In almost one-third of countries, fewer than 5 per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO’s fourth Global Report on Adult Learning and Education (GRALE 4). Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities. GRALE 4 monitors the extent to which UNESCO Member States put their international commitments regarding...

The ongoing COVID-19 crisis has disrupted education provision all over the world, including adult learning and education (ALE). In August 2020, a United Nations Policy Brief, Education during COVID-19 and beyond, indicated that an estimated 40 per cent of the poorest countries failed to support learners at risk during the COVID-19 crisis, and that past experiences show that both education and gender inequalities tend to be neglected in responses to disease outbreaks. Furthermore, over 11 million girls and women – from pre-primary to tertiary education – may not return to school in 2020....

Based on GRALE 4 and the data collected from 18 Arab states, this regional report assesses the status of adult learning and education (ALE) in the region, with a focus on participation from the perspective of equity and inclusion. The report shows that ALE has progressed in the region since 2015, in particular in the area of policy, governance and participation. However, challenges with regard to policy implementation, the inclusion of vulnerable groups, quality and funding persist.

The region has reported remarkable progress in increasing women’s participation between...

In almost one-third of countries, fewer than 5 per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO’s fourth Global Report on Adult Learning and Education ( GRALE 4 ). Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities.

GRALE 4 monitors the extent to which UNESCO Member States put their international commitments...

The role of global citizenship education (GCED) is very relevant to the realization of the 2030 Agenda for Sustainable Development. The three areas of sustainability, namely economic growth, social inclusion and environmental protection, rely on the contribution of informed citizens. Moreover, GCED requires a lifelong learning perspective, beginning in early childhood and continuing through all levels of education into adulthood, including both formal and informal approaches.

While GCED is already being promoted in schools and formal education, and progress has been made, further...

In almost one-third of countries, fewer than 5 per cent of adults aged 15 and above participate in education and learning programmes, according to UNESCO’s fourth Global Report on Adult Learning and Education ( GRALE 4 ). Adults with disabilities, older adults, refugees and migrants, minority groups and other disadvantaged segments of society are particularly under-represented in adult education programmes and find themselves deprived of crucial access to lifelong learning opportunities.

GRALE 4 monitors the extent to which UNESCO Member States put...

The human right to education is particularly important in the prison environment, as prisoners often come from disadvantaged socio-economic and educational backgrounds.

This publication explores the extent to which prison authorities fulfil their societal mandate to rehabilitate and reintegrate inmates by enabling them to use prison libraries to pursue their right to education.

Reading and using a prison library can open up a world beyond prison bars, allowing prisoners to forget for a time the harsh reality of prison life and empower them to choose their own reading...

This important new publication looks back to recent major milestones in international policy development in adult learning and education and ahead to the Seventh International Conference on Adult Education – CONFINTEA VII – in 2022.

CONFINTEA VI, held in Brazil in 2009, closed with the adoption of the Belém Framework for Action (BFA), which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education.

The third Global Report on Adult Learning and Education ( GRALE 3 ), published in...

The CONFINTEA VI Mid-Term Review in Suwon , Republic of Korea, in October 2017, took stock of the progress made by Member States over the past eight years, and looked ahead to the fourth Global Report on Adult Learning and Education ( GRALE IV ), due to be published in 2019. The report on Europe and North America, one of five produced for the Mid-Term Review in cooperation with the International Council of Adult Education (ICAE), examines the...

The CONFINTEA VI Mid-Term Review in Suwon , Republic of Korea, in October 2017, took stock of the progress made by Member States over the past eight years, and looked ahead to the fourth Global Report on Adult Learning and Education ( GRALE IV ), which will be published in 2019. The Arab States regional report, one of five produced for the Mid-Term Review in cooperation with the International Council of Adult Education (ICAE), examines the advancement of...