In Belarus, youth policy is acknowledged as an important part of state policy on social, economic and cultural development, and the country has a well-developed legal framework covering all spheres of young people's lives. However, the fact that the youth unemployment rate is higher than the unemployment rate for the adult working-age population…

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of…

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International…

This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years. It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using…

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA's strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is…

The main purpose of this paper is to provide an in-depth analysis of participation in non-formal learning in different European Union member states. The paper also seeks to extend analysis of the training gap by pursuing the distinction between the supply and the demand for skills. We use aggregate data from the Adult Education Survey (Eurostat)…

This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…

As the HIV epidemic continues to unfold across southern Africa, countries are still struggling to find effective means to address many of its negative impacts at individual, family and community levels. One of the most complicated challenges is how to support the growing number of orphans and other children made vulnerable, or made more…

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

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…

In the present knowledge economy, individuals, particularly working adults, need to continuously acquire purposeful knowledge and skills so they can better contribute towards addressing society's ever-changing developmental challenges. In the developing world however, few opportunities exist for working adults to acquire such new learning…

This paper is an initial exploration of the integration of work and learning and is intended to inform NZCER's Learning at Work research programme. It shows how the traditional separation between work and learning is being challenged and looks at what that means for education professionals, institutions and programmes. The paper considers the…

Instruments and arrangements supporting transfer and accumulation of learning outcomes, such as validation and credit systems, form an important part of European and national lifelong learning strategies. Debate has largely focused on separate initiatives and failed to address how these may interact and could create synergies. A starting point for…

We concentrate on the following research questions: (1) Do the structure of the educational system and its interaction with the labour market affect the training gap between low-skilled blue collar workers and high-skilled white collar workers? and (2) Do the ways that institutional systems shape opportunities for lifelong learning differ between…