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Abstract: The third Global Report on Adult Learning and Education (GRALE III) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries’ progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009. In addition, the report examines the impact of ALE on ...; [Read more...] The third Global Report on Adult Learning and Education (GRALE III) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries’ progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009. In addition, the report examines the impact of ALE on three major areas: health and well-being; employment and the labour market; and social, civic and community life.

Abstract: The Fourth Global Report on Adult Learning and Education (GRALE IV) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). This edition explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE s ...; [Read more...] The Fourth Global Report on Adult Learning and Education (GRALE IV) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). This edition explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources.

Abstract: This book is an outcome of the Shanghai International Forum on Lifelong Learning (2010, 19-21 May) co-organised by UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then h ...; [Read more...] This book is an outcome of the Shanghai International Forum on Lifelong Learning (2010, 19-21 May) co-organised by UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development.

Abstract: The Sixth International Conference on Adult Education (CONFINTEA VI), hosted by the Government of Brazil in Belém from 1 to 4 December 2009, provided an important platform for policy dialogue and advocacy on adult learning and non-formal education at global level. The conference brought together UNESCO Member States, United Nations agencies, multi- and bi-lateral cooperation agencies, organisations from civil society, the private sector and learners from all world regions. The overarch ...; [Read more...] The Sixth International Conference on Adult Education (CONFINTEA VI), hosted by the Government of Brazil in Belém from 1 to 4 December 2009, provided an important platform for policy dialogue and advocacy on adult learning and non-formal education at global level. The conference brought together UNESCO Member States, United Nations agencies, multi- and bi-lateral cooperation agencies, organisations from civil society, the private sector and learners from all world regions. The overarching goal of the Conference was to harmonise adult learning and education with other internationa education and development agendas and its integration within national sector-wide strategies. The Report presents the keynote speeches and other contribution given at the Conference on core issues, as the need of: pushing forward the recognition of adult learning and education as an important element of and factor conducive to lifelong learning, of which literacy is the foundation; highlighting the crucial role of adult learning and education for the realization of current international education and development agendas (EFA, MDGs, UNLD, LIFE, and DESD); renewing political momentum and commitment and to develop the tools for implementation in order to move from rhetoric to action.

Abstract: The Report finds that in industrialised countries, adult education policies are informed by a lifelong learning perspective and integrated into other policy portfolios. But globally, successful coordination of a wide range of stakeholders is rare. Adult educators all too often suffer from low status and remuneration, affecting the quality and sustainability of programmes. Sufficient, predictable and well-targeted funding is more the exception than the rule.