Submitted narrative report for GRALE 1
0 = no
1 = yes

1 = Sub-Saharan Africa
2 = Arab States
3 = Central Asia
4 = East Asia and the Pacific
5 = South and West Asia
6 = North America and Western Europe
7 = Central and Eastern Europe
8 = Latin America and the Caribbean

GNI Group (PPP), http://databank.worldbank.org/data/reports.aspx?source=2&type=metadata&series=NY.GNP.PCAP.PP.CD
1 = Low income
2 = Lower middle income
3 = Upper middle income
4 = High income
9 = no data

[Health and well-being] Since 2009, how much has the knowledge base on the benefits of ALE for the following areas improved for policymakers, researchers and practitioners?
A1 = not at all
A2 = somewhat
A3 = a lot
A4 = do not know

[Recognizes the contribution ALE can make to personal health and well-being] 7.1. Indicate the extent to which your country’s ALE policy and practice
A1 = 0 = not at all
A2 = 1
A3 = 2
A4 = 3
A5 = 4
A6 = 5 = a great deal

[Competencies needed for health, including knowledge, attitudes, skills and values needed for prevention, accessing treatment, etc.] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
0 = Not selected
1 = Yes

[Illiteracy] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
A1 = 1 = not important
A2 = 2
A3 = 3
A4 = 4 = very important
A5 = do not know

7.4. How far do different stakeholders (public education agencies, public health agencies, NGOs, private providers, etc.) collaborate in the design and delivery of ALE programmes in your country?
A1 = Hardly at all
A2 = Not much, but to an increasing extent
A3 = In theory, but not much in practice
A4 = Effectively and successfully

7.5. Does your country have an interdepartmental or cross-sectoral coordinating body for ALE for promoting personal health and well-being?
1 = Yes
2 = No

[Non-economic outcomes and benefits for individuals (such as personal development, quality of life, well-being and social and cultural participation)] 8.2. To what extent are the following dimensions important for ALE policy in your country?
A1 = not at all
A2 = to a small extent
A3 = to a large extent
A4 = do not know

[Multilingualism and cultural diversity] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
A1 = not at all
A2 = to a small extent
A4 = to a large extent
A5 = do not know

8.5. How far does the statement below reflect the policy approach in your country?Youth and adult literacy and basic skills programmes are not directed towards social and cultural development – they teach people to read, write and deal with numbers.
A1 = not at all
A2 = somewhat
A3 = a lot

[Employability (entry into labour market, remaining in employment)] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
A1 = Women
A2 = Men
A3 = Both
A4 = No evidence

[Literacy and basic skills] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
A1 = Strong
A2 = Modest
A3 = No effect
A4 = Do not know

[Literacy and basic skills] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
A5 = Strong
A6 = Modest
A7 = No effect
A8 = Do not know

[Health and well-being] Since 2009, how much has the knowledge base on the benefits of ALE for the following areas improved for policymakers, researchers and practitioners?
1 = not at all
2 = somewhat
3 = a lot
4 = do not know

[Recognizes the contribution ALE can make to personal health and well-being] 7.1. Indicate the extent to which your country’s ALE policy and practice
1 = 0 = not at all
2 = 1
3 = 2
4 = 3
5 = 4
6 = 5 = a great deal

[Illiteracy] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
1 = 1 = not important
2 = 2
3 = 3
4 = 4 = very important
5 = do not know

7.4. How far do different stakeholders (public education agencies, public health agencies, NGOs, private providers, etc.) collaborate in the design and delivery of ALE programmes in your country?
1 = Hardly at all
2 = Not much, but to an increasing extent
3 = In theory, but not much in practice
4 = Effectively and successfully

[Non-economic outcomes and benefits for individuals (such as personal development, quality of life, well-being and social and cultural participation)] 8.2. To what extent are the following dimensions important for ALE policy in your country?
1 = not at all
2 = to a small extent
3 = to a large extent
4 = do not know

[Economic returns for individuals, communities and society (such as employability, innovation capacity, financial autonomy, living standards, skills levels improvement and structural labour market evolution)] 8.2. To what extent are the following dimension
1 = to a small extent
2 = to a large extent
3 = do not know

8.5. How far does the statement below reflect the policy approach in your country?Youth and adult literacy and basic skills programmes are not directed towards social and cultural development – they teach people to read, write and deal with numbers.
1 = not at all
2 = somewhat
3 = a lot

[Employability (entry into labour market, remaining in employment)] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
1 = Women
2 = Men
3 = Both
4 = No evidence

[Job satisfaction, motivation and commitment to work] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
1 = Women
2 = Both
3 = No evidence

[Literacy and basic skills] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
1 = Strong
2 = Modest
3 = No effect
4 = Do not know

[Initial vocational education and training] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
1 = Strong
2 = Modest
3 = Do not know