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/
1.1. Does your country have an official definition of ALE?
1.2. Has the official definition of ALE changed since 2009?
1.3. Are literacy and basic skills a top priority for ALE programmes in your country?
[Youth education and ALE are are seen part of an integrated whole.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE policy addresses learning processes and teacher-learner relations.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE is such a diverse sector of provision that it is difficult to define precisely.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[Adult learning and adult education are the same thing.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[ALE and continuing vocational education and training are not integrated.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[New technologies have fundamentally changed the scope of our ALE practice.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
[Demographic trends (e.g. ageing societies and migration patterns) are making ALE policy much more important than it used to be.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your person
[ALE policy identifies non-formal and informal learning as important.] 1.4. Would your country’s ALE stakeholders agree or disagree with the following statements?We are not asking for your personal views.
1.5. Has your country formulated a CONFINTEA VI action plan following the BFA?
[Adult literacy] 1.5.1. What areas does it cover?
[Policy] 1.5.1. What areas does it cover?
[Governance] 1.5.1. What areas does it cover?
[Financing] 1.5.1. What areas does it cover?
[Participation] 1.5.1. What areas does it cover?
[Quality] 1.5.1. What areas does it cover?
2.1. Overall, would you say that since 2009 your country …
[Individuals seeking personal growth and widening of knowledge horizons] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Individuals seeking to update work-relevant knowledge and skills] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Women and men in mid-life transitions (e.g. change in employment status; personal, health and family challenges)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Individuals seeking recognition for prior learning (especially non-formally and informally acquired)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Socially excluded groups (e.g. homeless people, [ex-]prisoners; adults with mental health problems)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Adults with low-level literacy or basic skills] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Workers in low-skill, low-wage or precarious positions] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Long-term unemployed people] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Adults living with disabilities] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Residents of rural or sparsely populated areas] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Parents and families] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Lone or single parents] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Senior citizens/retired people (third-age education)] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Young persons not in education, employment or training] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Migrants and refugees from other countries] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
[Minority ethnic, linguistic or religious minorities and indigenous peoples] 2.2. Which target groups of (potential) learners are especially important in ALE policies in your country?Check up to five groups.
2.3. Does your country have a policy framework to recognize, validate and accredit non-formal and informal learning?
2.4. Since 2009, has your country enacted any important new policies with respect to ALE?
[increased stakeholder participation ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[developed more effective monitoring and evaluation systems ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[introduced better coordination arrangements ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[become more decentralized ] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[strengthened capacity-building initiatives] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
[strengthened inter-ministerial cooperation] 3.1. Which of these statements apply to your country? Since 2009, the governance of ALE has …
3.2. Since 2009, has your government consulted stakeholders and civil society about the formulation, implementation and evaluation of ALE policies?
3.3. Has there been any significant innovation/development in ALE governance in your country since 2009 that could be of interest to other countries?
4.1. What percentage of public education spending currently goes to ALE?
4.2. Between 2009 and 2014, public spending on ALE as a proportion of public education spending in my country has
4.3. Does the government plan to increase or decrease spending on ALE?
4.4. Has your government introduced any significant innovation in ALE financing since 2009 that could be of interest to other countries?
5.1. Since 2009 and for the adult population overall, the participation rate (%) in ALE has…
[Overall] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[General education] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Technical and Vocational education and training (TVET)] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Literacy] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Non-formal and informal education] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
[Migrants and refugees from other countries] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[All those seeking recognition for prior learning (especially non-formally and informally acquired)] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Adults with low-level literacy and basic skills] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Minority ethnic, linguistic and religious minorities and indigenous peoples] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Senior citizens/the retired (Third Age Education)] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[The long-term unemployed] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Adults living with disability] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Young persons not in education, employment and training] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Residents of rural and remote areas] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
[Workers in low-skill, low-wage and precarious employment] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
5.4. Has your government introduced any significant innovation in ALE to improve access and participation since 2009 that could be of interest to other countries?
[Completion rates] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Certificates or qualifications issued] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Employment outcomes (or labour market outcomes)] 6.1. Does your country systematically collect information about the following ALE outcomes?
[Social outcomes in the areas of health and well-being, community cohesion] 6.1. Does your country systematically collect information about the following ALE outcomes?
[None of these – this information is not systematically available] 6.1. Does your country systematically collect information about the following ALE outcomes?
6.2. Are there initial, pre-service education and training programmes for ALE teachers/facilitators in your country?
6.3. Are initial, pre-service qualifications a requirement to teach in ALE programmes?
6.4. Are there continuing, in-service education and training programmes for adult education teachers/facilitators in your country?
[Learning outcomes of ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Quality criteria for teaching and learning, e.g. curricula and methods] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Diversity of providers] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Impact of new technologies on ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Equity issues in ALE] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Barriers to ALE participation and provision] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
[Other issues] 6.5. Since 2009, have there been any substantial analyses of the following issues in your country?
6.6. Has your government introduced any significant innovation regarding the quality of ALE since 2009 that could be of interest to other countries?
[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?
[Education] Government ministries
[Social affairs] Government ministries
[Health] Government ministries
[Labour/employment] Government ministries
[Other] Government ministries
[Adult learning and education agencies/providers] Civil society organizations/NGOs
[Research institutes/universities] Civil society organizations/NGOs
[Social partners] Civil society organizations/NGOs
[Other] Civil society organizations/NGOs