Search Results

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].

Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.

Excerpts from publication. Show less

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.

Edited excerpt from publication. Show less