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

1.1. Does your country have an official definition of ALE?
1 = Yes
2 = No

1.2. Has the official definition of ALE changed since 2009?
A1 = No
A2 = Yes, a little
A3 = Yes, a lot

[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.
A1 = disagree
A2 = tend to disagree
A3 = tend to agree
A4 = agree

[Adult literacy] 1.5.1. What areas does it cover?
0 = Not selected
1 = Yes

2.1. Overall, would you say that since 2009 your country …
A1 = has regressed on ALE policy?
A2 = is at the same level as in 2009?
A3 = has made significant progress on ALE policy?

2.3. Does your country have a policy framework to recognize, validate and accredit non-formal and informal learning?
A1 = Yes, a policy framework existed before 2009
A2 = Yes, a policy framework was developed after 2009
A3 = No

3.2. Since 2009, has your government consulted stakeholders and civil society about the formulation, implementation and evaluation of ALE policies?
A1 = No, and there is no plan to do so
A2 = Not yet, but the government plans to do so
A3 = Yes

4.1. What percentage of public education spending currently goes to ALE?
A1 = 0 – 0.4%
A2 = 0.5% – 0.9%
A3 = 1% – 1.9%
A4 = 2% – 3.9%
A5 = 4% or more
A6 = Do not know

4.2. Between 2009 and 2014, public spending on ALE as a proportion of public education spending in my country has
A1 = increased
A2 = stayed about the same
A3 = decreased
A4 = Do not know

4.3. Does the government plan to increase or decrease spending on ALE?
A1 = Plans to increase
A2 = Plans to stay about the same
A3 = Plans to decrease
A4 = Do not know

5.1. Since 2009 and for the adult population overall, the participation rate (%) in ALE has…
A1 = Increased
A2 = Stayed about the same
A3 = Decreased
A4 = Do not know – this information is not available

[Overall] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
A1 = Women participate more
A2 = Men participate more
A3 = Equal participation

[Migrants and refugees from other countries] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
A1 = decreased
A2 = no change
A3 = increased
A4 = do not know

6.3. Are initial, pre-service qualifications a requirement to teach in ALE programmes?
A1 = Yes, in all cases
A2 = Yes, in some cases
A3 = No

6.4. Are there continuing, in-service education and training programmes for adult education teachers/facilitators in your country?
A1 = Yes, with sufficient capacity
A2 = Yes, but inadequate capacity
A3 = No

[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

[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

[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

[Other] Government ministries
1 = Yes

1.2. Has the official definition of ALE changed since 2009?
1 = No
2 = Yes, a little
3 = Yes, a lot

[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.
1 = disagree
2 = tend to disagree
3 = tend to agree
4 = agree

2.1. Overall, would you say that since 2009 your country …
1 = has regressed on ALE policy?
2 = is at the same level as in 2009?
3 = has made significant progress on ALE policy?

2.3. Does your country have a policy framework to recognize, validate and accredit non-formal and informal learning?
1 = Yes, a policy framework existed before 2009
2 = Yes, a policy framework was developed after 2009
3 = No

3.2. Since 2009, has your government consulted stakeholders and civil society about the formulation, implementation and evaluation of ALE policies?
1 = No, and there is no plan to do so
2 = Not yet, but the government plans to do so
3 = Yes

4.1. What percentage of public education spending currently goes to ALE?
1 = 0 – 0.4%
2 = 0.5% – 0.9%
3 = 1% – 1.9%
4 = 2% – 3.9%
5 = 4% or more
6 = Do not know

4.2. Between 2009 and 2014, public spending on ALE as a proportion of public education spending in my country has
1 = increased
2 = stayed about the same
3 = decreased
4 = Do not know

4.3. Does the government plan to increase or decrease spending on ALE?
1 = Plans to increase
2 = Plans to stay about the same
3 = Plans to decrease
4 = Do not know

5.1. Since 2009 and for the adult population overall, the participation rate (%) in ALE has…
1 = Increased
2 = Stayed about the same
3 = Decreased
4 = Do not know – this information is not available

[Overall] 5.2. What differences are there between women and men in terms of their participation rates (%) in ALE programmes?
1 = Women participate more
2 = Men participate more
3 = Equal participation

[Migrants and refugees from other countries] 5.3. For each of the following groups, how has ALE participation since 2009 changed?
1 = decreased
2 = no change
3 = increased
4 = do not know

6.3. Are initial, pre-service qualifications a requirement to teach in ALE programmes?
1 = Yes, in all cases
2 = Yes, in some cases
3 = No

6.4. Are there continuing, in-service education and training programmes for adult education teachers/facilitators in your country?
1 = Yes, with sufficient capacity
2 = Yes, but inadequate capacity
3 = No

[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