Making Lifelong Learning a Reality: A Handbook

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Document

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Generic document

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The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Tools and guidance

The platform includes a variety of practical tools and guidance materials developed by the ILO at global and national levels. The resources include guides, case studies, cheklist, visual materials and more, and they cover a wide range of topics. Some are specifically aimed at certain groups of stakeholders, for example employers, workers or governments, and some are designed to support specific groups of beneficiaries.

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skpTag

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tools-and-guidance

Publication Date:

20 Jun 2022

Open

UIL_Handbook_170x240_RZ220601_Online.pdf

Learning is something that takes place across a variety of settings, both informal and formal, and across various points of time. This has always been a reality. The idea that learning ceases to occur after we step outside the gates of formal education settings gravely devalues all the learning that continues to transpire throughout life.

Learning is also something that people engage with for a variety of reasons; out of interest, to pursue a line of employment, to become more knowledgable on a topic, for community development, and out of joy.

Affording people the opportunity to pursue learning at any point, however, carries policy, institutional and practical implications. The implementation of effective lifelong learning policies at the national and local levels are crucial to afford each and all the opportunity to exercise their willingness and desire to learn throughout life, irrespective of financial means.

At the Seventh International Conference on Adult Education (CONFINTEA VII), the UNESCO Institute for Lifelong Learning (UIL) internationally launched its publication Making Lifelong Learning a Reality: A Handbook.

This publication provides information, evidence and basic conceptual models to facilitate the implementation of lifelong learning at national and local levels. It provides evidence from international experience and offers guidelines to operationalise lifelong learning in response of major sustainable development issues, in line with the 2030 Agenda for Sustainable Development.

The Handbook is meant as both a source of inspiration and as a guide for policy-makers and for officials responsible for implementing lifelong learning policies.

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