Inclusive Data for Global Impact – Shaping the Future of Adult Learning Evaluation

The 2024 Hall of Fame Induction Conference in Florence hosted a significant working group discussion on the Marrakech Framework for Action (MFA), the outcome document of the 7^th International Conference on Adult Learning and Education held in Morocco in June 2022 (CONFINTEA 7), and its monitoring and data collection mechanisms. Facilitated by Working Group 1 (WG1) Mentor Arne Carlsen (IACEHOF 2017), chaired by UIL Director Isabell Kempf, and with critical contributions from Nicolas Jonas of the UNESCO Institute for Lifelong Learning (UIL), the session explored strategies for developing inclusive and context-sensitive data frameworks to support global monitoring of Adult Learning and Education (ALE) through GRALE—the Global Report on Adult Learning and Education.

 

This working group focused on addressing the pressing need to broaden the scope of actors involved in data collection, moving beyond traditional government-led structures. As ALE is increasingly shaped by a diverse network of public and non-public entities, current monitoring strategies often fall short in capturing the full breadth of ALE activities, particularly those led by civil society organizations (CSOs) and private providers. The group’s objective was clear: to develop actionable recommendations for a more inclusive and effective data monitoring system.

 

Before the in-person meeting in Florence, a preparatory webinar set the stage by identifying best practices for engaging non-state actors. This pre-conference engagement ensured participants came prepared to dive deep into the complexities of global ALE data systems.

 

Key Challenges Identified

• Incomplete Data Coverage: ALE programmes run by CSOs and private providers are often not reflected in government reports, resulting in a fragmented picture of learning opportunities.
• Institutional Capacity Gaps: Many national monitoring systems face limitations in technical capacity, human resources, and infrastructure, hindering their ability to collect and validate comprehensive data.
• Misaligned Frameworks: Global monitoring tools like GRALE must account for diverse regional priorities and localized mechanisms—a difficult but crucial task.

 

The Role of Non-State Actors

Non-state stakeholders—especially CSOs and private companies—play an instrumental role in ALE delivery and innovation. Their involvement in data collection is not only logical but essential, as these actors often reach marginalized populations typically excluded from mainstream statistics. Participants discussed how their inclusion would improve both the reach and quality of data.

 

Recommendations for Capacity Building and Collaboration

Participants underscored the importance of joint initiatives that bring together governments, private sector organizations, and civil society. Cross-sector partnerships can create capacity-building programmes that develop data literacy and establish consistent methodologies. Moreover, participants called for ongoing, multi-level dialogue—national, regional, and global—to ensure monitoring systems remain relevant, inclusive, and widely adopted.

 

Exploring Alternative Data Sources

A forward-looking suggestion involved leveraging unconventional yet promising data sources, such as LinkedIn analytics or company-based human resource databases. While non-traditional, these sources could help fill data gaps, particularly regarding employment and skill development trends. Transparency and communication were deemed essential for securing buy-in from all involved parties.

 

Workshop Recommendations

The working group put forth several actionable strategies:

• Implement capacity-building activities to promote collaboration between government agencies and CSOs.
• Develop a global communication strategy to disseminate the goals and findings of GRALE 6.
• Maintain open dialogue with key stakeholders to align global monitoring tools with local and regional priorities.

 

Outcomes and Future Directions

As a direct result of the working group, partnerships were strengthened with key international actors, including ICAE, AONTAS, and DVV International. These enhanced collaborations are expected to play a pivotal role in advancing the implementation of GRALE 6. In parallel, UIL plans to integrate the workshop’s feedback to refine its monitoring framework.

 

Capacity-building activities led by UNESCO field offices are also in the pipeline, aimed at supporting more inclusive and context-sensitive data collection processes tailored to regional needs.

 

Beyond the technical outcomes, the session highlighted the essential role of data in shaping global agendas for ALE. ALE’s potential to address pressing global challenges—ranging from digital transitions and climate change to aging populations—can only be fully realized when monitoring frameworks capture the full diversity of learning environments and actors.

 

By prioritizing inclusion and collaboration, WG1 set a new global standard for evaluating lifelong learning.

Micro-Credentials and Lifelong Learning – Reimagining Recognition in Adult Education

 

As the global economy and workforce evolve, educational models must keep pace. The Working Group 5 (WG5) on Micro-Credentials (MC) and Individual Learning Accounts, guided by mentor Sturla Bjerkaker (IACEHOF 2014), took on this challenge at the 2024 Hall of Fame Induction Conference in Florence. The session sought to unpack the potential, pitfalls, and future of micro-credentials in adult and continuing education.

 

Held as part of the larger Hall of Fame conference, the workshop was hosted at the University of Florence and prepared through a pre-conference webinar on October 8, 2024. Viola Pinzi of the European Association for the Education of Adults (EAEA) chaired the session, which featured additional insights from Paolo Federighi and Kent Gudmundsen. Around 20 participants contributed, representing various perspectives from education, policy, and professional practice.

 

Why Micro-Credentials? Why Now?

Micro-credentials—short, targeted learning experiences that provide verifiable recognition—are gaining traction worldwide. From Europe to the Philippines, ministries of education are exploring how micro-credentials can expand learning access and improve employability.

 

In the adult education context, micro-credentials offer flexibility, personalization, and relevance. They allow learners to upskill quickly, respond to labor market needs, and continuously learn without committing to lengthy degree programs. However, the group noted that micro-credentials also come with challenges, particularly around validation, sustainability, and coherence with existing recognition systems.

 

Core Questions Raised

The working group posed several foundational questions:

• What is genuinely new about micro-credentials? Are they a fresh approach or rebranded forms of existing learning validation tools?
• What systems of recognition are needed to ensure their credibility and portability?
• How do micro-credentials interact with the broader concept of lifelong and long-lasting learning?

 

A central concern was sustainability: while micro-credentials offer immediacy and flexibility, participants questioned how long the skills and competencies gained from short learning experiences will endure. The group hypothesized that the shorter and narrowly defined a learning experience is, the less durable its outcomes may be, raising the need for deeper learning approaches within micro-credentials frameworks.

 

Recognition, Validation, and Governance

Recognition systems emerged as a critical concern. To be meaningful, micro-credentials must be assessed and validated by credible institutions. Participants asked: Who gets to recognize micro-credentials? Should it be universities, government bodies, or new independent entities? What frameworks can ensure standardization while allowing for contextual flexibility?

 

Suggestions included developing a “micro-credential unit” within institutions or as part of a cross-sectoral regulatory body. Validation processes must be rigorous, learner-focused, and transparent.

 

Stakeholders and the Learner-Centered Approach

Micro-credential systems require coordination among several actors: learners, employers, education providers, and trainers. Each has a stake in ensuring that micro-credentials serve individual goals and broader labor market or societal needs.

 

The group emphasized that micro-credentials must be designed with learners at the center, not just in terms of content but also in terms of accessibility, usability, and long-term value. This learner-centered vision was championed throughout the session.

 

Visualizing Micro-credentials as Modular and Stackable

A creative and widely accepted metaphor emerged during the session: micro-credentials as LEGO blocks. Learners should be able to stack them vertically (toward degrees or advanced credentials) and horizontally (to broaden their skill sets). This modular approach could offer unprecedented flexibility in constructing individualized learning paths.

 

Reflections and Global Relevance

Participants acknowledged the growing global interest in micro-credentials, including their relevance for organizations like the American Association for Adult and Continuing Education (AAACE). Micro-credentials could provide an important bridge to employment and further study in regions with informal labor markets or limited access to higher education.

 

However, the group cautioned against viewing micro-credentials as a panacea. Without clear recognition frameworks, inclusive design, and sustainable learning pathways, micro-credentials risk becoming fragmented and inequitable.

 

Looking Ahead: Building the Infrastructure for Micro-credential Success

The session concluded with a call for international dialogue, shared standards, and policy frameworks that balance innovation with quality assurance. As the micro-credential field evolves, it must stay grounded in the values of adult education—access, equity, relevance, and empowerment.

 

WG5’s work laid a strong foundation for continued collaboration in defining and refining the role of micro-credentials in a lifelong learning ecosystem. As adult learners navigate a world of rapid change, micro-credentials may become the flexible, stackable tools that help them thrive—if developed thoughtfully and inclusively.