[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587655-105":59,"doc-detail-587655-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","international-trends-of-lifelong-learning-in-higher-education-research-report","International trends of lifelong learning in higher education - Research report","","Research report examining international trends in how higher education institutions advance lifelong learning. It describes UNESCO Institute for Lifelong Learning and Shanghai Open University’s 2020–2022 research project, including literature review, an international survey of HEIs’ lifelong learning engagement, and institutional case studies. The report synthesizes quantitative and qualitative evidence to build an international knowledge base on policies, governance, financing, quality assurance, widening access, and flexible, technology-enhanced learning pathways.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/international-trends-of-lifelong-learning-in-higher-education-research-report/587655/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/international-trends-of-lifelong-learning-in-higher-education-research-report/587655.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the scope of this research report on lifelong learning?","Question",{"text":112,"@type":113},"It focuses on international trends in how higher education institutions contribute to lifelong learning, covering policy environments, governance, financing, quality assurance, and access and flexibility measures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research project conducted between 2020 and 2022?",{"text":117,"@type":113},"It combined an extensive literature review, an international survey of HEIs’ engagement in lifelong learning, and institutional case studies, supported by three thematic studies.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas are highlighted for widening access to lifelong learning?",{"text":121,"@type":113},"The report emphasizes reaching non-traditional and vulnerable learners, diversified learning provision, flexible pathways, technology-enhanced learning, and social responsibility with local partnerships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587655,1792189867,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","International trends of lifelong learning  \nin higher education  \nResearch report  \nInternational trends of lifelong learning  \nin higher education  \nResearch report  \nPublished in 2023 by the UNESCO Institute  \nfor Lifelong Learning and Shanghai Open University © UNESCO and Shanghai Open University  \nThe UNESCO Institute for Lifelong Learning (UIL), located in Hamburg, Germany, is a specialized UNESCO institute and is the only organizational unit in the United Nations family that holds a global mandate for lifelong learning. UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education.  \nShanghai Open University (SOU), approved by the Ministry of Education of the People’s Republic of China and subject to the administration of the Shanghai Education Commission, is a new type of institution of higher education, providing open and distance education to adults and technically supported by information and communications technology. SOU is committed to providing all members of society with multi-level, diversified education services to meet their lifelong learning needs, and to serve the building of a sociallyjust learning society.  \nThe designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of Shanghai Open University, UNESCO or UIL concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the del imitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO, UIL or SOU.  \nISBN 978-92-820-1252-9  \nThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BYSA 3.0 IGO) licence ( [http://creativecommons.org/licenses/by-sa/3.0/igo/](http://creativecommons.org/licenses/by-sa/3.0/igo/)) . By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [http://www. unesco.org/open-access/](http://www. unesco.org/open-access/)[ ](http://www. unesco.org/open-access/)[termsuse-ccbysa-en](termsuse-ccbysa-en)) .  \nThis report is published as part of a wider research project on the contribution of higher education institutions to lifelong learning, which was conducted by the UNESCO Institute for Lifelong Learning and Shanghai Open University from 2020 to 2022. Key components of the project include an extensive literature review, an international survey on higher education institutions’(HEIs) engagement in lifelong learning (LLL), and  \ncase studies on institutional approaches to LLL. These activities are complemented by three thematic studies, on (1) the role of universities in building learning cities,(2) universities addressing the needs of older learners, and (3) universities’ social responsibility and community engagement. Based on the comprehensive sets of quantitative and qualitative data collected across all world regions, this research constitutes a major step forward in building an international knowledge base on the role of HEIs in establishing LLL opportunities for all.  \nThe research project was overseen by UIL’s Director, Mr David Atchoarena, coordinated by Team  \nLeader Mr Raúl Valdés-Cotera, and conducted by Ms Edith Hammer, Ms Mo Wang and Ms Nora Lorenz, with support from Mr Nicolas Jonas and Mr Alex Howells.  \nEditing by Mr Paul Stanistreet, Ms Cendrine Sebastiani and Ms Jennifer Kearns-Will erich  \nLayout and design: Ms Christiane Marwecki  \nTable of contents  \nForeword 6  \nAcknowledgments 7  \nExecutive summary 8  \n1 Introduction 10  \n1.1 Global trends and the changing mandates of higher education 10  \n1.2 Methodology 12  \n1.3 Overview of the chapters 14  \n2 Policy environments to promote lifelong learning in higher education 15  \n2.1 National legislation, policies and frameworks 15  \n2.2 Strategic institutional app","cbCaiaUl4RXb7o59","https://ap.wps.com/l/cbCaiaUl4RXb7o59","pdf",1457803,69,"English","# Foreword\n# Acknowledgments\n# Executive summary\n# 1 Introduction\n## 1.1 Global trends and the changing mandates of higher education\n## 1.2 Methodology\n## 1.3 Overview of the chapters\n# 2 Policy environments to promote lifelong learning in higher education\n## 2.1 National legislation, policies and frameworks\n## 2.2 Strategic institutional approaches to promote lifelong learning\n## 2.3 Summary of main findings\n# 3 Institutional governance and implementation\n## 3.1 Organizational structure for lifelong learning\n## 3.2 Financing of lifelong learning\n## 3.3 Quality assurance of lifelong learning provision\n## 3.4 Strengths and challenges of lifelong learning implementation\n## 3.5 Summary of main findings\n# 4 Widening access through diversification and flexibility\n## 4.1 Reaching out to non-traditional learners and vulnerable groups\n## 4.2 Diversified learning provision\n## 4.3 Flexible learning pathways\n## 4.4 Technology-enhanced learning\n## 4.5 Social responsibility and local partnerships\n## 4.6 Summary of main findings\n# 5 Concluding remarks\n# References\n# Appendix","[{\"question\":\"What is the scope of this research report on lifelong learning?\",\"answer\":\"It focuses on international trends in how higher education institutions contribute to lifelong learning, covering policy environments, governance, financing, quality assurance, and access and flexibility measures.\"},{\"question\":\"How was the research project conducted between 2020 and 2022?\",\"answer\":\"It combined an extensive literature review, an international survey of HEIs’ engagement in lifelong learning, and institutional case studies, supported by three thematic studies.\"},{\"question\":\"Which areas are highlighted for widening access to lifelong learning?\",\"answer\":\"The report emphasizes reaching non-traditional and vulnerable learners, diversified learning provision, flexible pathways, technology-enhanced learning, and social responsibility with local partnerships.\"}]","International trends of lifelong learning in higher education - Research report | PDF",1792062507,174]