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In preparation of the seventh International Conference on Adult Education (CONFINTEA VII), the Slovenian Ministry for Education, Science and Sport and the UNESCO Institute for Lifelong Learning (UIL) organized a dual online conference entitled ‘Adult learning and education – The resilient response to future challenges’.

The Europe and North American region is a diverse one, geographically, economically, politically, socially, ethnically, linguistically and culturally. Countries in the region do, however, have one demographic characteristic in common: an ageing population. Young...

Year of publication:
2022
No. of pages:
7

Available from UIL's Library in English.

Responding to and recovering from the COVID-19 pandemic remains an enormous challenge for cities worldwide. Lifelong learning lays the foundation for healthy and resilient cities. Hence, these municipalities are working hard to promote learning for health, and to build long-term resilience among their local populations so that they can deal both with the pandemic and with future emergencies, including those caused by climate change.

The fifth International Conference on Learning Cities (ICLC 5) was hosted by UIL in collaboration with Yeonsu City, Republic of Korea, and took place...

Year of publication:
2022
No. of pages:
24

Available from UIL's Library in English.

The publication Inclusive lifelong learning in cities: Policies and practices for vulnerable presents conceptual frameworks for inclusive learning, good practices in learning cities and recommendations for the future.

The COVID-19 pandemic has had an enormous impact on life in cities, as well as exposing and exacerbating almost all forms of inequality. Access to high-calibre, resilient infrastructure, reliable basic services and decent jobs must be provided to all urban and rural dwellers. achieving this means ensuring learning opportunities in cities are of high quality...

Author/Editor:
UNESCO Institute for Lifelong Learning
Year of publication:
2021

773 million youth and adults worldwide still lack basic literacy skills, and the impact of the COVID-19 pandemic jeopardizes hard-won gains in literacy provision. Many literacy providers have argued that systems around the world were insufficiently prepared to leverage technologies and provide online or distance education that would mitigate the total disruption of literacy programmes caused by the pandemic. Low capacities along with low financial investment and political will have been cited as the main contributors to this lack of preparedness.

Open and distance learning (ODL) is...

Year of publication:
2021
No. of pages:
101

Available from UIL's Library in English, French.

Between March and June 2020, UIL hosted a series of webinars to explore how learning cities gauged the effects of the COVID-19 pandemic in individual contexts, and how they were responding to the sudden, emergent and urgent challenges it posed. In this publication, we present 13 responses by learning cities to this unfolding global issue across five themes: city planning; continuation of education; culture; equity and inclusion; and public health. These snapshots span the world regions of Africa (Cameroon), Asia and the Pacific (China, the Islamic Republic of Iran, Republic of Korea),...

Year of publication:
2021
No. of pages:
25

Available from UIL's Library in English.

Approximately 11 million people are in prisons worldwide, a number that is constantly growing. Many prisons are overcrowded and at crisis point, unable to provide education – a fundamental human right to which all prisoners should have access. To identify current trends, progress and challenges in prison education at a global level, the UNESCO Institute for Lifelong Learning (UIL) has published Education in prison: A literature review .

The publication recognizes the variety of understandings of the concept...

Year of publication:
2021
No. of pages:
110

Available from UIL's Library in English.

The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes . This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and vocational skills in various country contexts around the world.

Such integrated approaches have great potential to enhance the relevance and quality of adult education programmes and increase adult learners’ motivation in enrolling in such...

Year of publication:
2021
No. of pages:
176

Available from UIL's Library in English, French.

Educators are key to quality adult learning and education. Yet, a lack of professional adult educators still hinders progress towards the provision of lifelong learning opportunities in many countries around the world.

Curriculum globALE supports the professionalization of adult educators. By providing cross-curricular approaches, it is a unique reference framework for the training of adult educators which can easily be contextualized to national and regional environments.

By supporting adult educators around the world, Curriculum globALE improves not only the standard of...

Author/Editor:
UNESCO Institute for Lifelong Learning; Institute for International Cooperation of the German Adult Education Association; German Institute for Adult Education. Leibniz Centre for Lifelong Learning; International Council for Adult Education
Year of publication:
2021
No. of pages:
78

Available from UIL's Library in English, Georgian.

The UNESCO Institute for Lifelong Learning (UIL) 2020 Virtual Annual Report demonstrates how the Institute rose to the challenges posed by the COVID-19 pandemic, devising innovative and creative ways of reinforcing the provision of lifelong learning opportunities for all, despite the harsh environment.

In 2020, UIL worked with the 229 members of the UNESCO Global Network of Learning Cities to integrate lifelong learning into...

Year of publication:
2021
No. of pages:
41

Available from UIL's Library in English, French.

In almost one-third of countries, fewer than 5 per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO’s fourth Global Report on Adult Learning and Education (GRALE 4). Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities. GRALE 4 monitors the extent to which UNESCO Member States put their international commitments regarding...

Year of publication:
2020
No. of pages:
196