Global Report - GRALE
Published at regular intervals, UNESCO’s Global Report on Adult Learning and Education (GRALE) monitors developments on adult learning and education (ALE) in UNESCO Member States. GRALE reports are reference and advocacy documents, providing information for analysts and policy-makers, and reminding Member States of the commitment they made at the 2009 Sixth International Conference on Adult Education (CONFINTEA VI) in order to assist in monitoring the implementation of the Belém Framework for Action (BFA).
GRALE III | |
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 | The third Global Report on Adult Learning and Education (GRALE III) has been published in 2016. This report reflects a move towards a more holistic view of education and lifelong learning, embedded in the United Nations 2030 Agenda for Sustainable Development. It looks at the impact of ALE on health and well-being; employment and the labour market; and social, civil and community life. It shows how ALE cuts across different sectors.
This report will also help participants promote adult learning and education as part of the 2030 Agenda for Sustainable Development and the corresponding Framework for Action. The new UNESCO Recommendation on Adult Learning and Education (2015) offers complementary guidance to that end. Additional links: |
GRALE II | |
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 | The second Global Report on Adult Learning and Education (GRALE II) was published in 2012 and presented a first stocktaking on the situation of ALE with regard to implementing the BFA. It demonstrated progress and documented recent developments in the field since CONFINTEA VI. Its title ‘Rethinking Literacy’ reflected the particular focus of this report, viewing literacy as the foundation of adult learning and education and an indispensable basis of all subsequent learning.
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GRALE I | |
 | The first Global Report on Adult Learning and Education (GRALE I) was published in the run-up to CONFINTEA VI in 2009. Its role was to provide information and input for the conference. Among other things, it showed that although many countries had implemented adult education policies, governments were not allocating sufficient funds for the sector to deliver its full potential. Additional links: |
Monitoring ALE
Based on its experiences with GRALE I and GRALE II, the UNESCO Institute for Lifelong Learning (UIL) revised the questionnaire for the monitoring survey for GRALE III. Its 75 questions address the five areas of action outlined in the Belém Framework for Action (policy; governance; financing; participation, inclusion and equity; and quality) as well as literacy (as a foundation of learning) and the three themes addressed in GRALE III.
The next issue, GRALE IV, will monitor implementation of the BFA in conjunction with implementation of the UNESCO Recommendation on Adult Learning and Education (2015) and focus in particular on indicators for lifelong learning.
