualifications into regional and national qualifications frameworks for lifelong learning,’ said Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

UNESCO HQ, the European Centre for the Development of Vocational Training (CEDEFOP), the European Training Foundation (ETF) and the UNESCO Institute for Lifelong Learning (UIL) launched the 2015 edition of the Global...

Author/Editor:
UNESCO ED/PLS; UIL; ETF; Cedefop
Year of publication:
2016
No. of pages:
62

Available from UIL's Library in English.

‘Universities are playing an increasingly important role in creating lifelong opportunities for all’, says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).

This UIL publication reports on how higher education institutes (HEIs) face a strategic imperative to broaden access to lifelong learning opportunities and ensure that education and learning are available to a diverse student population. Given the on-going process...

Author/Editor:
Jin Yang; Chripa Schneller; Stephen Roche
Year of publication:
2015
No. of pages:
198

Available from UIL's Library in English.

“New research adds considerably to UNESCO’s knowledge base on building a learning society” says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

Japan, the Republic of Korea, and Singapore are in the process of becoming learning societies. These countries focus on educating the work force and investing in educational research.

UIL has just published, as the second volume in its series on Lifelong Learning Policies and Strategies, a report entitled Building a Learning Society in Japan, the Republic of Korea and Singapore by Jin Yang and Rika Yorozu....

Author/Editor:
Jin Yang; Rika Yorozu
Year of publication:
2015
No. of pages:
47

Available from UIL's Library in English.

‘Recognition of the outcomes of non-formal and informal learning is a prerequisite for building learning societies,’ says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).

This UIL publication investigates factors that are critical for implementing the recognition, validation and accreditation (RVA) of non-formal and informal learning. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Most importantly, perhaps, this...

Author/Editor:
Madhu Singh
Year of publication:
2015
No. of pages:
236

Available from UIL's Library in English.

‘The Global Inventory of Regional and National Qualifications Frameworks (NQFs) is highly significant. It showcases and analyses how countries use learning outcomes-based NQFs as reference points and as sources of quality assurance for recognition and certification processes,’ Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).

Now available online, the 2015 edition of the Global Inventory of Regional and National Qualifications Frameworks Volume II:...

Author/Editor:
UNESCO ED/PLS; UIL; ETF; Cedefop
Year of publication:
2015
No. of pages:
443

Available from UIL's Library in English.

‘There are porous boundaries between formal education, non-formal education and informal learning, and a number of issues affect the operationalization of lifelong learning. These include conceptual understandings of lifelong learning, the recognition of learning achievements and the role of counselling and guidance, teachers and facilitators, financial resources and infrastructure, and coordination among stakeholders,’ says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

The UNESCO Institute for Lifelong Learning has produced a study on key issues and policy...

Author/Editor:
Shirley Walters; Jin Yang; Peter Roslander
Year of publication:
2014
No. of pages:
58

Available from UIL's Library in English.

The UNESCO Institute for Lifelong Learning (UIL) contributes to the Global Inventory of National Qualifications Frameworks (NQFs) which is prepared by two EU agencies, the European Training Foundation (ETF) and the Centre for the Development of Vocational Training (Cedefop) , and two UNESCO units, UNESCO’s section for Technical and Vocational Education and Training (UNESCO-TVET), and UIL.

It has been produced at the request of the...

Author/Editor:
UIL
Year of publication:
2014

Available from UIL's Library in English.

Qualification systems across the globe are generally well equipped to deal with learning acquired in institutional settings. However, one of the greatest challenges is how to recognise learning that occurs outside the formal education sector.

UIL’s new book, Linking Recognition Practices and National Qualifications Frameworks, edited by Madhu Singh and Ruud Duvekot, tackles this challenge. The recognition, validation and accreditation (RVA) of learning in formal, non-formal, and informal settings is examined within a variety of national and regional contexts.

It contains 23...

Author/Editor:
Madhu Singh; Ruud Duvekot (edited)
Year of publication:
2013
No. of pages:
219

Available from UIL's Library in English, Chinese.