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.
The UNESCO Global Network of Learning Cities (GNLC) has been growing rapidly, with more than 100 cities joining the Network over the past year.
Everyone agrees that learning is a lifelong endeavour and that education should not stop after school. So what can we do to promote adult learning and education (ALE) in sub-Saharan Africa?
RAMAA (Action Research: Measuring Literacy Programme Participants’ Learning Outcomes), which was launched by the UNESCO Institute for Lifelong Learning (UIL) in 2011, has entered its second phase.
In partnership with the UNESCO Office in Abidjan, the UNESCO Institute for lifelong learning (UIL) will organize the first technical workshop of the implementation of the second phase of the
European Launch of the third Global Report on Adult Learning and Education.
The Southeast Asian Ministers of Education Organization Regional Centre for Lifelong Learning (SEAMEO – CELLL), in cooperation with the UNESCO Institute for Lifelong Learning (UIL), will hold an expert meeting in Ho Chi Minh City, Viet Nam on 4 and 5 October, 2016.
Organized by four Arab adult learning and education (ALE) networks in cooperation with the Institute for International Cooperation of the German Adult Education Association (DVV) and the International Council for Adult Education (ICAE), the seminar ‘Adult Education: Readings in the Failure
The 2030 Agenda for Sustainable Development and the Education 2030 Framework for Action position lifelong learning as a key driver of health, economic growth, employment, sustainable consumption and production, and environmental awareness.
