Participants from around the world will gather from June 15 to 17 for the Seventh International Conference on Adult Education (Confintea VII) in Marrakech. Since 2009, UNESCO experts have been monitoring the development of adult learning around the world. Four reports have been published.
The Global Report on Adult Learning and Education (Grale) provides an overview of adult learning and education (ALE) around the world.
In short, a way of verifying whether the Member States of Unesco are respecting their international commitments in terms of adult learning and education. Reports based on survey data, policy analysis and case studies offer solid recommendations and examples of good practice.
It is with this in mind that Grale 5 will update the situation of adult learning and education in the Member States of Unesco. Drawing on survey data, policy analysis and case studies, the experts will provide at the end of the 2022 World Report (Grale 5) an assessment of citizenship education, including citizenship education world. New recommendations should reinforce developments in adult learning and education. The promotion of active and global citizenship is at the heart of the priorities.
And it is in Morocco that the 7th international conference on adult education Grale 5 will be held (Confintea VII). From June 15 to 17, participants from around the world will gather in Marrakech to take stock of achievements in adult learning and education.
It’s a fact: the Covid-19 pandemic has shown the importance of adult education. The mutations in this exceptional case demonstrated that learning cannot end at the end of compulsory or higher education. It fits throughout life for all. “Only if each of us has the opportunity to adapt to new developments and acquire the knowledge to act together to solve global challenges can we create more equitable, just and more sustainable”, explain the organizers.
The issues are clear. Because learning is an essential tool for working towards the achievement of all the SDGs. Current and future challenges in terms of skills and personal development for social cohesion can only be met in this way. The latest figures from the report show that “less than 5% of adults aged 15 and over participate in education and learning programs”.
Halfway through the 2030 deadline for sustainable development, it is clear that SDG 4, which refers to demand with its 17 Sustainable Development Goals (SDGs), including SDG 4, which specifically calls for opportunities for learning for adults, it is clear that we must redouble our efforts!
In 2019, Grale 4 assessed the extent to which UNESCO Member States are putting their adult learning and education (ALE) commitments into practice, drawing on the data transmitted by 159 countries.
The call for a major change in approach to AEA was the first outcome of this global report. The need for sufficient investment to access adult learning and education was also highlighted in this work. Only in this way will EAS’ contribution to the 2030 Agenda for Sustainable Development be fully realized. The authors of the world report all agree that “progress in participation in adult learning and education is generally insufficient”.
The data also show persistent and deep inequalities in participation. They reveal that key target groups, such as adults with disabilities, older people, minority groups and adults living in conflict-affected countries, remain beyond the reach of programmes. In short, experts advocate the need to increase national investment in adult learning and education, reduce the costs of participation, raise awareness of its benefits, and improve data collection and monitoring, especially for disadvantaged groups.
