Nous renforçons les capacités institutionnelles aux niveaux national et local en proposant des offres de formation aux décideurs politiques, aux prestataires et aux praticiens.

Nous facilitons, par le biais de forums mondiaux, régionaux et nationaux, le partage de bonnes pratiques et d'outils pour un accès équitable, inclusif et flexible à un apprentissage tout au long de la vie de qualité. Enfin, nous fournissons un soutien technique sur mesure.

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Il donne accès à des cours de formation en ligne, des ateliers, des webinaires et des conférences électroniques, et permet de partager des outils et des lignes directrices. Il aide les États membres à mettre en place et à maintenir des systèmes d'apprentissage tout au long de la vie flexibles et sensibles au genre. Il a été développé en collaboration avec les instituts et les bureaux régionaux de l'UNESCO, d'autres agences des Nations Unies et de développement, des universités et des institutions de formation.

Our databases

Lifelong Learning Policies and Strategies
Effective Literacy and Numeracy Practices Database – LitBase
Recognition, Validation and Accreditation of Non-formal and Informal Learning

Family learning

Intergenerational approaches to learning are recognized as effective means of developing and improving the literacy, numeracy and foundational skills of adults, youth and children. By applying these approaches, family and intergenerational literacy and learning programmes create synergies between early childhood care and education, primary education and adult learning. UIL’s research has produced a range of materials for policy-makers and literacy programme planners that harness the potential of family literacy.

family learning - dad, baby and grandma

Alternative and non-formal education for youth and adults

The skills and competencies required by today’s knowledge societies and economies are rapidly evolving to match the pace of economic, technological and social change. The need to provide learning opportunities to individuals throughout life is growing. Responding to this trend demands flexible learning pathways, strong links between formal, non-formal and informal learning, including frameworks for the recognition, validation and accreditation (RVA) of learning outcomes, and new funding mechanisms.

adults in classroom

Curriculum development

Educators are key to quality adult learning and education. Yet, a lack of professional adult educators still hinders progress towards the provision of lifelong learning opportunities in many countries around the world. Curriculum globALE supports the professionalization of adult educators. By providing cross-curricular approaches, it is a unique reference framework for the training of adult educators which can easily be contextualized to national and regional environments. By supporting adult educators around the world, Curriculum globALE improves not only the standard of adult learning and education programmes but also the capacities of countries to meet the Sustainable Development Goals.

3 adult educators looking at a laptop

Measuring learning outcomes in literacy and basic skills – RAMAA

The aim of the Action Research: Measuring Literacy Programme Participants’ Learning Outcomes (RAMAA) initiative is to build the capacities of education stakeholders in 12 French-speaking African countries to evaluate and monitor the quality of youth and adult literacy programmes. Moreover, it aims to develop national capacities for evaluating learning outcomes and provide policy-makers and development partners with reliable, contextualized data about the quality of youth and adult literacy programmes.

RAMAA learners