There is dearth of studies exploring the likelihood of reverse mentoring practices being accepted or resisted in diverse organizational contexts. Moreover, prior studies on reverse mentoring have focused on the formal programmatic implementations instead of exploring the informal instances where senior employees learn from their junior colleagues…

This report explores policies and practices on validation of non-formal and informal learning in the ETF's partner countries and presents the results of studies carried out in 16 countries in the period 2021-23. Countries increasingly invest in validation schemes (also known as recognition of prior learning) in an effort to give visibility to all…

This comparative study examines patterns of inequality in participation in two different types of adult learning and education (ALE) -- job-related formal ALE (JFALE) and job-related non-formal ALE (JNFALE) -- as related to social origins at the micro-level and three categories of social inequality at the macro-level at the macro level (economic,…

The aim of this study was to examine the participation of adults in OECD countries in formal education and lifelong learning activities according to OECD Education at a Glance 2017 data. In the study, descriptive screening model was used as it was intended to enlighten and evaluate a situation. Document review was used to collect the data of the…

Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the…

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

There are nearly 200 million lower and upper secondary age adolescent girls and boys out of school globally, and if current trends continue, another 825 million children will not acquire basic secondary-level skills by 2030. Global momentum to achieve universal primary education has placed increased demands on secondary education systems to serve…

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

One of the recommendations of the Third International Congress on Technical and Vocational Education and Training (TVET) held in Shanghai in 2012 was to explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes. Following this recommendation, UNESCO Bangkok…

Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to­-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for…

In an effort to assist the countries in Southeast Asia to develop more robust policies and programmes for out-of-school children (OOSC) in their respective countries, this report was commissioned to map out the current legislations, policies, characteristics, and interventions on OOSC in nine countries across the region, which include Cambodia,…

The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched the Literacy Initiative for Empowerment (2006-2015)--LIFE--to tackle the literacy challenge. This is a collaborative effort to accelerate literacy efforts in thirty five of the world's most challenged countries and thereby to unlock progress to reach all of the…

In this qualitative, ethnographic case study, I examine two Thai NGO shelters/schools working with human trafficking survivors and at-risk populations of children ages 5-18. The two NGOs had a residential component, meaning that children live at the shelter, and an educational component, meaning that children are taught academic and vocational…

This paper aggregates the academic literature reviewing and reporting interventions for out-of-school children (OOSC) around the world to serve as a guide for potential interventions in South Asia and elsewhere. It complements the Global Initiative on Out-of-School Children (OOSCI) South Asia Regional Study (2014). Thus the interventions reviewed…

Parents, educators, government ministers and policymakers in all contexts and countries around the world are concerned with learning and how to improve it. There are many reasons for this, but none is more important than the fact that learning is at the heart of success at the individual, community and global levels. Learning First is the title of…