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Since the start of the Syria crisis in 2011, millions of Syrian children and young people have sought refuge in neighbouring Egypt, Iraq, Jordan, Lebanon and Turkey. It is estimated that around 50 per cent do not attend school. Host governments and other stakeholders see non-formal learning as an alternative way of providing them with the knowledge and skills they need to thrive and survive following displacement. But they also face a significant challenge in creating systems that recognise both the non-formal learning of Syrian refugees and the learning, qualifications and life experience...

Author/Editor:
Madhu Singh; Hegazi Idris; Maysoun Chehab
Year of publication:
2018
No. of pages:
168

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Available from UIL's Library in English.

New UIL publication showcases lifelong learning successes in selected African countries and looks at five African countries’ push for sustainable development.

Author/Editor:
Daniele Vieira do Nascimento; Raúl Valdés-Cotera
Year of publication:
2018
No. of pages:
58

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Available from UIL's Library in English.

A national qualifications framework (NQF) is an instrument used to classify a country’s qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders.

The Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases gives an update on the national and regional qualification frameworks of 99 countries around...

Author/Editor:
European Centre for Development of Vocational Training (Cedefop); European Training Foundation (ETF); United Nations Educational, Scientific and Cultural Organisation (UNESCO); UNESCO Institute for Lifelong Learning (UIL)
Year of publication:
2018
No. of pages:
659

More than 600 delegates from 180 cities in over 80 UNESCO Member States attended the third International Conference on Learning Cities (ICLC), which took place from 18 to 20 September 2017 in Cork, Ireland. Under the theme ‘Global goals, local actions: Towards lifelong learning for all in 2030’, the event demonstrated the importance of implementing lifelong learning initiatives at the local level in order to realize the Sustainable Development Goals (SDGs). The outcome documents of the event, the Cork Call...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2017
No. of pages:
82

This Guide to Action highlights concrete approaches to the development of green and healthy learning cities, equitable and inclusive learning cities, and decent work and entrepreneurship in learning cities.

It includes examples of good practice, which demonstrate the diversity of initiatives and reflect the manifold contexts and development stages in which cities operate. The guiding questions highlight some important issues related to the respective thematic areas. Along with a selection of related Key Features of Learning Cities and Sustainable Development Goals, this can serve...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2017
No. of pages:
26

A national qualifications framework (NQF) is an instrument used to classify a country’s qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders.

The Global inventory of regional and national qualifications frameworks 2017, Volume 1: Thematic chapters comprises eight thematic chapters, charting developments in national and regional qualifications frameworks...

Author/Editor:
European Centre for Development of Vocational Training (Cedefop); European Training Foundation (ETF); United Nations Educational, Scientific and Cultural Organisation (UNESCO); UNESCO Institute for Lifelong Learning (UIL)
Year of publication:
2017
No. of pages:
127

The population in cities continues to rise; in response to this increase, local governments are devising creative and innovative ways to promote lifelong learning and sustainable development. To highlight some of these approaches, the UNESCO Institute for Lifelong Learning (UIL) has published a second volume of learning city case studies from around the world, titled ‘ Unlocking the Potential of Urban Communities. Volume II. Case Studies of Sixteen Learning Cities ’.

This...

Author/Editor:
UIL
Year of publication:
2017

Available from UIL's Library in English, French, Spanish.

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

Available from UIL's Library in English.

‘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

Available from UIL's Library in English.

The Report on the 2nd International Conference on Learning Cities (ICLC), which took place from 28 to 30 September 2015 in Mexico City, has just been published. The Report details the proceedings and outcomes of the 2nd ICLC, which brought together over 650 participants from 95 countries to define the role of learning cities in shaping the Sustainable Development Agenda.

The Report provides information on how to develop sustainable learning cities, strengthen partnerships and networks, and implement the Key Features of Learning Cities. It also shares insights into how learning...

Author/Editor:
UIL
Year of publication:
2016
No. of pages:
75

Available from UIL's Library in English, French, Spanish.