'We are now at a juncture of redefining literacy as the foundation of Lifelong Learning for the next 15 years. Therefore, it is imperative to look back and learn from past literacy initiatives and policies in order to design new and successful strategies in future', remarks Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.
'A large number of adult learners are still facing institutional and situational barriers to access distance education in European higher education institutions.
‘Universities are playing an increasingly important role in creating lifelong opportunities for all’, says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning (UIL).
‘This Inventory showcases eighty-six countries and investigates how learning outcomes of non-formal and informal learning are being integrated alongside formal qualifications into regional and national qualifications frameworks for lifelong learning,’ said Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.
‘The recent development of lifelong learning policies in many UNESCO Member States has shown that there is a growing demand for the knowledge, skills and competences acquired by adults and young people over the course of their lives to be evaluated and accredited within different contexts: work, education, family life, community and society,’
“New research adds considerably to UNESCO’s knowledge base on building a learning society” says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.
Japan, the Republic of Korea, and Singapore are in the process of becoming learning societies. These countries focus on educating the work force and investing in educational research.
'The integration of action research in training programmes for youth and adult educators can greatly enhance the quality of youth and adult teaching and learning', says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.