Global Survey Report - The contribution of higher education institutions to lifelong learning - UNESCO World Higher Education Conference (WHEC2022)

Oct 15, 2026

Global Survey Report presents results of a UNESCO Institute for Lifelong Learning global survey on how and to what extent higher education institutions (HEIs) contribute to lifelong learning (LLL). The study covers institutional profiles, LLL strategies and planning, funding and organisational structures, lifelong learning provision and participants, flexible learning pathways, and community engagement. Conducted online with 399 valid responses from all UNESCO regions (after pilot data and data cleaning), it highlights enabling policy environments, implementation structures, and key strengths and challenges during the COVID-19 period.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Survey and sample overview

Enabling policy environments for LLL in HEIs

National legislation on LLL in HEIs

Institutional strategies/policies on LLL

Structures and mechanisms for the implementation of LLL policy

Strengths of and challenges to LLL in HEIs

LLL policy operationalisation in HEIs

LLL units

Dedicated academic staff for LLL in HEIs

Quality assurance procedures

Widening access and participation in LLL

LLL target groups in HEIs

Flexible learning pathways

Community engagement and outreach

Summary of key findings

Global Survey Report: The contribution of higher education institutions to lifelong learning Presented to the UNESCO World Higher Education Conference (WHEC2022) by the UNESCO Institute for Lifelong Learning Acknowledgements The research published in this report was made possible with financial support from Shanghai Open University. UIL/2022/ME/H/10 Content Content.......................................................................................................................................... 2 Survey and sample overview......................................................................................................... 3 Enabling policy environments for LLL in HEIs................................................................................ 3 National legislation on LLL in HEIs ............................................................................................. 3 Institutional strategies/policies on LLL...................................................................................... 4 Structures and mechanisms for the implementation of LLL policy .............................................. 5 Strengths of and challenges to LLL in HEIs ................................................................................ 5 LLL policy operationalisation in HEIs ......................................................................................... 7 LLL units ..................................................................................................................................... 8 Dedicated academic staff for LLL in HEIs................................................................................... 8 Quality assurance procedures ................................................................................................... 9 Widening access and participation in LLL ................................................................................... 10 LLL target groups in HEIs ......................................................................................................... 10 Flexible learning pathways ...................................................................................................... 10 Community engagement and outreach .................................................................................. 12 Summary of key findings ............................................................................................................. 13 Survey and sample overview This report presents the results of a global survey administered by the UNESCO Institute for Lifelong Learning (UIL) on the contribution of universities and other higher education institutions (HEIs) to lifelong learning (LLL) . It was conducted with the aim of developing a knowledge base on how and to what extent HEIs contribute to the implementation of LLL. The survey included questions on the following areas: general information and institutional profile; lifelong learning strategies and planning; funding and organisational structures for lifelong learning; lifelong learning provision and participants; flexible learning pathways; and community engagement. UIL developed the survey collaboratively with experts from the International Association of Universities (IAU), Shanghai Open University (SOU), the UNESCO International Institute for Educational Planning (IIEP), and the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) . The online survey was launched by UIL and IAU, and distributed in English, French, Spanish, Chinese and Arabic via their networks. 1 A glossary of relevant terms accompanied the survey to ensure that respondents had a common understanding of what was being asked. After conducting a pilot study with a sample of 18 HEIs from April to May 2020, the survey was launched to collect data between October 2020 and January 2021. 2,191 participating institutions began the online survey, o

FAQs

What is the purpose of this UNESCO survey report on lifelong learning?

It develops a knowledge base on how and to what extent HEIs contribute to implementing lifelong learning, using data collected through a structured online questionnaire.

Who collaborated on developing and running the survey?

UIL developed the survey collaboratively with experts from IAU, Shanghai Open University, IIEP, and IESALC, and launched it online with IAU for distribution through partner networks.

How many institutions provided valid responses, and when was the data collected?

After a pilot study and subsequent data collection, 2,191 institutions started the survey and the final sample contained 399 valid responses collected between October 2020 and January 2021.

Oct 15, 2026

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