‘Universities are playing an increasingly important role in creating lifelong opportunities for all’, says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).

This UIL publication reports on how higher education institutes (HEIs) face a strategic imperative to broaden access to lifelong learning opportunities and ensure that education and learning are available to a diverse student population. Given the on-going process...

“New research adds considerably to UNESCO’s knowledge base on building a learning society” says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

Japan, the Republic of Korea, and Singapore are in the process of becoming learning societies. These countries focus on educating the work force and investing in educational research.

UIL has just published, as the second volume in its series on Lifelong Learning Policies and Strategies, a report entitled Building a Learning Society in Japan, the Republic of Korea and Singapore by Jin Yang and Rika Yorozu....

'The integration of action research in training programmes for youth and adult educators can greatly enhance the quality of youth and adult teaching and learning', says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

The UNESCO Institute for Lifelong Learning (UIL), in collaboration with the UNESCO Multi-sectoral Regional Office for West Africa in Abuja, has published a guidebook on how action research can enhance youth and adult literacy education and learning. This guidebook can be used as a resource for training adult...

‘The Global Inventory of Regional and National Qualifications Frameworks (NQFs) is highly significant. It showcases and analyses how countries use learning outcomes-based NQFs as reference points and as sources of quality assurance for recognition and certification processes,’ Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).

Now available online, the 2015 edition of the Global Inventory of Regional and National Qualifications Frameworks Volume II:...

The Impact of Distance Education on Adult Learning (IDEAL) project has just published the second of three study reports, focusing on the social profile of adults enrolled in distance education. The third report will be published in February 2015. The IDEAL project, funded by the Lifelong Learning Programme of the European Union, seeks to examine how higher education institutions can contribute to adult learning by way of distance education. This project, which has been...

In the context of UNESCO’s Capacity Development Programme for Education for All, the Democratic Republic of Congo (DRC) and UNESCO developed a normative framework with a sector-wide approach to education. The aim of this case study is to provide a coherent and contextualized normative framework that promotes lifelong learning for the whole education sector in DRC . In view of the current international interest in lifelong learning policies, the creation of such a normative framework is of interest to many countries.

This publication shares the reflections and analysis...

The IDEAL project , funded by the Lifelong Learning Programme of the European Union, seeks to examine how higher education institutions can and do contribute to adult learning by way of distance education.

IDEAL’s three main project partners, the International Council for Open and Distance Education (ICDE), the UNESCO Institute for Lifelong Learning (UIL), and StudyPortals (SP), met on 8 to 10 September in Oslo, Norway, to assess progress and discuss future activities.

During the...

Together with the Asia South Pacific Association for Basic and Adult Education (ASPBAE) , UIL has published a collection of testimonies from young people participating in community education and development programmes either as learners and facilitators entitled Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific . The testimonies provide excellent illustration of how youth-focused education and development programmes in Bangladesh, India, Indonesia, New Zealand, the Philippines and...

To celebrate the 10th Anniversary of Hamburg’s award-winning Family Literacy project (FLY) (2010 winner of the UNESCO King Sejong Literacy Prize and 2011 winner of the Hamburg Education Prize), UIL and the Hamburg State Institute for Teacher Training and School Development (LI) are launching the publication Learning to Fly: Family-oriented Literacy Education in Schools (in English and German). This co-publication includes contributions from key stakeholders – academics, teachers, parents and children – participating in the conceptualization and implementation of FLY in...

A study entitled Literacy and Education for Sustainable Development and Women’s Empowerment explores how and why literacy programmes can contribute to sustainable development and processes of women’s empowerment. The paper argues that only by looking in depth at literacy learning and development practices can we begin to address the challenge of narrowing the gender gap in literacy attainment. The paper reviews a range of adult literacy programmes and distills principles of good practice in order to arrive at recommendations for future action. It makes a case for the importance...