In the 21st century, the need to embed the principles of lifelong learning in education and broader development policies takes on a more urgent tone than ever before. Lifelong learning principles, if systematically implemented, will be able to contribute to more just and equitable societies. Lifelong learning encompasses learning at all ages and subsumes formal, non-formal and informal learning. Two ground-breaking reports on lifelong learning by UNESCO (Faure Report, 1972; Delors Report, 1996) articulated fundamental principles of lifelong learning. The UNESCO Medium-Term Strategy 2008-2013 has, as one of its overarching objectives for the Education Sector, “attaining quality education for all and lifelong learning”. The United Nations Decade of Education for Sustainable Development, which UNESCO coordinates, has similarly stressed the importance of lifelong learning as a key to the 21st century. The Belém Framework for Action now also affirms the role of lifelong learning in addressing global educational issues and development challenges.
In recent decades the UNESCO Institute for Lifelong Learning (UNESCO Institute for Education, UIE, until 2006) has organised a wide range of activities along strategic areas of action on advocacy, research, capacity-building and partnership.
Lifelong learning policy dialogue UIL organises policy dialogues at national, regional and international level (for example, the Shanghai International Forum on Lifelong Learning at the Shanghai World Expo 2010), bringing together key stakeholders. These discussions highlight the impact of lifelong learning policies and showcase innovative practice in, for example, active citizenship, workforce development and social integration.
UIL has started to compile the International Directory of Lifelong Learning: Policy and Research. Member States have been asked to enumerate key organisations, including sub-ministerial governmental departments (offices, agencies, etc.), responsible for formulating lifelong learning policy at national level, as well as leading research institutions or university faculties engaged in the study of lifelong learning.
Research on synergies between formal, non-formal and informal learning The Institute undertakes and publicises research on effective practice in bridging between formal and non-formal learning. It synthesises experience on the recognition, validation and accreditation (RVA) of non-formal and informal learning to foster the development of lifelong learning systems, particularly through the integration of RVA into national qualifications frameworks (NQFs). UIL focuses on the potential economic, social and individual benefits of recognition, particularly in less-developed countries, where non-formal and informal learning have traditionally played a major role in knowledge transfer. UIL’s distinctive contribution to the RVA discussion is to exchange information through South-South and North-South Dialogues.
Developing capacity-building programmes Advancing lifelong learning for all is one of UIL’s Medium-Term (2008-2013) strategic objectives, and capacity-building for effective lifelong learning policies and practice is a key area. UIL has a mandate to
- enhance national capacities in providing a wide range of formal, non-formal and informal learning opportunities;
- build on policy-driven research focusing on effective learning strategies and supportive learning environments; and
- provide an international forum to exchange information on innovative developments in educational policy, concepts and practice in lifelong learning.
UIL works with higher education institutions to develop capacity-building programmes for establishing lifelong learning systems in UNESCO Member States. The objectives are to promote sound conceptual understanding among policy-makers and to advocate the integration of a lifelong learning perspective into educational policy; to develop a contingent of core change agents for policy-making and policy research; and to enhance international collaboration in capacity-building.
Lifelong learning: Networking UIL has formed an Interagency Advisory Group to strengthen discussion among lead agencies on recognition, validation and accreditation. Representatives include the International Labour Organisation (ILO), the Organisation for Economic Cooperation and Development (OECD), the European Centre for the Development of Vocational Training (CEDEFOP), the European Union (EU), the European Training Foundation (ETF), the Norwegian Institute for Adult Learning (VOX), the Association for the Development of Education in Africa (ADEA) and the French National Commission for UNESCO.