The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal education.

This report published at the end of last year explores participation in adult learning and education from the perspective of equity and inclusion. Leave no one behind. That was the resounding message of the United Nations’ 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs).

The first, monitoring part of the report finds that two thirds of countries reported global progress in ALE policy since 2015, while 30% reported no change, with progress seeming particularly weak in Asia and the Pacific.

Part 2, on participation, bears out and amplifies two of the main messages of the report: first, that disadvantaged, vulnerable and excluded populations tend to do by far the worst when it comes to participation in ALE

New Zealand comes out in the top group of countries spending more than 4 percent of the education budget on ALE. These countries are: Belize, Bhutan, Botswana, China, Comoros, Ethiopia, Finland, Germany, Guyana, Haiti, Jamaica, Lao PDR, Malaysia, New Zealand, South Sudan, Suriname, Tanzania, Thailand, United Arab Emirates and Zimbabwe.

There are 15 mentions of New Zealand in this report – they can be searched for.

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