1. Promoting lifelong learning for all
Arne Carlsen, Director, UNESCO Institute for Lifelong Learning Expert Meeting October Building a Lifelong Learning Agenda in Southeast Asian Countries

2. The promotion of lifelong learning through the
UNESCO Institute for Lifelong Learning
UNESCO Institute for Lifelong Learning
Collection of LLL Policies
Observatory for RVA
Community Learning Centers
Learning Cities
GRALE III
Global Alliance for Literacy
Prof.(Hon), Dr.h.c.mult. Arne Carlsen - Director
UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education. Its activities place particular emphasis on furthering educational equity for disadvantaged groups and in the countries most afflicted by poverty and conflict.

3. 2030 Agenda: 17 goals and 169 targets
Given its positive impact on health, inclusion, citizenship, labour markets, environmental issues and many other policy domains, lifelong learning is an invaluable instrument in shaping our common future. It has enormous potential not just to promote Sustainable Development Goal (SDG) 4, but also to accelerate the achievement of most of the other 16 SDGs, as it strikes a balance between social and environmental values on one hand, and building and maintaining adequate levels of welfare for current and future generations on the other.
Let me stress that as SDG 4 is an integral part of the 2030 Agenda for Sustainable Development, it must not be seen in a silo, but as interrelated to other SDGs, in particular to education-related targets focused on improving health, reducing poverty, preventing inequality, promoting social justice and contributing to sustainable growth.
Literacy forms the foundation of LLL and indeed the foundation of a more sustainable future for all.

4. UIL’s working definition of ‘lifelong learning’
Lifelong learning is rooted in the integration of learning and living. It covers learning activities for people of all ages in all life-wide contexts and through a variety of modalities which together meet a wide range of learning needs and demands.

5. LIFELONG LEARNING Expanding the knowledge base for better policy making
The Collection of 60 Lifelong Learning Policies and Strategies from countries and international organizations. This collection offers a comprehensive overview of the development of lifelong learning policies around the world.

6. LIFELONG LEARNING Expanding the knowledge base for better policy making
The Global Observatory of Recognition, Validation and Accreditation of Non-formal and Informal Learning The Global Inventory of National Qualification Framework

7. LIFELONG LEARNING Communities in Action
Community Learning Centres (CLCs) and other community organizations. Developing stronger partnerships to enhance community-based Education for Sustainable Development (ESD).

8. UNESCO Global Network of Learning Cities
The notion of lifelong learning has existed throughout recorded human history across many cultures and societies.

9. What is a learning city? A Learning City is:
a city which effectively mobilises its resources in every sector to:
promote inclusive learning from basic to higher education;
re-vitalise learning in families and communities;
facilitate learning for and in the workplace;
extend the use of modern learning technologies;
enhance quality and excellence in learning;
nurture a culture of learning throughout life.
In so doing it will create and reinforce:
individual empowerment and social cohesion,
economic and cultural prosperity,
sustainable development

10. Third Global Report on Adult Learning and Education (GRALE III)
In addition to monitoring the Belém Framework for Action, GRALE III investigates the impact of ALE on health and well-being, employment and the labour market, and social, civic and community life. This reflects a shift towards the more holistic view of education and lifelong learning embedded in the 2030 Agenda for Sustainable Development.
UIL published GRALE III two weeks ago. Based on monitoring surveys completed by 139 UNESCO Member States, the report assesses global progress in implementing the Belém Framework for Action. In addition, it investigates the impact of ALE on health and well-being, employment and the labour market, and social, civic and community life. This reflects a shift towards the more holistic view of education and lifelong learning embedded in the 2030 Agenda for Sustainable Development

11. GRALE III: ALE benefits individuals, employers and societies
Healthy behaviours & attitudes Longer life expectancy Reduction in lifestyle diseases Lower costs for acute healthcare
Skills & employability
Higher wages
Job satisfaction & commitment
Greater productivity & entrepreneurship
Increased tax revenues
Literacy & numeracy Life skills such as resilience & self-confidence Tolerance of diversity Attention to the environment Social cohesion Political participation

12. Global Alliance for Literacy within the Framework of Lifelong Learning (GAL)
A multi-stakeholder partnership to advance literacy in the context of the Agenda for Sustainable Development.
To foster a lifelong and life-wide approach to literacy and to coordinate the collaborative efforts of multiple stakeholders so as to achieve the SDGs.
The United Nations General Assembly (UNGA) and UNESCO have called for the creation of a multi-stakeholder partnership to advance literacy in the context of the 2030 Agenda for Sustainable Development.
The new Global Alliance for Literacy within the Framework of Lifelong Learning (GAL) is the response to this call to action. This fifteen-year initiative will be based at the UNESCO Institute for Lifelong Learning (UIL) and comprise UN specialized agencies and institutes, donors, the private sector, civil society and others. Participation in GAL will be based on the commitments of those willing to contribute to a coherent action plan designed to foster literacy and sustainable development.
GAL is intended to be a thematic partnership that will help Member States make accelerated progress towards the 2030 Agenda for Sustainable Development, where literacy plays a direct or indirect role in many of the Sustainable Development Goals (SDGs).
Composed of a group of willing and committed partners (countries, regional entities, donors, private sector, civil society
Organizations, foundations, associations, experts and others), the Alliance will work toward improving literacy for sustainable development through concrete action and tangible outcome

13. LITERACY and Basic Skills Global alliance for synergy of action
Global Alliance for literacy
Governments
Civil society
Private sector
Academic institutions
Regional organizations
Policy, funding, multi-stakeholder partnerships with civil society and private sector, monitoring
Literacy target in the 2030 Agenda for Sustainable Development
Management of learning centres, libraries advocacy, mentoring
App development, fund raising, advocacy, technological support
UN family
Integrate literacy into SDG implementation, monitoring, evaluation, knowledge sharing
Open and distance learning, MOOCs, action research, evaluation
Knowledge sharing, networking with resource institutions, funding, monitoring, evaluating