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Lifelong learning has become the overarching concept and vision for education, as reflected in the United Nations’ 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs), one of which, SDG 4, explicitly petitions countries to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (UNESCO, 2016). Lifelong learning (LLL) is rooted in the integration of learning and living, covering learning activities for people of all ages, in all life-wide contexts and through a variety of modalities that, together, meet a range...

Year of publication:
2022
No. of pages:
6

Available from UIL's Library in English.

The Marrakech Framework for Action sets out key areas for action required to achieve this vision over the next decade. UNESCO Member States will work to realize a right to lifelong learning, enhancing governance and quality of adult learning and education, backed by increased investment. They committed to placing inclusion at the heart of these endeavours to ensure that those most often left behind benefit from lifelong learning.

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Year of publication:
2022
No. of pages:
11

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

This report presents the results of a global survey administered by the UNESCO Institute for Lifelong Learning (UIL) on the contribution of universities and other higher education institutions (HEIs) to lifelong learning (LLL). It was conducted with the aim of developing a knowledge base on how and to what extent HEIs contribute to the implementation of LLL.

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Year of publication:
2022
No. of pages:
341

Available from UIL's Library in English.

The UN Sustainable Development Goal (SDG) 4 enjoins countries to ‘promote lifelong learning opportunities for all’ (UN DESA, 2022). It thereby establishes lifelong learning (LLL) as central to a sustainable future. Transforming higher education institutions (HEIs) into lifelong learning institutions is key to realizing this goal. HEIs are in a unique position to promote sustainable societies through their expertise in knowledge production, skills development and academic exchange. By expanding access to new populations of students, HEIs can promote LLL throughout the wider society. This...
Year of publication:
2022
No. of pages:
9

Available from UIL's Library in English.

The complexities of modern life demand adaptability – populations that are resilient, open to change and willing to engage in learning throughout life. Increased mobility, population displacement, the climate crisis, technological change, threats to global health and democratic systems, and new patterns of production and consumption affect, in different ways, all countries in the world. Lifelong learning represents an effective and potentially transformational means of addressing many of these challenges.

This handbook provides information, evidence and basic conceptual models to...

Year of publication:
2022
No. of pages:
198

Available from UIL's Library in English.

The main challenge for adult learning and education across the globe is to reach those who need it most. This is the key message of UNESCO’s Fifth Global Report on Adult Learning and Education (GRALE 5).

UNESCO’s report...

Year of publication:
2022
No. of pages:
179

Available from UIL's Library in English.

In preparation of the Seventh International Conference on Adult Education (CONFINTEA VII), in Marrakech, Morocco, in June 2022, a series of regional conferences took place between February and September 2021. This document provides a synthesis of the outcomes of these events. The regional outcome documents identified current concerns, priorities and recommendations for CONFINTEA VII. This synthesis of the regional outcome documents will contribute to the Marrakech Framework for Action (MFA), the main outcome document of CONFINTEA VII, and guide all relevant ALE stakeholders and UNESCO...

Year of publication:
2022
No. of pages:
14

Available from UIL's Library in English.

In 2021, the UNESCO Institute for Lifelong Learning (UIL) worked tirelessly to support UNESCO Member States and further partners in realizing lifelong learning opportunities for all. 2021 was a year of transition. The development of the UIL Medium-Term Strategy 2022–2029 was an important moment to reflect on past achievements and reassess what needs to be done to further strengthen lifelong learning over the next eight years. Our mission for the time ahead is to support Member States in building learning ecosystems that work across life, in every setting and benefit everyone, including,...

Year of publication:
2022
No. of pages:
47

Available from UIL's Library in English, French.

The aim of this report is to summarize the key insights and issues that arose during the discussions which took place over the course of a two-day webinar on family literacy and Indigenous and local learning, held on 9 and 10 December 2021. The event was co-hosted by the UNESCO Section of Youth, Literacy and Skills Development (YLS), which is based in UNESCO Headquarters in Paris, France; the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, Germany; and the UNESCO Chair in adult literacy and learning for social transformation, which is based in the University of East Anglia (UEA)...
Year of publication:
2022
No. of pages:
22

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Available from UIL's Library in English.