chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text


Plateforme électronique pour l'éducation et la formation des adultes en Europe



Welcome to, your source for research and development on literacy in the U.S. and worldwide. at the University of Pennsylvania, Graduate School of Education, is comprised of the National Center for Adult Literacy (NCAL) and the International Literacy Institute(ILI). The NCAL has been engaged for more than two decades in cutting edge and high-impact research, innovation, and training in adult education and technology, as well as in other areas of adult basic education and literacy.

As we get closer to the end of the century, it becomes increasingly clear that one of the most potent forces to have impacted on the economic and social environment of the countries across the globe, especially since the last decade, is the force of globalization. This is reflected in increased pace of economic liberalization, freer flow of technology, integrated financial markets and corporate strategies of multinational companies that operate on a premise of homogenous market (ILO/ROAP, 1996).

The International Adult Literacy Survey (IALS) was a collaborative effort by seven countries with the support of three intergovernmental organizations (Organisation for Economic Co-operation and Development, Unesco Institute for Education and the European Union) to get insight into the level of literacy of their populations. A large sample of adults (ranging from 1500 to 8000 per country) in the US, Canada, Germany, Poland, Sweden, Switzerland and the Netherlands were given the same wide-ranging test of their literacy skills during the autumn of 1994.

In view of the importance of lifelong learning (LLL) as the backbone of the European Education and Training Strategy and the contrasting low commitment to LLL by universities, the main objective of the ALLUME project and of EUCEN was to explore ways to increase the participation of universities in lifelong learning and to produce “A Lifelong Learning University Model for Europe”. The final report can be downloaded from

A competition announced by the Ministry of Science and Higher Education (MEIN) attracted eighteen proposals, of which six were accepted for implementation. Four of these proposals were research projects concerning medical and social aspects of the lives of the elderly in Poland. The “PolSenior” project also includes two smaller-scale projects – one concerning the physical activity of the oldest segment of our society, the other concerning the housing status of this group.

EACEA website on the lifelong learning programme including funding opportunities.

Grundtvig report on the implementation of the European Agenda for adult learning. The present publication is dedicated to the projects selected in 2012 under the call for proposals for the Implementation of the European Agenda for Adult Learning. The Compendia are part of the Executive Agency’s contribution to a better dissemination of information about ongoing projects and to an improved networking among project coordinators.

The Adult Education Survey (AES) is a household survey which is part of the EU Statistics on lifelong learning. People living in private households are interviewed about their participation in education and training activities (formal, non-formal and informal learning). The target population of the survey is composed of people aged 25 to 64.

“Education and Training 2020” (ET 2020) is a new strategic framework for European cooperation in education and training that builds on its predecessor, the “Education and Training 2010” (ET 2010) work programme. It provides common strategic objectives for Member States, including a set of principles for achieving these objectives, as well as common working methods with priority areas for each periodic work cycle.

Europe 2020 is the European Union’s ten-year growth and jobs strategy that was launched in 2010. It is about overcoming the crisis from which European economies are now gradually recovering. It is also about addressing the shortcomings of the European growth model and creating the conditions for a smart, sustainable and inclusive growth.

This report presents a focused comparative analysis of national responses to the Europe 2020 priorities in the field of education and training. It concentrates on recent and forthcoming national reforms across four thematic areas that have a direct relevance to the Europe 2020 strategy: early school leaving (ESL), higher education, youth employment and vocational education and training (VET) and lifelong learning.


S'abonner à EPALE RSS