Country name
ISO 3166 alpha-3 code
Submitted narrative report for GRALE 1
Submitted data for GRALE 2
Submitted data for GRALE 3
UNESCO Region
GNI Group (PPP), http://databank.worldbank.org/data/reports.aspx?source=2&type=metadata&series=NY.GNP.PCAP.PP.CD
GDP in current $ (in millions)
% GDP spent for Education, 2010-2014 average, http://data.uis.unesco.org/
[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?
[Society and community] Since 2009, how much has the knowledge base on the benefits of ALE for the following areas improved for policymakers, researchers and practitioners?
[Employment and labour market outcomes] Since 2009, how much has the knowledge base on the benefits of ALE for the following areas improved for policymakers, researchers and practitioners?
[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
[Follows the World Health Organization’s holistic approach, including mental as well as physical health] 7.1. Indicate the extent to which your country’s ALE policy and practice
[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:
[Self-reported health] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Maternal health] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Mental health and well-being (such as self-efficacy)] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Preventing, but also living with, HIV/AIDS and its social consequences] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Prevention and control of other infectious diseases, including epidemics (such as SARS, cholera, hepatitis)] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Sexual and reproductive health] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Preventing, but also living with, chronic illnesses (such as diabetes, heart disease, Alzheimer’s)] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Healthy lifestyles (such as diet, exercise, stress reduction)] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Making the local environment more healthy (e.g. through community action)] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[None of the above, but there is evidence that ALE has a positive impact on other aspects of health] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[No evidence at all for any aspect] 7.2. Do you have evidence to show that in your country, ALE has a positive impact on:
[Illiteracy] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Household income inequalities] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Poor quality of pedagogy, training materials, staff training and capacity] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Lack of access to information on ALE programmes] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Poor interdepartmental or inter-sectoral collaboration] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Community resistance] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
[Inadequate or misdirected funding] 7.3. For your country, indicate how important the following are as factors influencing the effectiveness of ALE for health and well-being:
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?
7.5. Does your country have an interdepartmental or cross-sectoral coordinating body for ALE for promoting personal health and well-being?
[Participation in social, civic and political activities ] 8.1. Do you have evidence to show that ALE has a positive impact on the following issues?
[Social trust] 8.1. Do you have evidence to show that ALE has a positive impact on the following issues?
[Social integration/inclusion] 8.1. Do you have evidence to show that ALE has a positive impact on the following issues?
[Diversity tolerance] 8.1. Do you have evidence to show that ALE has a positive impact on the following issues?
[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?
[Non-economic outcomes and benefits for collective and civil society (such as positive and trustful social relations, active and sustainable communities, and social integration)] 8.2. To what extent are the following dimensions important for ALE policy in
[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
[Multilingualism and cultural diversity] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Increased access to education, literature, the arts and cultural heritage] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Environmental sustainability in local communities] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Active citizenship and political and community participation] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Community solidarity and social justice] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Democratic values and peaceful co-existence] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[Other] 8.3. To what extent do literacy and basic skills programmes contribute to strengthening the following cultural and social resources in your country?
[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?
[Increased access to education, literature, the arts and cultural heritage] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[Environmental sustainability in local communities] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[Active citizenship and political and community participation] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[Community solidarity and social justice] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[Democratic values and peaceful co-existence] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[None of these – adult learning and education programmes mostly have other purposes] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
[Other] 8.4. To what extent do ALE programmes in general contribute to strengthening the following cultural and social resources in your country?
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.
[Arts and crafts] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Cultural rituals and traditional knowledge systems] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Spirituality] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Ecology and the environment] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Sports] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Dance and theatre] 8.6. To what extent do your country’s ALE programmes include provisions for the development of the following cultural resources?
[Refugees] (a) the hardest to reach with ALE programmes
[Those with no valid residency documents (sans-papiers)] (a) the hardest to reach with ALE programmes
[Residents of rural or remote areas] (a) the hardest to reach with ALE programmes
[Residents of institutions (prisons, hospitals, etc.)] (a) the hardest to reach with ALE programmes
[Members of cultural, ethnic, linguistic and religious minority groups and indigenous peoples] (a) the hardest to reach with ALE programmes
[Migrants (not refugees) and their families] (a) the hardest to reach with ALE programmes
[People living with chronic illnesses or disabilities ] (a) the hardest to reach with ALE programmes
[Senior citizens (as defined in your country)] (a) the hardest to reach with ALE programmes
[Refugees] (b) groups where ALE programmes have had some success
[Those with no valid residency documents (sans-papiers)] (b) groups where ALE programmes have had some success
[Residents of rural or remote areas] (b) groups where ALE programmes have had some success
[Residents of institutions (prisons, hospitals, etc.)] (b) groups where ALE programmes have had some success
[Members of cultural, ethnic, linguistic and religious minority groups and indigenous peoples] (b) groups where ALE programmes have had some success
[Migrants (not refugees) and their families] (b) groups where ALE programmes have had some success
[People living with chronic illnesses or disabilities ] (b) groups where ALE programmes have had some success
[Senior citizens (as defined in your country)] (b) groups where ALE programmes have had some success
[Company/organization success (in terms of profitability, efficiency, quality of service, etc.)] 9.1. Do you have evidence to show that in your country, ALE has a positive impact on the following?
[Innovative capacity] 9.1. Do you have evidence to show that in your country, ALE has a positive impact on the following?
[Adaptability to change] 9.1. Do you have evidence to show that in your country, ALE has a positive impact on the following?
[Inclusiveness in respect of disadvantaged groups (e.g. disabled, older workers)] 9.1. Do you have evidence to show that in your country, ALE has a positive impact on the following?
[Employability (entry into labour market, remaining in employment)] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[Performance in current job (individual productivity, quality of work, achievement)] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[Career prospects] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[Employee salary levels] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[Job satisfaction, motivation and commitment to work] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[Continuing professional and skills development leading to recognized certification or qualification] 9.2. Do you have evidence for the impact of ALE on the following individual issues?
[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?
[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?
[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?
[Initial vocational education and training] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Continuing 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?
[Continuing vocational education and training] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Informal workplace learning] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
[Informal workplace learning] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Company 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?
[Company training] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Self-directed learning ] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
[Self-directed learning ] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Advanced professional education] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
[Advanced professional education] [Scale 2] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on employment in your country?
[Distance education and e-learning] [Scale 1] 9.3. How strongly do ALE policymakers perceive the effects of the following kinds of ALE provision on productivity in your country?
9.4. Since 2009, have there been any major surveys or studies in your country that assess the outcomes or results of ALE programmes for employment and the labour market?