Working Groups • Marrakech Framework for Action: Towards an inclusive data collection process

• Marrakech Framework for Action: Towards an inclusive data collection process

Summary

‘MFA: towards an inclusive data collection process’ The Marrakech Framework for Action (MFA), titled “Harnessing the transformational power of adult learning and education”, was adopted at the 7th International Conference on Adult Education (CONFINTEA 7), in June 2022. It is a commitment by UNESCO Member States and a roadmap for the promotion of adult learning and education (ALE) over the next 12 years – towards 2030 and beyond. It recognizes ALE as a fundamental human right in the context of lifelong learning, an important promoter of inclusion and a prerequisite for social and ecological justice, health and well-being, change and transformation. A mandate has been given to the UNESCO Institute for Lifelong Learning to monitor the implementation of the MFA every 4 years, through the Global Report on Adult Learning and Education (GRALE). GRALE 6, to be published in 2026, will focus on ALE in times of rapid change, with the aim at investigating how ALE help adult navigating through and acting upon the current challenges that our communities are facing. The GRALE 6 concept not is available here : https://unesdoc.unesco.org/ark:/48223/pf0000391600 The wide range of dimensions covered by the GRALE 6, the differences in the capacities of national authorities to provide precise and diverse data on ALE sector, as well as the complexity of the ALE sector itself, make the task difficult. It is necessary to adapt the monitoring framework to the realities and capacities of countries by adopting a contextualization process at the regional level. What's more, as UNESCO Member States have pointed out, non-state actors play an essential role in the implementation, funding and management of a large proportion of adult education programs in many countries. The interweaving of public and non-public actors in the adult learning sector makes it necessary to develop a specific and collaborative data collection strategy for MFA monitoring, in order to gather comprehensive and accurate information on the state of adult learning in each country. The purpose of the session will be to present the challenges of keeping a global monitoring approach in such a context, and to identify concrete solutions for designing an inclusive and contextualized monitoring mechanism or, that will be, in turn, more useful and informative.

Participants

Preparatory Webinars

Contact Person