專訪聯合國教科文組織終身學習研究所臨時所長Borhene Chakroun

2023 年 5 月 15 日，Borhene Chakroun 先生 就任於聯合國教科文組織終身學習研究所（UIL）臨時所長。於一次採訪中，其分享對終身學習現況及未來挑戰之看法、UIL於解決這些問題方面可發揮之作用，以及其擔任代理所長期間對優先事項之觀點。

💬“作為聯合國教科文組織總部政策及終身學習系統處處長，現任UIL臨時所長，您推動終身學習的個人動機為何？"

首先，我本身就是一位終身學習者！在我的學術、職業與生涯旅程中，我有機會於不同環境中學習，於不同國家學習，一直是我學習軌跡中之重要組成部分。

於學術工作中，我亦涉略終身學習之研究，我的博士研究主要關注於驗證先前學習及成人學習。除此之外，在職業生涯中，我致力於探索支持學習路徑之方式，從不同的觀點來研究終身學習，包括「正規、非正規及非正式學習之觀點，從早期學習到成人學習之角度」，同時考慮如何識別及重視，不同情境中發生之學習。最後，我透過與他人一起學習，將線上學習與離線學習融入社區實踐。

💬"依據《2030年永續發展議程》，世界各國已承諾至2030年為每個人提供終身學習機會。您對當前全球終身學習之現況有何看法，需要應對哪些挑戰？"

永續發展目標4，涵蓋「為每個人提供終身學習機會」，這方面經常會被忽視。我們必需強調這目標之重要性，這是國際間達成共識之目標。並制定一個更大膽的議程，改善及促進每個人的終身學習機會。

我們面臨著不同的挑戰，其中三個是至關重要的。第一個挑戰涉及到邊緣化及弱勢群體。令人惋惜的是，終身學習機會主要惠及那些已具備技能之人，而那些學歷較低者，例如：已退出勞動力市場者，往往會錯失這些機會。在這方面，對性別平等及少數群體之包容，至關重要。我們需幫助弱勢者，確保沒有任何人被落下。

第二個挑戰，圍繞著我們如何建立能滿足不同學習途徑及需求系統之能力。雖然系統是具結構化的，但其不一定符合不同學習途徑、不同需求、不同生活及工作情況。提供靈活學習途徑之能力，應用及連結符合不同要求之不同學習環境，是所有會員國面臨之挑戰，無論其發展程度為何。

我看到的最後一個挑戰，與「為每個人提供終身學習機會」所需之政策，以及充足的資金有關。總體而言，為公共政策籌資及為教育籌資，已是一項挑戰。為成人教育籌資，面臨雙重挑戰。首先，成人教育往往不屬於特定部門或部委之職權範圍，或者可能於教育系統內完全被忽視。其次，成人教育經費缺乏精確之資源配置目標。雖然我們為永續發展目標4設定目標，例如：將GDP的4-6%，以及公共支出的5-20%分配給教育，對於成人教育及終身學習之資源分配，並未提供足夠之細微差別。最後，蛋糕很小。因此，若我們真正致力於增加教育及終身學習資源，我們需探索財政改革、創新之融資方法，以及國內及國際發展援助相結合之途徑，特別針對發展中之經濟體。

💬"您認為聯合國教科文組織終身學習研究所，在應對這些挑戰及轉變，教育與學習方面扮演著什麼角色？"

UIL於推動終身學習融入政策議程方面，已進行重要工作，例如：透過近期的《馬拉喀什行動框架》，以及之前透過國際成人教育會議（CONFINTEA）、全球成人教育及學習報告 （GRALE）與成人學習及教育建議書 （RALE）。因此，UIL擁有一系列的工具及計畫，使其能夠推進政策議程之發展。

在全球實施終身學習方面，我們於聯合國教科文組織全球學習型城市網絡、促進家庭及代間識字與學習，以及加強弱勢群體（例如：囚犯）於終身學習中包容性方面之工作非常重要，這有助於實現永續發展目標4。我們的全球識字聯盟是另一個平臺，其為會員國提供應對全球性主要挑戰之機會。

關於成人學習及教育的資金問題，《馬拉喀什行動框架》及更廣泛之國際成人教育會議（CONFINTEA）進程，於推進這項議程方面，取得顯著進展。這是我們與政府及各利益相關者合作，以產生更重大影響之領域。雖然我們已成功地制定了議程，但現在重點應是透過與會員國合作，使這些框架可行且具影響力，將此議程轉化為現實。

💬"您擔任代理所長期間，您的首要任務是什麼？"

在未來幾個月，我希望將重點著重於三個領域。首先，需有效實施及完成2023年UIL工作計畫，至關重要。我們的工作計畫涵蓋廣泛之活動，需全力以赴、動員及具備履行能力。我對我們團隊能夠成功實現這些目標充滿信心，因為我們與監管機構、利益相關者及會員國之期望保持一致。第二個優先事項是以我們的員工為中心，著重培養團隊合作精神，讓同事們於專業方面有更進一步之發展，並賦予其推動活動之權力。最後，在聯合國教科文組織生態系統、教育部門與會員國之間，著力定位UIL，並培養與包括捐助者在內之更廣泛的國際社會關係，金融合作夥伴及技術合作夥伴，是最重要的。當然，與東道國德國之密切合作是關鍵。

這三個優先事項將指引我作為臨時領導者之工作，我將在我前任David Atchoarena完成的出色工作基礎上再接再厲。

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🌏‘We need a bolder agenda to enhance and promote lifelong learning for all.’

💬Interview with Borhene Chakroun, interim Director of the UNESCO Institute for Lifelong Learning

On 15 May 2023, Mr. Borhene Chakroun assumed his position as interim Director of the UNESCO Institute for Lifelong Learning (UIL). In an interview, he shares his perspective on the state of lifelong learning, the challenges ahead, and the role that UIL can play in addressing them, as well as priorities for his time as acting Director.

💬As the Director of the Division for Policies and Lifelong Learning Systems at UNESCO Headquarters and now the interim Director of UIL, what is your personal motivation to promote lifelong learning?

First and foremost, I am a lifelong learner myself! I have had the opportunity to learn in various contexts throughout my academic, professional and live journey. Studying in different countries has been an integral part of my trajectory and learning path. I have also worked on lifelong learning as part of my academic work, with my PhD focusing on the validation of prior learning and adult learning. Furthermore, in my professional life, I have dedicated myself to exploring ways to support learning pathways and examining lifelong learning from diverse perspectives – from a perspective of formal, non-formal and informal learning, from a perspective of early learning to adult learning – while considering how we can recognize and value learning happening in different contexts. Finally, I have learned from and with others, joining communities of practices on-line and off-line.

💬Countries around the world have committed to promoting lifelong learning opportunities for all by 2030 under the 2030 Agenda for Sustainable Development. What is your view on the current global state of lifelong learning, and what challenges need to be addressed?

Sustainable Development Goal 4 encompasses lifelong learning opportunities for all. This aspect is often overlooked. We really have to emphasize the importance of this goal that was agreed upon internationally and come up with a bolder agenda to improve and to promote lifelong learning opportunities for all.

We are facing different challenges, and three of them are critical. The first challenge pertains to reaching the most marginalized and disadvantaged groups. Unfortunately, lifelong learning opportunities predominantly benefit those who are already skilled while individuals with lower qualifications, such as those who have exited the workforce, often miss out. Gender equality and the inclusion of minorities are critical in this regard. We need to reach the most vulnerable individuals and ensure that no one is left behind.

The second challenge revolves around our ability to establish systems that cater to diverse learning pathways and needs. While systems are structured, they do not necessarily accommodate different learning pathways, different needs, different life and work situations. The capacity to offer flexible learning pathways leveraging and connecting different learning settings that align with different requirements is a challenge faced by all Member States, regardless of their level of development.

The last challenge I see is related to the necessary policies and adequate financing for lifelong learning opportunities for all. Financing public policies in general, and financing education is already a challenge. Financing adult education presents a dual challenge. Firstly, adult education often falls outside the purview of specific departments or ministries, or it may be neglected altogether within the education system. Secondly, financing for adult education lacks precise targets for resource allocation. While we have set targets for SDG 4, such as allocating 4–6 per cent of GDP and 5–20 per cent of public expenditure to education, it does not provide sufficient granularity regarding resource allocation for adult education and lifelong learning. And lastly, the cake is small. Therefore, if we are genuinely committed to increasing resources for education and lifelong learning, we must explore avenues such as fiscal reforms, innovative financing methods, and a combination of domestic and international development aid for developing economies.

💬What role do you see for the UNESCO Institute for Lifelong Learning in responding to these challenges and in transforming education and learning?

UIL has undertaken significant work, particularly in placing lifelong learning on the policy agenda, for example through the recent Marrakech Framework for Action and before through initiatives like the International Conferences on Adult Education (CONFINTEA), the Global Report on Adult education and Learning (GRALE) and the Recommendation on Adult Learning and Education (RALE). So, we have a large set of instruments and programmes and that allow UIL to advance the policy agenda.

In terms of implementing lifelong learning around the globe, our work on the UNESCO Global Network of Learning Cities, on promoting Family and Intergenerational Literacy and Learning, and on strengthening the inclusion of vulnerable groups, such as prisoners, in lifelong learning is very important to advance towards Sustainable Development Goal 4. Our Global Alliance for Literacy is another platform offers member states an opportunity to address a major challenge we face globally.

Regarding financing of adult learning and education, the Marrakech Framework for Action and the CONFINTEA process more broadly have made notable progress in advancing this agenda. It is an area where our work with governments and various stakeholders can have a more significant impact. While we have been successful in setting the agenda, the key focus should now be on translating this agenda into reality by working with Member States to make the frameworks actionable and impactful.

💬What are your priorities for your time as acting Director?

I would like to prioritize three areas in the coming months. First and foremost, it is essential to effectively implement and accomplish the 2023 UIL work programme. With a comprehensive range of activities, our ambitious programme demands full commitment, mobilization and the capacity to deliver. I have great confidence in our team to successfully achieve these goals, as we align with the expectations of our governing body, constituencies, beneficiaries and Member States. The second priority is centred around our staff, focusing on fostering teamwork, enabling colleagues to further develop professionally and empowering them to drive their activities. Lastly, strongly positioning UIL within the UNESCO ecosystem, its education sector, among Member States, and cultivating relationships with the wider international community, including donors, financial partners and technical collaborators, is of utmost importance. And of course, a close collaboration with our host country Germany is key.

These three priorities will guide my interim leadership as I will build upon the excellent work accomplished by my predecessor, David Atchoarena.