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An important objective of European education policy is to explore possibilities of increasing the participation of adult learners in higher education by means of distance education. Against this background, the UNESCO Institute for Lifelong Learning (UIL), together with the International Council for Open and Distance Education (ICDE) and StudyPortals (SP), set out to examine the potential of the distance education programmes provided by higher education institutions on adult learning in Europe. Their research project entitled Impact of Distance Education on Adult Learning (IDEAL) was funded by the European Commission's Lifelong Learning Programme.

The task force for the project consisted of experts on adult and distance education from the European Association of Distance Teaching Universities (EADTU), European Association for the Education of Adults (EAEA), European Distance and E-Learning Network (EDEN), European Foundation for Quality in E-Learning (EFQUEL) and European Society for Research on the Education of Adults (ESREA). The project aimed to: (1) offer policymakers and distance education providers insights into the needs of adult learners; (2) strengthen the social dimension of higher education by better meeting the needs of adult learners; and (3) increase the participation of adult learners in higher education through distance education. This final report highlights the findings of the research which was carried out from October 2013 until November 2015. The report presents a meta-analysis of the research undertaken in an attempt to answer the central research question: How can the distance education programmes offered by European higher education institutions be better matched to the needs of adult learners? In other words, how to close the gap?

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Lifelong learning is at the heart of the 2030 Agenda for Sustainable Development and its 17 goals. More specifically, Sustainable Development Goal 4 is devoted to ensuring quality education and lifelong learning opportunities for all. As the lead agency for education, UNESCO is mandated to support Member States in implementing SDG 4 through the Education 2030 Framework for Action. Central Asian countries - Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan - have all shown their commitment to achieving the SDGs by 2030, including SDG 4, and have taken several actions in this regard. This sub-regional study aims to provide a broader picture of lifelong learning in Central Asia, supported by evidence and policy recommendations in order to propose a systemic approach for future education reforms.

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