3rd global report on adult learning and education

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Permanent URL for this page: http://hdl.voced.edu.au/10707/412226.

Corporate author:

UNESCO Institute for Lifelong Learning (UIL)

Abstract:

The Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belem Framework for Action. In this Framework, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality. This report is guided by three goals: first, to analyse the results of a monitoring survey of UNESCO Member States, and to take stock of whether countries are fulfilling the commitments they made at [the Sixth International Conference on...  [+] Show more

Subjects: Adult and community education; Teaching and learning; Policy; Governance; Lifelong learning; Finance; Equity; Gender; Participation; Outcomes; Quality; Employment; Culture and society; Workforce development

Keywords: Adult education; Adult learning; Access to education and training; Social inclusion; Wellbeing

Published: Hamburg, Germany: UIL, 2016

Physical description: 154 p.

Access item:

http://uil.unesco.org/adult-learning-and-education/global-report-grale/third-global-report-adult-learning-and-education

Also called: 3rd global report on adult learning and education: the impact of adult learning and education on health and well-being; employment and the labour market; and social, civic and community life; Third global report on adult learning and education

Related items: TD/TNC 99.272; TD/TNC 113.1208

ISBN: 9789282012130

Notes:
The first 'Global report on adult learning and education' is indexed in VOCEDplus at TD/TNC 99.272.
The '2nd global report on adult learning and education: rethinking literacy' is indexed in VOCEDplus at TD/TNC 113.1208.

Resource type: Report

Rights: This publication is available in Open Access under the Attribution-hareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence. By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository. To view a copy of the licence visit: http://www.unesco.org/open-access/terms-use-ccbysa-en

Call number: TD/TNC 125.386

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