The Global Alliance for Literacy within the Framework of Lifelong Learning (GAL), a multi-stakeholder partnership led by UNESCO to advance literacy for sustainable development, will take a significant step forward when its executive management bureau (herea
Policy-makers and researchers from Ethiopia, Kenya, Namibia, Rwanda and United Republic of Tanzania will meet in Nairobi on 23 and 24 February 2017 to discuss strategic approaches to promoting lifelong learning in their respective countries.
The translation of the 3rd Global Report on Adult Learning and Education (GRALE III) into Arabic further extends access to the data and the findings compiled in the report.
The UNESCO Institute for Lifelong Learning (UIL), in partnership with the International Council for Adult Education (ICAE), the Department of Andragogy at the University of Belgrade and the Adult Education Society in Belgrade, will launch the
The International Review of Education – Journal of Lifelong Learning (IRE) is an international, scholarly, refereed journal published by Springer and edited by the UNESCO Institute for Lifelong Learning.
As a key partner of UNESCO’s Global Action Programme (GAP) on Education for Sustainable Development (ESD), the UNESCO Institute for Lifelong Learning (UIL) will host a regional workshop for Europe and North America from 12 to 14 December 2016 in Hamburg, Germany.
The UNESCO Institute for Lifelong Learning (UIL) and the Interdisciplinary Centre for Research and Development on Education and Training Throughout Life (CIRDEF) at the Université du Québec à Montréal (UQAM) will organize a training seminar on Responding to the
Following its global launch at UNESCO Headquarters in Paris on International Literacy Day (8 September 2016) and a number of regional launches, a regional launch of the third Global Report
Intergenerational family learning is rooted in all societies. It fosters a culture of learning in families, thereby helping to prevent children and young people from dropping out of school while motivating adults to (re)engage in learning themselves.