UNESCO Institute For Lifelong Learning - Research

Research

UIL’s research covers appropriate concepts, good practice, favourable conditions and innovative approaches in the areas of literacy, non-formal education, adult and lifelong learning in different cultural contexts, including all modes of learning (formal, non-formal and informal), with a view to the creation of lifelong learning environments, the making of literate societies and the building of learning societies. All research activities aim at promoting adult and lifelong learning and at highlighting the contribution of learning to poverty alleviation, sustainable human development, democracy and critical citizenship.

Research work is mainly policy-driven and action-oriented. The research carried out by the Institute may take the form of individual case and country studies, comparative analyses, regional and cross-regional syntheses, international surveys, conceptual and position papers, co-operative and joint investigations with academics, partner institutions, governmental organizations, NGOs and CSOs, etc.

Specific research questions and themes relate to the following:

• Theories and practices of literacy
• Foundations of lifelong learning
• The making of literate societies
• The creation of supportive policy and legislative environments/conditions for lifelong learning;
• The creation of literate environments, especially in multicultural and multilingual settings;
• Integration of formal, non-formal and informal education: recognition, accreditation and validation of non-formal, informal and experiential learning; qualification frameworks, equivalencies and bridges;
• Adult learning for sustainable development with a focus on HIV/AIDS, environmental protection, democratic participation, conflict prevention, critical citizenship and good governance;
• Gender mainstreaming in literacy, non-formal education, adult and lifelong learning with a focus on budgeting, monitoring and evaluation;
• Development of gender-just and culturally sensitive indicators;
• Impact of literacy, non-formal education and adult learning;