Country name
ISO 3166 alpha-3 code
Submitted narrative report for GRALE 1
Submitted data for GRALE 2
Submitted data for GRALE 3
UNESCO Region
GNI Group (PPP), http://databank.worldbank.org/data/reports.aspx?source=2&type=metadata&series=NY.GNP.PCAP.PP.CD
GDP in current $ (in millions)
% GDP spent for Education, 2010-2014 average, http://data.uis.unesco.org/
1.1. Does your country have an official definition of ALE?
1.2. Has the official definition of ALE changed since 2009?
1.3. Are literacy and basic skills a top priority for ALE programmes in your country?
[Youth education and ALE are are seen part of an integrated whole.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE policy addresses learning processes and teacher-learner relations.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE is such a diverse sector of provision that it is difficult to define precisely.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[Adult learning and adult education are the same thing.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE and continuing vocational education and training are not integrated.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[New technologies have fundamentally changed the scope of our ALE practice.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[Demographic trends (e.g. ageing societies and migration patterns) are making ALE policy much more important than it used to be.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your person
[ALE policy identifies non-formal and informal learning as important.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
1.5. Has your country formulated a CONFINTEA VI action plan following the BFA?
[Adult literacy] 1.5.1. What areas does it cover?
[Policy] 1.5.1. What areas does it cover?
[Governance] 1.5.1. What areas does it cover?
[Financing] 1.5.1. What areas does it cover?
[Participation] 1.5.1. What areas does it cover?
[Quality] 1.5.1. What areas does it cover?
2.1. Overall, would you say that since 2009 your country …
[Individuals seeking personal growth and widening of knowledge horizons] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Individuals seeking to update work-relevant knowledge and skills] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Women and men in mid-life transitions (e.g. change in employment status; personal, health and family challenges)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Individuals seeking recognition for prior learning (especially non-formally and informally acquired)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Socially excluded groups (e.g. homeless people, [ex-]prisoners; adults with mental health problems)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Adults with low-level literacy or basic skills] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Workers in low-skill, low-wage or precarious positions] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Long-term unemployed people] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Adults living with disabilities] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Residents of rural or sparsely populated areas] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Parents and families] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Lone or single parents] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Senior citizens/retired people (third-age education)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Young persons not in education, employment or training] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Migrants and refugees from other countries] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Minority ethnic, linguistic or religious minorities and indigenous peoples] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
2.3. Does your country have a policy framework to recognize, validate and accredit non-formal and informal learning?
2.4. Since 2009, has your country enacted any important new policies with respect to ALE?
[increased stakeholder participation ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[developed more effective monitoring and evaluation systems ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[introduced better coordination arrangements ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[become more decentralized ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[strengthened capacity-building initiatives] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[strengthened inter-ministerial cooperation] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
3.2. Since 2009, has your government consulted stakeholders and civil society about the formulation, implementation and evaluation of ALE policies?
3.3. Has there been any significant innovation/development in ALE governance in your country since 2009 that could be of interest to other countries?
4.1. What percentage of public education spending currently goes to ALE?
4.2. Between 2009 and 2014, public spending on ALE as a proportion of public education spending in my country has
4.3. Does the government plan to increase or decrease spending on ALE?
4.4. Has your government introduced any significant innovation in ALE financing since 2009 that could be of interest to other countries?
5.1. Since 2009 and for the adult population overall, the participation rate (%) in ALE has…
[Overall] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[General education] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Technical and Vocational education and training (TVET)] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Literacy] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Non-formal and informal education] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Migrants and refugees from other countries] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[All those seeking recognition for prior learning (especially non-formally and informally acquired)] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Adults with low-level literacy and basic skills] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Minority ethnic, linguistic and religious minorities and indigenous peoples] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Senior citizens/the retired (Third Age Education)] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[The long-term unemployed] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Adults living with disability] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Young persons not in education, employment and training] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Residents of rural and remote areas] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Workers in low-skill, low-wage and precarious employment] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
5.4. Has your government introduced any significant innovation in ALE to improve access and participation since 2009 that could be of interest to other countries?
[Completion rates] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Certificates or qualifications issued] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Employment outcomes (or labour market outcomes)] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Social outcomes in the areas of health and well-being, community cohesion] 6.1. Does your country systematically collect information about the following ALE outcomes?
[None of these – this information is not systematically available] 6.1. Does your country systematically collect information about the following ALE outcomes?
6.2. Are there initial, pre-service education and training programmes for ALE teachers/facilitators in your country?
6.3. Are initial, pre-service qualifications a requirement to teach in ALE programmes?
[Learning outcomes of ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Quality criteria for teaching and learning, e.g. curricula and methods] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Diversity of providers] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Impact of new technologies on ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Equity issues in ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Barriers to ALE participation and provision] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Other issues] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
6.6. Has your government introduced any significant innovation regarding the quality of ALE since 2009 that could be of interest to other countries?