Policy in Adult Learning and Education
The Role of Higher Education in Promoting
Lifelong Learning
UIL Series on Lifelong Learning Policies and
Strategies No. 3
Jin Yang, Chripa Schneller and Stephen Roche (Eds.)
UIL, 2015, 199 pages
ISBN 978-92-820-1194-2
There is no doubt that universities have a vital role to play in
promoting lifelong learning. This publication presents possible
ways of expanding and transforming higher education
to facilitate lifelong learning in different socio-economic
contexts. Nine articles address the various dimensions of the
role of higher education in promoting lifelong learning from
a global perspective. The goal is to give the reader a better
understanding of the theoretical frameworks and practical
implementation of lifelong learning in higher education in
different regions of the world.
Download: English
Closing the Gap – Opportunities for
Distance Education to Benefit Adult Learners
in Higher Education
Final report of the IDEAL (Impact of Distance
Education on Adult Learning) project
Arne Carlsen, Carl Holmberg, Carmen Neghina and Angela Owusu-Boampong
UIL, 2016, 111 pages
ISBN: 978-92-820-1203-1
The final report of the Impact of Distance Education on
Adult Learning (IDEAL) project will collate the results of this
two-year research project. Funded by the European Union's
Lifelong Learning Programme, IDEAL has generated new
data on the interrelations between the content of open and
distance learning (ODL) offers in European countries and the
social profiles of adult learners. The use of innovative research
tools enabled an analysis of the match between needs and
offers. This report will enhance the ability of higher education
institutions to remove barriers and improve the quality of
their offerings. (See also IDEAL Reports 1–3.)
Download: English
Conceptual Evolution and Policy Developments in Lifelong Learning
Jin Yang and Raúl Valdés-Cotera (Eds.)
UIL, 2011, 264 pages
ISBN: 978-92-820-1172-0
This book is an outcome of the Shanghai International Forum on Lifelong. The twenty-four papers collected here document the discussions led by experts from across the world. They recount first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine lifelong learning's relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development.
Download: ENGLISH
Closing the Gap – Opportunities for
Distance Education to Benefit Adult Learners
in Higher Education
Final report of the IDEAL (Impact of Distance
Education on Adult Learning) project
Arne Carlsen, Carl Holmberg, Carmen Neghina and Angela Owusu-Boampong
UIL, 2016, 111 pages
ISBN: 978-92-820-1203-1
The final report of the Impact of Distance Education on
Adult Learning (IDEAL) project will collate the results of this
two-year research project. Funded by the European Union's
Lifelong Learning Programme, IDEAL has generated new
data on the interrelations between the content of open and
distance learning (ODL) offers in European countries and the
social profiles of adult learners. The use of innovative research
tools enabled an analysis of the match between needs and
offers. This report will enhance the ability of higher education
institutions to remove barriers and improve the quality of
their offerings. (See also IDEAL Reports 1–3.)
Download: English
CONFINTEA VI Follow-up: The Challenges of Moving from Rhetoric to Action
Special issues of the International Review of Education – Journal of Lifelong Learning, 57 (1–2), 2011
Ed. Carolyn Medel-Añonuevo, Carlos Alberto Torres and Richard Desjardins
Download: ENGLISH
CONFINTEA VI, Belém Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future
UIL and Brazil Ministry of Education, 2010, 36 pages
The Sixth International Conference on Adult Education (CONFINTEA VI) closed with the adoption of the Belém Framework for Action in December 2009. Building on the Hamburg Declaration on Adult Learning and the Agenda for the Future of 1997, the Belém Framework for Action records the commitments of Member States and presents a strategic guide for the global development of adult literacy and adult education within the perspective of lifelong learning.
Download: ENGLISH, FRENCH AND SPANISH PORTUGUESE
Fifth International Conference on Adult Education: Final Report
The Literacy and Adult Education Section at UNESCO HQ in Paris
and the UNESCO Institute for Education, 1997, 66 pages
Download: ENGLISH
Global Report on Adult Learning and Education
UIL, 2010, 156 pages
ISBN 978-92-820-1167-6
Based on data from 154 countries on the state of adult learning and education, five regional synthesis reports and secondary literature, this report provides an overview of trends in adult learning and education as well as to identify key challenges. It is an important reference document and advocacy tool, and served as input for the Sixth International Conference on Adult Education (CONFINTEA VI).
Download: ENGLISH FRENCH SPANISH PORTUGUESE
2nd Global Report on Adult Learning and Education: Rethinking Literacy
UIL, 2013, 163 pages
ISBN 978-92-820-1179-9
Containing data from 141 countries, this report reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education sectors. The focus in this report is literacy.
Download: ENGLISH FRENCH SPANISH
Quality Matters: Improving the Status of Literacy Teaching Personnel
UIL Policy Brief 1
UIL, 2013, 4 pages
This first UIL policy brief is based on the discussions of experts and practitioners from more than ten countries during the International Workshop on Strategies for the Improvement of the Status of Literacy Teaching Personnel. This brief argues that in order to harness the potential of the world's illiterates, policymakers and practitioners need to focus their attention
n on improving the status of literacy facilitators, because teaching personnel are vital for ensuring quality in education.
Download: ENGLISH FRENCH SPANISH
Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills
UIL Policy Brief 2
UIL, 2013, 4 pages
Youth literacy and life skills, especially for vulnerable youth who have left school or never received a formal education, should be a policy priority to secure the full participation of young people in society and to ensure peaceful and sustainable development. This document assesses the complex challenge of designing policy for vulnerable youth. It emphasizes the importance of including input from youth and other stakeholders in the decision-making process. It also provides detailed examples of policies and programmes that meet the particular needs of vulnerable youth in an effective manner.
Download: ENGLISH FRENCH SPANISH
Gender Equality Matters: Empowering Women through Literacy Programmes
UIL Policy Brief 3
UIL, 2014, 4 pages
This policy brief offers research-informed analysis and action-oriented recommendations for local and national governments, literacy programme providers and educators on how to reduce the gender gap in adult literacy. This document describes measures taken in different countries to reduce gender disparities in literacy and presents best-practice examples of literacy programmes that respond to the challenges women face in accessing learning opportunities. One of the main conclusions is that while literacy alone does not empower women to create and participate in change, it plays a vital role in changing the lives of millions of women who have received little formal education.
Community Matters: Fulfilling Learning Potentials for Young Men and Women
UIL Policy Brief 4
UIL, 2014, 4 pages
The fourth in UIL's series of policy briefs looks at the involvement of youth in multipurpose community learning spaces and centres and supports their full participation in learning and community development activities. It is based on discussions that took place during the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres, which was held from 20 to 22 August 2013 in Jakarta, Indonesia, and describes features of community learning centres across world regions. Furthermore, it illustrates how community learning centres in Bangladesh, Indonesia, Japan, Mongolia, Thailand and the United Kingdom engage young men and women in the planning and implementation processes.
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