The aim of the five "Global Report on Adult Learning and Education" ("GRALE") reports compiled since 2009 has been to provide baseline data on the state of adult learning and education globally for policy-makers, professionals and the public. The first report (see ED540497) was designed to inform discussion during the sixth International Conference on Adult Education (CONFINTEA VI) in 2009. That conference produced the Belém Framework for Action (BFA), which set out an agenda for the future monitoring of five key aspects of adult learning and education: policy, governance, financing, participation and quality. The collection of data for this fifth report coincided with the start of the pandemic. Since the "GRALE 5" survey focused on developments since the previous report in 2019 (see ED612532), it was not possible to explore the immense changes in adult learning and education (ALE) provision that occurred in response to the pandemic. However, the survey included some questions designed to gauge the pandemic's early impact on ALE. Most countries reported rapid transitions to online/digital and distance learning (including television, radio and telephone) or modification of in-person learning arrangements. Some countries adopted new policies and regulations to support this process or made adjustments to quality standards, curricula and assessment. The pandemic also exposed the digital divide that prevented many people from continuing their studies as physical learning spaces closed. The purpose of "GRALE 5" is three-fold: it serves as a monitoring mechanism; it opens up in-depth discussions of key themes in adult education; and it lays the groundwork for CONFINTEA VII, which will take place in Marrakech, Morocco, in June 2022. This executive summary highlights the key findings and themes generated from the "GRALE 5" report. [For the full report, "5th Global Report on Adult Learning and Education: Citizenship Education--Empowering Adults for Change," see ED624443.]