‘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...

‘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...

‘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...

“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....

‘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...

‘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:...

‘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...

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...

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...

Global National Qualifications Framework Inventory - Prepared for ASEM Education Ministers Conference , Kuala Lumpur, 13-14 May 2013 (ASEMME 4)