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Inclusive lifelong learning depends also on equal learning opportunities beyond the formal education system. It addresses every individual's right to engage in meaningful and rewarding learning across domains as diverse as literacy, vocational skills and citizenship skills, in settings as varied as community learning centres, schools, libraries, leisure centres, universities and - through the extension of digital technologies - homes. The right to inclusive lifelong learning applies to all populations, with a concerted effort required to reach disadvantaged or vulnerable groups. Cities can play a significant role in the achievement of these targets by promoting inclusive lifelong learning policies and practices for all. This publication demonstrates - in very practical terms - how, by cataloguing an array of city-level lifelong learning policies and practices targeted at vulnerable groups.

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The chapters are as follows; Introduction: the case for inclusion in learning cities; Sustainable learning cities: inclusion, equity and lifelong learning / Michael Osborne and Sergio Hernandez; Digital and data literacies for inclusion of marginalized citizens in learning cities / Catherine Lido, Lavinia Hirsu and Bridgette Wessels; Addressing youth at risk (NEETs) / Ulrike Hanemann; Sustainable cities: inclusion, equity and lifelong learning for persons with disabilities / Windyz Brazao Ferreira, Jackeline Susann Souza da Silva and Lilian Galvao; Education inclusion of refugees and migrants at the local level / Anna Cristina D'Addio; The longevity dimension in inclusion for ageing populations / Peter Kearns and Denise Reghenzani-Kearns. Show less

The New Opportunities Initiative (NOI) is a national Portuguese program to recognise and accredit prior learning (RPL, APL) and to endow low-skilled adults with upper secondary qualifications, which is defined as the minimum entry threshold to the exercise of a full citizenship in a knowledge-rich society. This book gives an account of the research efforts used in the independent evaluation of NOI, carried out over two and a half years. Based on empirical evidence, this publication comprises seven papers, which were submitted to an extensive peer review procedure. This work contributes to the reflection on innovation processes in lifelong learning policy in Europe. The UNESCO Institute for Lifelong Learning (UIL) supports the MENON Network [Lambrakis Foundation, Greece; University of Erlange-Nuremberg, Germany; Scienter, Italy; Tavistock Institute, UK; CEPCEP, Universidade Catolica Portuguesa, Portugal; Budapest University of Technology and Economics, Hungary] and the Study Centre on Peoples and Cultures of the Portuguese Catholic University (CEPCEP) in this endeavour.

The papers are: 'New opportunities' and new government: a paradigm change in policy / Roberto Carneiro; The New Opportunities Initiative: understanding public policy from a diachronic perspective / Maria Amelia Mendonca, Maria Ana Carneiro; Bringing lifelong learning to low-skilled adults: the New Opportunities Initiative / Ana Claudia Valente, Laurenco Xavier de Carvalho, Andre Xavier de Carvalho; Family: a key variable to explain participation in NOI and lifelong learning / Henrique Lopes, Roberto Carneiro; Brand modelling: the citizen perception of a public policy / Carlos Liz, Mariana Machado, Jorge Portugal Rocha; Discussing New Opportunities inside S-D Logic: New Opportunities as a tool of governmental approach for nation value creation / Henrique Lopes; Organisational self-regulation and self-assessment: the case of the New Opportunities centres / Rodrigo Queiroz e Melo, Sofia Reis; NOI evaluation research: final review external experts / Marja van den Dungen, Alejandro Tiana, Claudio Dondi, Joe Cullen, Nikitas Kastis, Walter Kugemann, Fabio Nascimbeni. Show less

This policy document describes the UNESCO Institute for Lifelong Learning's [UIL's] mission for 2014-2021 to strengthen the capacities of UNESCO member states in the field of lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. It documents how, in support of its mission, the UIL will direct its activities towards three synergetic objectives: strengthening nember states' capacities so that educational stakeholders and practitioner communities benefit, and empowering member states to improve the quality of their lifelong learning policies; supporting member states with high-quality capacity-building in their final push for [Education for ALl] EFA and beyond, in UNESCO key priority areas, in inclusive and gender-sensitive literacy, and work-related non-formal learning and competence development; and promoting lifelong learning as the leading educational paradigm for achieving inclusive and sustainable learning societies.

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The Sixth International Conference on Adult Education (CONFINTEA VI) closed with the adoption of the Belem Framework for Action. Held from in 2009 in Belem, Brazil, with the participation of over 1,100 delegates, including including 55 Ministers and Deputy Ministers from 144 UNESCO Member States, CONFINTEA VI continued a series of global UNESCO meetings on adult education and learning which have been held every 12 years since 1949. Building on the Hamburg Declaration on Adult Learning and the Agenda for the Future of 1997, the Belem 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. The framework is presented in three languages: English, French and Spanish.

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The 2nd International Conference on Learning Cities, organised by the UNESCO Institute for Lifelong Learning (UIL) was held in Mexico City, Mexico from 28-30 September 2015. The theme of the conference was 'Building sustainable learning cities' and was attended by over 650 participants from 95 Member States.

Following the foreword by Qian Tang, the Assistant Director-General for Education, UNESCO, and introduction by Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning/Secretary-General of the 2nd International Conference on Learning Cities the contents of the report include: (1) Opening ceremony; (2) UNESCO Learning City Award ceremony including the award recipients' statements; (3) Sessions and forums including the plenary sessions, Mayors' forum, thematic forums and regional forums; (4) Ways forward: statements and guidelines including Mexico City statement on sustainable learning cities, guidelines for building learning cities and 3x3x3x3 youth statement. The report also includes as appendices: (1) the conference agenda; (2) bureau of the conference, sponsors, organisers and hosting organisations; and (3) additional information on the UNESCO Global Network of Learning Cities and the UNESCO Learning City Award.

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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 Belem Framework for Action [available in VOCEDplus at TD/TNC 113.1210], 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) [available in VOCEDplus at TD/TNC 125.386], published in 2016, drew on survey data to evaluate progress made by countries in fulfilling the commitments made in Brazil, while also highlighting some of the contributions adult learning and education can make to the 2030 Agenda for Sustainable Development. The CONFINTEA VI Mid-Term Review, in Suwon, Republic of Korea, in October 2017, takes stock of progress made by Member States in the past eight years, looking ahead to GRALE IV in 2019. Five regional reports were commissioned and produced for the conference by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the International Council for Adult Education (ICAE). Each report documents, for a particular region, the outcomes and results of the CONFINTEA VI recommendations. All five reports are summarized in this publication.

Excerpt from publication.

The five regional reports are available in VOCEDplus: Asia and the Pacific at TD/TNC 131.92; Europe and North America at TD/TNC 131.91; Latin America and the Caribbean at TD/TNC 131.89; sub-Saharan Africa at TD/TNC 131.90; and the Arab States regional at TD/TNC 131.93. Show less

This publication contains the results of the conference South-South Policy Dialogue on Quality Education for Adults and Young People that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. The chapters are as follows: Introduction / Madhu Singh; Adult learning: situation, trends and prospects / Chris Chinien; Part II, ‘Model programmes’ contains: Brazil’s national programme for adult and youth education / Ricardo Henriques and Timothy Ireland; India’s national adult education programme / Satish Loomba and A. Mathew; Mexico’s national adult education programme/ Luz-Maria Castro Mussot and Maria Luisa de Anda; South Africa’s national adult education programme / Morongwa Ramarumo and Vernon Jacobs; Part III, ‘Country cases’, contains: Asia - Adult literacy and learning in Bangladesh: the UNESCO and NGO experience / Ahmadullah Mia and Wolfgang Vollmann; Thailand’s national programme of adult and youth education / Roong Aroon and Wilaipan Somtrakool; A system of quality education for adults and youth in China / Yuquan Qiao; Latin America - Adult and youth education in Nicaragua / Nydia Veronica Gurdian and Elizabeth Navarro; Challenges for the construction of a policy for quality adult and youth education in Guatemala / Ilda Moran de Garcia and Otto Rivera; Africa - Namibia’s adult literacy and learning programme / Beans Uazembua Ngatjizeko; Mozambique’s literacy and adult education programmes: a sub-sector strategy / Ernesto Muianga; Educating adults and youth in Tanzania: Complementary Basic Education and Training (COBET) and Integrated Community-Based Adult Education (ICBAE) / Basilina Levira and Valentino Gange; The context of literacy development and adult education in Angola / Juao Romeu and Luisa Grilo; The Arab States - Adult education in the Arab region / Seham Najem, Aicha Barki and Nour Dajani-Shehabi.

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The UNESCO Institute for Lifelong Learning (UIL) prepares the Global Report on Adult Learning and Education (GRALE) every three years in order to strengthen understanding of 'where we stand' as a global community, and to address the growing need for youth and adult education. The focus of GRALE 4 is on participation, inclusion and equity in adult learning and education. The present report draws on data from GRALE 4 [report available in VOCEDplus at TD/TNC 139.288], published in 2019, to provide a regional snapshot of the progress made in adult learning and education in the Arab States between 2015 and 2018. Drawing on information from 18 Arab countries, it allows for a comparative analysis both among Arab countries and with the rest of the world.

Arab countries reported significant progress in the participation of women in adult learning and education since 2015. However, ALE access to quality non-formal education with a lifelong perspective remains underdeveloped, in particular for disadvantaged groups. The report reveals that adult learning and education in the region is strongly focused on literacy, with less attention given to other areas of adult learning, such as continuing education and professional development, and citizenship education. This suggests that, while further progress is needed in achieving basic education for all, the other dimensions of adult learning need to be given adequate attention to ensure provision that is comprehensive and relevant to the diverse needs of adult and youth learners.

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The complexities of modern life demand adaptability - populations that are resilient, open to change and willing to engage in learning throughout life. Increased mobility, population displacement, the climate crisis, technological change, threats to global health and democratic systems, and new patterns of production and consumption affect, in different ways, all countries in the world. Lifelong learning (LLL) represents an effective and potentially transformational means of addressing many of these challenges. This handbook provides information, evidence and basic conceptual models to facilitate the adoption of LLL in national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which LLL responds - including how it shapes the 2030 Agenda for Sustainable Development. This handbook can be used by anyone tasked with or interested in the promotion and facilitation of LLL. It is designed to be particularly useful to national policy-makers.

The handbook is structured in such a way as to guide the reader from the basics of LLL as a concept to the concrete implementation of LLL initiatives. Chapter one introduces LLL as an integrated policy for sustainable development, chapter two provides guidance for the formulation of national LLL policies, chapter three supports the design of national LLL implementation strategies that address contemporary issues and, finally, chapter four moves to the local level and relates the guidance of previous chapters to the UNESCO learning city model.

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With more than half of the global population residing in cities (UNFPA, 2020), in almost all countries affected by the [Coronavirus Disease 2019] COVID-19 pandemic, cities are the epicentres of infection and the frontlines for dealing with the vast implications of this public health emergency. In pursuit of effective education responses, many cities have mobilized cross-sectoral resources and are promoting, supporting and developing a variety of non-formal and informal learning initiatives to ensure continuity of education and equip and empower citizens with multi-faceted tools to face the crisis. The crucial role of non-formal and informal education and learning has been increasingly acknowledged in discussions and proposed solutions to the COVID-19 crisis. To a great extent, this is due to the necessary closure of the formal education schools due to the pandemic, but also because municipal governments tend to have a more direct influence on non-formal than formal education at the local level. Furthermore, non-formal and informal learning are well-suited modalities for learning programmes designed to change people's behaviour and ways of thinking, which has become a priority as the pandemic spreads rapidly. The experiences and insightful reflections from many local contexts across the world on utilizing the power of non-formal and informal learning are valuable assets to building resilience and informing educational planning and policy-making for local and national governments in the future. This issue note defines the topic and related key issues, outlines lessons from the current crisis, and provides key messages and practical tips for designing policy interventions.

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