Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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UNESCO Futures of Education Report Explained by Members of the International Commission Year of publication: 2022 Corporate author: UNESCO Initiated by UNESCO, the International Commission on the Futures of Education has prepared a new report on how education can best shape the future of humanity and the planet. In this video, members of the Commission and its chair explain the main recommendations and defining features of their report, Reimagining our futures together: A new social contract for education. The report is part of UNESCO’s Futures of Education initiative which aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. 
[Summary] 3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-being, Employment and the Labour Market, and Social, Civic and Community Life; Key Messages and Executive Summary Year of publication: 2016 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The third Global Report on Adult Learning and Education (GRALE III) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries’ progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009.In addition, the report examines the impact of ALE on three major areas: health and well-being; employment and the labour market; and social, civic and community life. GRALE III provides policymakers, researchers and practitioners with compelling evidence for the wider benefits of ALE across all of these areas. In so doing, it highlights some of the major contributions that ALE can make to realizing the 2030 Agenda for Sustainable Development. This report is guided by three goals: first, to analyse the results of a monitoring survey of UNESCO Member States, and to take stock of whether countries are fulfilling the commitments they made at CONFINTEA VI; second, to strengthen the case for adult learning and education with evidence of its benefits on health and well-being,employment and the labour market, and social, civic and community life; and third, to provide a platform for debate and action at national, regional and global levels. 
Lifelong Learning in Transformation: Promising Practices in Southeast Asia Year of publication: 2017 Author: Rika Yorozu Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project on building a lifelong learning agenda in Southeast Asian countries, which aims to address the region’s remaining educational challenges in ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’ (Goal 4 of the 2030 Agenda for Sustainable Development). By sharing promising policies and practices in implementing integrated lifelong learning from different perspectives, countries can learn from one another and move their visions for lifelong learning fully into practice. The publication documents a variety of promising practices from 11 countries, focusing particularly on the features critical to the promotion of lifelong learning for all; namely, inclusive and gender-responsive teaching and learning practices, recognition of learning outcomes from non-formal and informal learning, collaboration between social and economic development sectors and coherent national government policies and strategies. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from their national reports, and a set of recommendations for policies and programmes promoting lifelong learning. It is hoped that these recommendations will stimulate discussion and new developments, in both policy and practice, in the region. 
Europe and North America Regional Workshop on the Global Action Programme on Education for Sustainable Development and Cities Year of publication: 2017 Corporate author: UNESCO UNESCO promotes Education for Sustainable Development (ESD) through the Global Action Programme (GAP), the official follow-up to the UN Decade of ESD. The Europe and North America region was the first to officially adopt a regional strategy for the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014), which seeks to promote a better quality of life for populations and human settlements. Learning to live in a sustainable way and securing people’s involvement and participation in community and urban life are key factors in ensuring sustainable economic, social and environmental development. It is in this context that UNESCO, the UNESCO Global Network of Learning Cities, with its secretariat in the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, and the Free and Hanseatic City of Hamburg, organized the regional workshop for Europe and North America on the role of cities in accelerating sustainable solutions at local level through education. More than 50 experts and city representatives from Europe and North America participated in the regional workshop in Hamburg, Germany, from 12 to 14 December 2016. The workshop examined how education and learning beyond the formal system can be used to support the implementation of the five Ps (Planet, People, Peace, Prosperity and Partnership) of the 2030 Agenda to achieve the Sustainable Development Goals (SDGs). Experts shared their views on ESD, with cities providing insight into their good practices and enriching discussions on the challenges of promoting the various SDGs through education and lifelong learning at city level. These discussions helped to promote awareness on integrating ESD in their cities’ development and education agendas. 
终身学习背景下老年人群体自主参与学习活动的影响因素实证研究 (老龄化研究 第10卷 第3期) Year of publication: 2023 Author: 郑滢 在终身学习背景下老年人自主参与学习活动是积极老龄化的一种表现。本文基于CGSS2021年数据，对于3342份老年人群体自主参与学习的影响因素进行了实证研究。本研究采用有序逻辑回归分析模型研究，将人口特征、个体认知能力、社会保障和居住环境等纳入分析模型分析其与老年人群体是否自主参与学习的关系。结合实证研究结果与我国老年人自主参与学习的实际情况，最终可以基本了解到我国老年人群体自主参与学习的意愿与频率仍较低，而我国老年人群体自主参与学习的影响因素表现在人口特征、个体认知能力、居住环境三个方面。据此，本研究在终身学习背景的基础上提出针对性地关注不同老年人的学习需求，多元化老年人学习渠道并积极推动老年教育的普惠性发展，营造终身学习的社会氛围。 
Envision 4.7: Bridge 47 Global Event; Helsinki, Finland 5–7 November 2019: Report Year of publication: 2019 Corporate author: Bridge 47 | Frinland. Ministry of Education and Culture | Finland. Ministry for Foreign Affairs Global event Envision 4.7 was held in Helsinki in November 2019. The event brought around 200 people together to discuss ways to take the SDG Target 4.7 forward. In this report you can find summaries of all the speeches, panel discussions, workshops and working groups that were held at the event, together with a summary of discussions around all the different topics. You can also find pictures and drawings from the event at the report. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' Year of publication: 2020 Corporate author: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
In the Age of Lifelong Education, a Study on the Meaning of Teachers: Focused on the Plato’s Thought (The Journal of Korean Teacher Education; Vol. 36, No. 3) Year of publication: 2019 Author: 허지숙 Corporate author: 한국교원교육학회 The purpose of this study is to explore the essential meaning and role of teachers through Plato's educational thought. For this purpose, based on the four principles of UNESCO Lifelong Education, we examine how changes in and out of school and the role of teachers are required. Then, after reviewing Sophist, Socrates, Plato's Philosopher, and the metaphors of Cave from Plato's point of view, it reveals what meaning and value of the teacher image presented by Plato in today's lifelong education.Research shows that the role of teachers in the age of lifelong education is becoming more and more important, but this does not mean simply changing roles as guides and advisors. the changed face of the teacher is an ethical trainer to enrich their lives from a knowledge transferer, a collaborative learner through conversations and discussions outside the teacher-student relationship, a practitioner of inclusive teaching among learning alienation, learning inequality, a teacher as a lifelong learner who loves wisdom. This suggests implications for teachers 'new possibilities and meanings beyond the existing teacher' s role in the fall of the ruling right and the right of learning. 
Institutional practices of implementing lifelong learning in higher education: research report Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University In many countries, higher education is gaining prominence as a means for the general population to engage in lifelong learning (LLL), whether for personal or professional development, or to participate in broader societal change. In some cases, national governments have introduced policies or funding instruments that create incentives for higher education institutions (HEIs) to align their offerings more closely with changing labour market demands and societal needs, and to expand access for groups previously underrepresented in higher education. Key trends in the higher education sector and the associated global socio-economic transformations were discussed in detail in the international survey report, which was published as part of the research project on the contribution of higher education institutions to LLL (UIL and SOU, 2023). This case study report moves from an international overview of the policies, structures and mechanisms that support LLL in higher education to the close study of institutional practices. It explores the interrelations between national policy environments and institutional strategies. It examines different approaches taken by universities to develop, implement and monitor LLL activities, and further provides practical examples of how universities engage with diverse groups of learners through their LLL mission. As such, this report’s value lies in offering both general insights into the implementation of LLL in HEIs, and case-specific descriptions and analyses of institutional policies and practices. 
Annual Report 2018 : UNESCO INSTITUTE FOR LIFELONG LEARNING Year of publication: 2019 Corporate author: UNESCO Institute for Lifelong Learning (UIL) UIL’s 2018 Annual Report shows how, last year, our work contributed to fulfilling our mission to support better policy-making and strengthen the capacities of UNESCO Member States in the field of lifelong learning. UIL’s vision is for all children, youth and adults to benefit from quality lifelong learning, within the framework of sustainable development and peace, and we pursue it in the context of the United Nations 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal (SDG) 4 on quality education and lifelong learning. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners.