The following document is part of a collection of papers that build on the UIL report Embracing a Culture of Lifelong Learning.
Population ageing as one of the most significant demographic megatrends of the twenty-first century is the background of the paper by Abla M. Sibai and Hany Hachem. Opportunities to promote the participation and autonomy of older persons and strengthen their ‘reserve capacity’ – that is, their ability to respond to...
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 their emergency...
Adult numeracy and literacy skills are key to transforming lives, promoting social inclusion and contributing to sustainable societies. Achieving an optimal return on investment with regard to the development of adult skills and competencies requires the collation of comprehensive data to assess what people know, what they do with what they know, and the extent to which they are equipped to sustain themselves in the twenty-first century. To help policy-makers generate these data, the UNESCO Institute for Lifelong Learning (UIL) has published a new policy brief focusing on direct...
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Adult numeracy is key to improving citizens’ lives and supporting the development of jobs markets, economies and societies around the globe. However, its importance is all too often overlooked, in terms of both numeracy education (for adults and in schools) and monitoring of skill levels by credible direct assessment. The UNESCO Institute for Lifelong Learning (UIL) has published a policy brief to support the assessment and development of adult numeracy worldwide.
Recent changes in the world of work, such as jobs growth in the information and service sectors, mean that today’s...
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Providing free access to relevant resources is crucial for prisoners’ personal development, well-being and, ultimately, rehabilitation. By offering a variety of reading and learning materials, from easy to expert levels and in various languages, prison libraries provide lifelong learning opportunities, thereby improving inmates’ chances of successful reintegration on release. Reductions in recidivism have substantial societal and cost-saving benefits.
The policy brief How prison libraries support rehabilitation efforts highlights that prison libraries should not operate...
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A large and growing number of people worldwide are excluded from participating in the economy and society, which poses a problem not only in achieving Sustainable Development Goal (SDG) 4 on education, but also in making progress on the other goals of the 2030 Agenda, spanning issues from climate change to poverty reduction.
The fourth Global Report on Adult Learning and Education (GRALE 4) shows that raising participation in adult learning and education (...
UIL’s 2018 Annual Report shows how, last year, our work contributed to fulfilling our mission to support better policy-making and strengthen the capacities of UNESCO Member States in the field of lifelong learning.
UIL’s vision is for all children, youth and adults to benefit from quality lifelong learning, within the framework of sustainable development and peace, and we pursue it in the context of the United Nations 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal (SDG) 4 on quality education and lifelong learning.
In 2018, UIL’s...
In 2017, the UNESCO Institute for Lifelong Learning convened a range of activities and projects all of which serve towards achieving its vision to make lifelong learning a reality for all. This report provides a comprehensive summary of UIL’s work in 2017.
Among other highlights, 2017 featured two landmark meetings. One was the third International Conference on Learning Cities, which took place in Cork, Ireland and focused on moving from global goals to local actions. The other one was the Mid-Term Review of the International Conference on Adult Learning and Education, which took...
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The Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in December 2009, closed with the adoption of the Belém Framework for Action , which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education from a lifelong learning perspective. The third Global Report on Adult Learning and Education (GRALE III), published in 2016, drew on...
