The Global Report on Adult Learning and Education (GRALE)

Strengths, weaknesses and future directions

Bibliographic Data

ID4199154
AuthorsEllen Boeren (0000-0002-2285-5814, University of Glasgow, corresponding author), Kjell Rubenson (0000-0002-4463-9821, University of British Columbia)
Year2022
Volume68
Issue2
Pages291-308
Publication date2022-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Review of Education (JOURNAL)
Journal identifiersISSN: 0020-8566 • E-ISSN: 1573-0638
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11159-022-09945-x
OpenAlexW4280611110
LanguageEN
Citations received3
References cited6

One of the core outcomes of the Sixth International Conference on Adult Education (CONFINTEA VI) held in 2009 was the Belém Framework for Action (BFA). Its signatories committed to monitoring the most recent development stages of adult learning and education (ALE) worldwide on a regular basis, and to present and assess results in a global report. Coordinated by the UNESCO Institute for Lifelong Learning, surveys have been conducted and documented in four GRALE reports over the past decade. A fifth report is currently being prepared for CONFINTEA VII, to be held in June 2022. This article critically analyses the project of compiling a Global Report on Adult Learning and Education (GRALE) at roughly three-year intervals. Drawing on an evaluative framework for research quality developed by Pär Mårtensson and colleagues, the authors of this article investigate to what extent the GRALE approach to monitoring and reporting on ALE so far has been (1) credible (e.g. based on rigorous research methodologies and methods); (2) contributory (e.g. relevant and applicable to practice, generalisable); (3) communicable (e.g. accessible, understandable and readable in terms of report structure); and (4) conforming (e.g. with ethical standards). The purpose of this evaluation is for it to serve as a contribution to enhancing the quality of monitoring approaches in the field of ALE. This is vital for working towards future directions of ALE which are shaped by a high-quality evidence base. Ultimately, this will not only make ALE more accessible, fair, diverse and effective, but will also add to insights on how to achieve the Sustainable Development Goals in a similar way, especially since ALE indirectly but fundamentally affects the success of all 17 goals

Engineering ethics · Lifelong learning · Medical education · Pedagogy · Political science · Public relations · Quality (philosophy · Strengths and weaknesses · Engineering · Global Educational Policies and Reforms · Higher Education Learning Practices · Medicine · Psychology · Regional Development and Policy · Social Psychology

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