Ms Shalaby explained that the key challenges facing most Arab countries in achieving universal literacy and lifelong learning in a digital world are the lack of adequate funds allocated to adult learning and education, the gap between adult education policies and plans development and their implementation, the quality of adult education, particularly in learning materials and curricula, the lack of systematic monitoring and evaluation mechanisms and frameworks and the inadequate infrastructure of ICT and unequal access to internet service in some Arab countries. However, she added that despite the many challenges, some Arab States are making remarkable progress in ALE participation (particularly for women and youth) and governance, especially when it comes to involving relevant stakeholders and applying an intersectoral approach in developing and implementing ALE policies and strategies.

On the difference between lifelong learning and adult education and literacy, Ms Shalaby said, “Lifelong learning is an overarching principle and adult learning and education and literacy are the main elements and tools to build lifelong learning systems and convert the principle into a reality and action.”

She stressed, “Literacy is a key component of adult learning and education. It involves a continuum of learning and proficiency levels, which allows citizens to engage in lifelong learning and participate fully in the community, the workplace and the broader society. It includes the ability to read and write, to identify, understand, interpret, create, communicate and compute, using printed and written materials, as well as the ability to solve problems in an increasingly technological and information-rich environment.”

Ms Shalaby explained that in light of the existing gender inequality and high unemployment rates in the Arab region, in addition to the socio-economic impact of COVID-19, the disruption of the supply chain, the inflation and economic slowdown on global and regional levels, inclusive lifelong learning opportunities are essential to realize the SDG goals and equip people with knowledge and skills to respond to crises, solidarize, and to become active citizens able to build a sustainable, just and equitable future.

Through its activities, UIL is supporting Member States, including Arab countries, to develop gender-responsive adult education policies and LLL systems, in line with UN Sustainable Development Goal 4 (SDG4), that respond to the learners needs and to the global and regional challenges. As for UIL partnerships forged at the global, regional and national levels to advance LLL agendas, Ms Shalaby stated that UIL works in close collaboration with UNESCO Member- States, Civil Society Organizations (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. As an example, Ms Shalaby referred to the Arabic 3-month course on strengthening non-formal youth and adult learning in education sector plans, which was developed and rolled-out by UIL last year in collaboration with the Sultan Bin Abdel Aziz Al-Saud Foundation, the UNESCO International Institute for Educational Planning (IIEP) and the UNESCO Regional Bureau for Education in the Arab States. She elaborated that UIL does not only aim to collaborate closely with stakeholders to implement its activities, but also to encourage and promote strong partnerships and collaborations between regional and national stakeholders.

When asked about the symbolism of holding the CONFINTEA VII conference in an Arab and African country for the first time, and about the establishment of a monitoring mechanism to assess the implementation of the commitments made, Ms Shalaby said, “CONFINTEA takes place every 12-13 years and its organization in an Arab country came as a recognition and support to all the efforts that are being made in the field 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. She concluded, “UIL will put in place a monitoring process at the global level to report periodically on ALE progress against the commitments made in the MFA through dedicated instruments, including a global report and a CONFINTEA VII mid-term review in 2028."