Lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages, in all life-wide contexts, and through a variety of modalities that, together, meet a range of learning needs and demands.

The concept implies that an individual’s life course can no longer be divided into a period of preparation followed by a period of action, rather that learning extends across the whole lifespan in different life phases. The concept also implies that learning takes place not only in formal schooling and training settings but also in diverse learning spaces, and that learning can be provided through a variety of means and pathways. This view affects individual approaches to learning and has implications for the development and implementation of education policies.

Adult learning and education (ALE) is a core component of LLL. It comprises all forms of education and learning that aim to ensure that all adults participate in their societies and the world of work. ALE includes opportunities for equipping adults with literacy and basic skills, for continuing training and professional development, and for active citizenship.

Literacy, a key component of ALE, comprises a continuum of learning and proficiency levels that allows citizens to engage in lifelong learning and participate fully in their communities, workplaces and wider society. It includes the ability to read and write; to identify, understand, interpret, create, communicate and compute using printed and written materials; and the capacity to solve problems in an increasingly technology- and information-rich environment.

To sum up, LLL is an overarching principle – and ALE and literacy are the main elements and tools to build lifelong learning systems and convert the principle into reality.

Given the rapid and unexpected changes in economic, environmental, political and technological spheres, ALE, within a lifelong learning perspective, is an essential tool to equip people with skills to build their own sustainable, just, inclusive and equitable futures.

In light of the gender inequalities and high unemployment rate in the Arab region, as well as the socio-economic impacts brought by COVID-19, the disruption to supply chains worldwide, the inflation and economic slowdown both globally and regionally – there is acute need for gender-responsive LLL opportunities that inform people how to respond to crises, to solidarize, and to become resilient, active citizen for a better future.

Through its activities, the UNESCO Institute for Lifelong Learning (UIL) supports Member States, including in the Arab region, to develop gender-responsive adult education policies and LLL systems that respond to learners, both male and female, and to the global and regional challenges.

UIL strengthens the capacities of Member States to build effective and inclusive lifelong learning policies and systems in line with UN Sustainable Development Goal 4. It aims to develop learning ecosystems that work across life, in every setting, and that benefit everyone. UIL does this by building capacities at local and national levels, strengthening partnerships, and offering data and knowledge. To achieve this, it works in close collaboration with UNESCO Member States, CSOs, international and regional organizations, and UNESCO field offices to provide online and in-person capacity-building workshops, courses and training, policy support, monitoring, research and foresight. UIL works at the global, regional, national and local levels.

Let me highlight one of UIL’s recent capacity-building activities, the aim of which was to strengthen capacities. Last year, the Institute developed in collaboration with the Sultan bin Abdulaziz Al Saud Foundation, the UNESCO International Institute for Educational Planning (IIEP–UNESCO) and UNESCO Beirut Office a three-month course in Arabic on ‘Strengthening non-formal youth and adult learning in education sector plans’. The course targeted government officials and CSOs working in the fields of adult education, literacy and lifelong learning. More than 50 participants from 11 Arab countries benefited from the course and expressed the need for similar courses in Arabic.

I would also like to mention that UIL not only collaborates closely with relevant stakeholders to implement its activities but also counsels stakeholders at regional and national levels to help them coordinate their efforts and establish solid partnerships with each other.

This is a good question. The Arab countries might have a lot of similarities; however, progress made in the fields of adult literacy, lifelong learning and the use of information and communication technologies (ICTs) in education is uneven and differs from one country to another.

Speaking from a regional perspective, a lack of adequate financing allocated to ALE is a major challenge in most Arab countries. According to the fifth edition of the Global Report on Adult Learning and Education (GRALE 5), the majority of the Arab countries that provided information on public spending reported spending less than 2 to 4 per cent of their overall education budget on ALE. In addition, the data revealed that around 10 countries didn’t know and/or didn’t provide information on public support for ALE. Moreover, in some Arab countries, the concepts of literacy and lifelong learning are still unclear. Despite efforts over the last years, there is no common regional definition at regional level to better guide policy development and implementation.

This leads us to another important challenge, which is the gap between adult education policies and plans and their implementation. According to GRALE 5 findings, 79 per cent of the 18 Arab countries that responded to the survey indicated that they have made progress in developing ALE plans since 2018; however, only 53 per cent reported progress in implementing ALE policies.

The quality of adult education also remains a major challenge in many countries in the Arab States. Despite the progress that has been made in quality over the last decade, particularly in learning materials and curricula, GRALE 5 data show that the quality in areas such as pre-service training for ALE educators and the use of ICTs in teaching and learning processes is still below the global average. Lack of appropriate infrastructure in some Arab countries also hinders the potential of ICTs for education and learning. Moreover, unequal access to internet services and smart devices inhibits disadvantaged and vulnerable groups from benefiting and accessing online learning.

Lastly, the lack of systematic monitoring and evaluation mechanisms and frameworks in ALE is a key challenge.

The region still faces many challenges, but it is good to see progress in adult learning and education participation and diversity in the ALE programmes to respond to the learners (men and women) needs.

Over the last decade, the participation rate in ALE has progressed in many Arab States, especially for youth and women. Participation in literacy and citizenship education programmes has also risen. Moreover, citizenship education has progressed as an ALE area of learning in terms of policy, plans and capacity-building (13 out of 19 Arab countries reported in GRALE 5 that they have developed concrete and specific plans for citizenship education). This provides a positive sign that the concept of ALE is expanding to include other fields of learning that aim to respond to learners’ needs.

According to data from GRALE 4 and GRALE 5, the Arab States have also made remarkable progress in the area of governance, in particular involving relevant stakeholders and applying an intersectoral approach to ALE policies and provision. Nevertheless, more effort is needed to harmonize and coordinate stakeholders working in the field of adult education and literacy towards achieving SDG 4 and leaving no one behind.

UIL’s mandate is to work in all UNESCO regions and to support the efforts of Member States towards achieving the SDGs, in particular SDG 4. That the Seventh International Conference on Adult Education (CONFINTEA VII) was held in an Arab country (Marrakech, Kingdom of Morocco) for the first time is recognition of the efforts that are being made in the fields of ALE and LLL in the region.

The main outcome document of the conference, the Marrakech Framework for Action (MFA), was adopted by representatives of over 140 countries committed to translating the vision of a right to lifelong learning into reality. The MFA sets out the key areas of action required to achieve this vision over the next decade, including establishing a holistic approach for learning, enhancing governance mechanisms, building systematic monitoring mechanisms, improving the quality of ALE, and increasing investment. Member States also reaffirmed their commitment to SDG 4 and to ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’. Inclusion and gender equality are at the heart of these endeavours. Member States also welcomed the creation of the African Institute for Lifelong Learning, an initiative of the Kingdom of Morocco.

UIL will continue to monitor progress on ALE at the global level through dedicated instruments, including a global report and the CONFINTEA VII mid-term review in 2028.