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3Global Report on Adult Learning and Education rd GLOBAL REPORT 3ON ADULT LEARNING AND EDUCATION The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life rd GLOBAL REPORT 3ON ADULT LEARNING AND EDUCATION The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life IMPRINT 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION 2 Published in 2016 by Photos Cover: UNESCO Institute for Lifelong Learning From left to right: Feldbrunnenstraße 58 © Hero Images/Getty Images 20148 Hamburg © G. M. B. Akash/Panos Germany © Giacomo Pirozzi/Panos © Instituto Nacional para la Educación © UNESCO Institute for Lifelong Learning de los Adultos © M. Crozet/International Labour The UNESCO Institute for Lifelong Learning Organization (UIL) is a non-profit international institute of UNESCO. The Institute undertakes Inside: research, capacity-building, networking Introduction: © Hero Images/Getty Images and publication on lifelong learning with a Chap. 1: © Instituto Nacional para la focus on adult and continuing education, Educación de los Adultos literacy and non-formal basic education. Chap. 2: © Thomas Barwick/Getty Images Its publications are a valuable resource Chap. 3: © M. Crozet/International Labour for educational researchers, planners, Organization policymakers and practitioners. Chap. 4: © G. M. B. Akash/Panos Chap. 5: © Giacomo Pirozzi/Panos While the programmes of UIL are Chap. 6: © Chris Stowers/Panos established along the lines laid down by Annexes: © Ronnie Kaufman/Larry the General Conference of UNESCO, the Hirshowitz/Getty Images publications of the Institute are issued under its sole responsibility. UNESCO is Design not responsible for their contents. Christiane Marwecki The points of view, selection of facts Printed by and opinions expressed are those of the Albert Schnell GmbH authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country This publication is available in Open or territory, or its authorities, or concerning Access under the Attribution-ShareAlike the delimitations of the frontiers of any 3.0 IGO (CC-BY-SA 3.0 IGO) licence country or territory. (http://creativecommons.org/licenses/by- sa/3.0/igo/). By using the content of this ISBN: 978-92-820-1213-0 publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/ open-access/terms-use-ccbysa-en). 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION CONTENTS 3 CONTENTS Foreword 8 Irina Bokova Acknowledgements 10 Arne Carlsen Key Messages 13 Introduction 17 The world of adult learning and education PART ONE Introduction 25 Chapter 1 Monitoring the Belém Framework for Action 27 1.1 Definitions of ALE and action plans 28 1.2 Policy 31 1.3 Governance 38 1.4 Financing 42 1.5 Participation, inclusion and equity 49 1.6 Quality 56 Conclusions 62 PART TWO Introduction 65 Chapter 2 Health and well-being 67 2.1 Why the links between ALE and health are more important than ever 67 2.2 General principles for understanding the links between ALE and health 68 2.3 Evidence: how ALE can lead to better health and well-being 69 2.4 Learning from good practice 75 2.5 Are countries recognizing and building on the positive links between ALE, health and well-being? 77 2.6 A policy agenda: Towards more coherence in adult education, health and well-being 80 CONTENTS 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION 4 Chapter 3 Employment and the labour market 87 3.1 The importance of understanding the links between ALE and the labour market 87 3.2 Evidence: The benefits of ALE for individuals, organizations and economies 88 3.3 Are countries recognizing and building on the positive links between ALE, employment and the labour market? 93 3.4 Lessons from a case study 100 3.5 A policy agenda: towards stronger labour-market outcomes from ALE 101 Chapter 4 Social, civic and community life 107 4.1 Evidence: The learning gains and societal outcomes of ALE 108 4.2 Lessons from case studies 113 4.3 Challenges in maximizing the benefits of ALE for social, civic and community life 114 4.4 Valuing ALE as a fundamental societal asset 115 PART THREE Introduction 121 Chapter 5 Lessons, trends and the implications for adult learning and education 123 5.1 Lessons from monitoring: Have countries made progress on ALE? 123 5.2 Six major global trends and what they mean for ALE 125 5.3 A world without ALE 129 Chapter 6 Conclusion: Realizing the potential of ALE in the 2030 Agenda for Sustainable Development 133 6.1 ALE and the 2030 Agenda for Sustainable Development 133 6.2 Three policy implications for ALE 135 6.3 Monitoring ALE and strengthening the knowledge base 137 6.4 Engaging with GRALE III and partnering on GRALE IV 138 Annexes Annex 1: List of countries 141 Annex 2: Recommendation on Adult Learning and Education (2015) 146 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION CONTENTS 5 List of figures 0.1 The overlapping benefits of ALE 21 1.1 Percentage of countries covering the different areas of the Belém Framework for Action in their CONFINTEA VI action plans 31 1.2 Percentage of countries per region in which literacy and basic skills are a top priority for ALE programmes 33 1.3 Target groups of (potential) learners that are especially important in countries’ ALE policies 34 1.4 Responses to the question of whether countries have a policy framework to recognize, validate and accredit non-formal and informal learning (globally and by region) 35 1.5 Percentage of countries that agree or disagree that the governance of ALE has become more decentralized since 2009 38 1.6 Percentage of countries globally, by income group and by region that have consulted stakeholders and civil society about ALE policies 39 1.7 Percentage of countries that agree and disagree that the governance of ALE has strengthened inter-ministerial cooperation since 2009 40 1.8 Percentage of countries that agree and disagree that the governance of ALE has strengthened capacity-building initiatives since 2009 41 1.9 Percentage of countries per region with education expenditure of at least 6% of GNP 43 1.10 Expenditure on education as a percentage of GDP 44 1.11 Percentage of public education expenditure directed to ALE by income group 45 1.12 Percentage of countries by income group, by region and globally in which the government plans to increase spending on ALE in the future 47 1.13 Participation in ALE programmes by sex and type of programme 51 1.14 Changes in participation rates of different groups in ALE globally 53 1.15 Percentage of countries globally that systematically collect information on different outcomes of ALE 56 1.16 Percentage of countries by income group, by region and globally in which there are initial, pre-service education and training programmes for ALE teachers 57 1.17 Percentage of countries globally in which pre-service qualifications are a requirement to teach ALE programmes 59 1.18 Percentage of countries globally and by income group that provide in- service education and training programmes for ALE teachers and facilitators 59 1.19 Percentage of countries globally that have conducted substantial research on ALE learning outcomes, quality criteria, diversity of providers, equity issues and impact of new technologies 60 2.1 Countries that agree that ALE makes a large contribution to personal health and well-being (by region and globally) 78 3.1 Countries’ perceptions globally, by income group and by region of the effects of ALE on productivity and employment 94 CONTENTS 3rd GLOBAL REPORT ON ADULT LEARNING AND EDUCATION 6 3.2 Types of ALE that countries view as having the most positive impact on productivity and employment 95 3.3 Percentage of countries globally, by income group and by region that have evidence for the impact of ALE on labour-market outcomes 96 3.4 Percentage of countries globally, by income group and by region that have conducted major surveys and studies assessing the impact of ALE on employment and the labour market 97 4.1 Women’s literacy lag 115 List of boxes 0.1 The three aims of GRALE III 18 0.2 Benefits of ALE: Examples from around the world 21 1.1 The definition of ALE provided in the GRALE III monitoring survey 29 1.2 Countries’ definitions of ALE: Some examples provided in responses to the GRALE monitoring survey 30 1.3 Progress in ALE policy: Examples from Mali, Georgia and Greece 32 1.4 The Belém Framework for Action’s commitments with regard to governance 37 1.5 How governments consult stakeholders on ALE policy: The case of the Republic of Korea 38 1.6 List of countries with education expenditure of at least 6% of GDP 43 1.7 List of countries by income group in which public spending on ALE as a percentage of public spending on education decreased between 2009 and 2014 46 1.8 Reporting on innovations in the financing of ALE: The case of Estonia 49 1.9 Boosting participation in adult literacy programmes: The Aksara Agar Berdaya (AKRAB) programme in Indonesia 55 2.1 ALE and men’s health: Men’s Sheds 73 3.1 Literacy and the labour market 99 4.1 Learning gains and their benefits for communities and societies 108 4.2 Study circles, dialogue and democracy 112 4.3 The benefits of the biogas latrines project in Kerala 113 4.4 How ALE fosters inclusion and social cohesion in Leicester 114 3rd GLOBAL
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