Upholding the right to education in a transforming world: Reflections from the outgoing Chair of UIL’s Governing Board

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As his term as Chair of the UIL Governing Board comes to a close, Daniel Baril reflects on the strategic priorities, achievements and enduring challenges that have shaped his tenure.

© UNESCO Institute for Lifelong Learning

Last 1 January marked the end of my term as Chair of the Governing Board of the UNESCO Institute for Lifelong Learning (UIL). It was an honour to chair an institute that holds a unique place within the UNESCO system.

Since its founding in 1952, UIL has provided recognized intellectual leadership to UNESCO Member States and to the international adult education community. It helps shape both reflection and action on lifelong learning, while carrying a vital responsibility: defending and advancing the right to adult education. Serving as Chair of its Governing Board, therefore, comes with both an opportunity – and a duty – to keep this mandate alive in today’s context.

My term, which began in January 2020, unfolded amid a period of rapid transformation in the education landscape. Throughout it, I sought – within my means – to promote two perspectives that I considered strategic.

The first concerns the profound evolution of lifelong learning realities. Ways of learning are diversifying under the combined influence of digital technologies and artificial intelligence. At the same time, learning design now offers a broad spectrum of modalities – face-to-face, online, hybrid and blended – and an expanding range of formats, from microlearning to full-length programmes. Practices are also evolving: self-directed learning, peer learning, learning communities, recognition of prior learning, and more. In this context, I considered it essential that UIL embrace these developments as broadly as possible to remain closely aligned with lived realities and with the futures of adult learning.

The second perspective lies at the heart of UIL’s historic mission: the defence of the right to education. A striking paradox defines our era. On the one hand, we now have an unprecedented array of educational resources, pedagogical approaches and technological capacities that could, in principle, meet everyone’s learning needs. On the other hand, dramatic inequalities persist – whether in access, quality, continuity of learning pathways or recognition of learning. I therefore made it a point, whenever the opportunity arose, to reaffirm a simple requirement: educational resources should serve to strengthen the effective conditions for exercising the right to education – not the other way around.

Certain milestones stood out as defining moments of this term. The Seventh International Conference on Adult Education (CONFINTEA VII), held in 2022, was one of them. Through my participation in the conference’s organizing committee and my role as Chair of the drafting committee for its final declaration, I was able to support a broad vision of adult learning and education – one that expands the educational capacity that people can mobilize to make the right to adult education real. In this same spirit, the emphasis placed on financing in the Marrakech Framework for Action, as well as the open approach to expanding the domains of learning, clearly reflect these concerns.

At the end of these years, I take one thing above all: serving as Chair and spokesperson for UIL’s leadership in promoting an ambitious understanding of lifelong learning – rooted in the implementation of the right to education – was an honour.

But chairing UIL also means grasping how fragile the resources are that sustain such an essential mission. A competent and committed team cannot support Member States in implementing lifelong learning policies without adequate financial means. I leave this term with a clear sense of a persistent tension: that of a fundamental mission, carried forward with conviction, confronted with limited resources that too often impose difficult trade-offs.

The evolving right to education in the age of generative AI

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In his October 2025 address at the Shanghai Open University 2025 International Conference on Digital Lifelong Learning, Daniel Baril, Chair of the UNESCO Institute for Lifelong Learning Governing Board, explored how generative artificial intelligence (AI) and digital technology are fundamentally transforming education – and why this necessitates an updated framework for the right to education. This blog summarizes his remarks.

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What has changed

Generative AI has moved rapidly from the periphery to the centre of educational practice in just two years. While public education systems continue to pilot these technologies cautiously, well-funded private edtech companies and AI vendors are advancing quickly, creating pressures around speed, personalization and scale that challenge public institutions.

Two critical developments merit attention. First, AI-assisted self-regulated learning is becoming widespread among adults. Recent research shows that approximately 10 per cent of adults globally use ChatGPT, with 49 per cent of interactions focused on learning activities, including tutoring, creative development, health and cooking. This represents a significant shift towards self-directed learning enabled by generative AI.

Second, a ‘replacement phenomenon’ is emerging, as general-purpose AI platforms absorb functions previously performed by specialized edtech companies. Major AI firms – Anthropic, OpenAI and Google – have launched educational services, blurring the boundaries between AI platforms and edtech. This convergence threatens to reshape market dynamics and governance structures, potentially disrupting both traditional education systems and the edtech sector itself.

The trajectory is moving from episodic, provider-led instruction to blended, conversational, multimodal learning environments accessible anytime, anywhere –offering unprecedented opportunities to realize the ideals of lifelong learning.

Emerging learning technologies

Three transformative technologies are reshaping education:

  • Intelligent virtual assistants now function as always-on tutors and coaches, providing immediate access to knowledge, scaffolded help, and adaptive support across topics and languages.
  • Modern learning management systems now incorporate AI to automate content curation, infer learners’ skills, adapt learning pathways and deliver personalized feedback at scale.
  • AI-generated immersive content enables the creation of lessons, assessments and augmented/virtual reality simulations from simple prompts – lowering production barriers and enabling safe, repeatable practice experiences.

Together, these technologies expand access, enable real-time personalization and support authentic learning at scale. However, they also shift the cognitive and social dimensions of learning, placing greater emphasis on metacognition and AI literacy, as learners increasingly ‘converse with knowledge’. In this context, educators are moving towards coaching and facilitation roles while safeguarding inclusion and educational integrity.

In this rapidly shifting landscape, generative AI has come to the forefront of learning, reshaping how adults direct their own learning and how emerging technologies redefine teaching, personalization and the broader edtech ecosystem. These transformations invite a renewed reflection on how best to effectively deliver the right to education.

A right to education for the generative AI age

UNESCO’s 2021 initiative to evolve the right to education responds to the realities of the twenty-first century. Digitalization has expanded access to learning while exposing vulnerabilities in connectivity, accessibility, data protection and linguistic diversity. The initiative aims to extend the right to education across all ages and learning settings, operationalize the traditional ‘4 As’ (availability, accessibility, acceptability, adaptability) in digital contexts, and introduce accountability as a fifth principle.

Current policy debates focus on enshrining learning continuity, recognizing and validating all forms of learning, treating connectivity and digital devices as guaranteed common goods, embedding digital safeguards, ensuring digital literacy, clarifying rights around adult reskilling, regulating digital provision and protecting vulnerable populations.

The COVID-19 pandemic accelerated digital transformation dramatically. By October 2020, 1.6 billion learners had been displaced and 90 per cent of countries had adopted some form of online instruction. This pivot revealed deep inequalities in access to devices and connectivity, particularly in sub-Saharan Africa, rural areas and among marginalized populations.

Generative AI amplifies the urgency of these challenges. As AI firms increasingly take on the role of education service providers, questions arise about privatization, standards, accountability and the public interest. Safeguarding the right to education demands policy frameworks that promote equity, quality, protection and learner autonomy.

Conclusion

Realizing the promise of AI in education requires intentional design and public governance. Without these, risks include opacity, exclusion and default privatization. To counter this, we must advocate for public AI infrastructure – public algorithms, datasets and learning platforms – to ensure inclusive, equitable and quality learning opportunities throughout life.

The goal is ‘co-intelligence’, combining the best of artificial intelligence capabilities with the best of human intelligence, guided by a rights-based public mission to achieve UNESCO’s vision of lifelong learning for all, as set out in Sustainable Development Goal 4.

Exploring the value of recognition of prior learning: My learning journey at the UNESCO Institute for Lifelong Learning

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Dr May Lim works as an Associate Professor at the Singapore Institute of Technology, serving as an Assistant Provost for Applied Learning. She is also an occupational therapist by profession.

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As a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) earlier this year, I had the privilege of delving into the intricate world of recognition of prior learning (RPL), also known as recognition, validation, and accreditation (RVA) of non-formal and informal learning.  

Understanding RPL

In the context of higher education, RPL acknowledges and gives credit for the skills and knowledge individuals acquire through diverse learning experiences, such as work and training programmes. By bridging the gap between informal learning and formal education, RPL saves time and money, boosts self-efficacy and motivation, and promotes skills-based hiring for better job prospects and career advancement.

Learning from UIL: RVA of non-formal and informal learning

My experience at UIL was eye-opening, offering the opportunity to learn from its extensive work on RVA. This work is particularly relevant for migrants and refugees, who often face significant barriers to accessing formal education and employment.

RVA processes at UIL emphasize the importance of connecting personal learning experiences to qualification and occupational standards. This approach ensures that individuals’ skills are not only recognized but also aligned with industry requirements, making them more competitive in the job market. As Dr Rudd Duvekot, UNESCO Research Fellow, emphasized, it is important to integrate the learner’s voice into both the worlds of learning and work.

Insights from the Icelandic Network for RPL

One of the most enlightening aspects of my journey was learning from the Icelandic network for RPL. Their collaborative approach across universities, guided by the European Guidelines for Validating Non-formal and Informal Learning, was particularly inspiring. The network is dedicated to ensuring that the value of the assessment process lies not only in the outcome but also in the learning that occurs throughout.

The Icelandic network emphasizes three key aspects of learning in the RPL process:

  1. Learning what one knows: Developing awareness of prior learning through reflecting on past experiences and recognizing the skills and knowledge acquired.
  2. Learning what is required in the validation process: Understanding the requirements and standards of the validation process, enabling effective preparation for assessment.
  3. Learning how to present one’s knowledge and skills: Developing the ability to articulate and present competencies, thereby building confidence and skills to showcase one’s abilities.

Tapping into UIL’s network: Learning cites

During my visit to Cork, Ireland, a UNESCO Learning City, I had the privilege of learning from Dr Ciara Staunton, Project Director of the National Recognition of Prior Learning in Higher Education Project. She shared valuable insights into Ireland’s national RPL network and its innovative, coordinated approach to professional development.

I was particularly impressed by their free six-week online course tailored for tertiary education staff. This course not only builds practical understanding of RPL but also awards a ‘digital badge’ upon completion – promoting accessible, validated learning and fostering cross-sector engagement.

In Lausanne, Switzerland, also a UNESCO Learning City, I learned about the robust validation of acquired experience (VAE) system. This enables adults to obtain professional qualifications by compiling a comprehensive portfolio documenting their skills in alignment with the targeted profession’s qualification profile. The portfolio is then rigorously evaluated by a panel of experts. The process – currently available for about 10 professions – offers a structured and supportive pathway for adults to have their prior learning formally recognized and certified. By facilitating formal recognition of workplace skills, the VAE system not only opens up new employment opportunities but also creates clear pathways for career advancement and lifelong learning.

The win-win impact of RVA

The impact of RVA on individuals and families is profound. For migrants and refugees, having their skills recognized can be life-changing. It opens opportunities for education and employment, leading to improved economic stability and quality of life. This, in turn, has a positive ripple effect on families and communities.

From an economic perspective, RVA also benefits industries and countries. By recognizing and utilizing the skills of migrants and refugees, industries can address skills shortages and enhance productivity. This contributes to economic growth and development, creating a win-win situation for both individuals and society.

Reflections on the value of assessment

I realized that the real empowerment in RVA lies not just in validating skills but in the learning process itself. This process encourages individuals to reflect on their competencies, enhancing self-awareness and confidence. By focusing on continuous learning and self-efficacy, RVA fosters a growth mindset, motivating learners to articulate their skills effectively and aiding in career advancement and personal development.

The unfulfilled potential of technology and AI in RPL

The potential of technology and AI in RPL is vast yet largely untapped. At the Singapore Institute of Technology (SIT), we have been piloting AI tools designed to make the RPL process more efficient and scalable:

  • AI tools that help individuals identify their competencies, understand their sources and determine acceptable evidence through reflective questions.
  • Tools that enable individuals to practise articulating their knowledge with a natural-looking avatar, supporting those who are not fluent or confident speakers.
  • AI tools that help evaluators identify key points in portfolios or determine common learning outcomes for mapping to industry training.

While technology can enhance confidence and preparedness for the RPL process, human guidance remains indispensable for making accurate assessment.

Conclusion

My time at UIL was truly enriching, offering valuable insights. I learned that RVA not only transforms lives but also fosters economic and social development. Advocacy for effective processes is crucial for recognizing the skills of marginalized communities. Ultimately, building a more inclusive and equitable education system empowers individuals and drives meaningful societal progress.

Climate champions: How young people are nurturing lifelong learning for climate action

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Young people are playing a crucial role in promoting lifelong learning for climate action, writes UNESCO Institute for Lifelong Learning (UIL) greening communities consultant Katie Jones. Their importance as change agents in various initiatives should be recognized and shows how critical it is that they are fully engaged in efforts to build sustainable communities.

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As a young woman who has been championing the role of Education for Sustainable Development (ESD) in addressing the climate crisis at both the policy and practice level, I am convinced of the transformative power of inclusive learning opportunities for promoting climate action. I am pleased to have been witness to countless initiatives that clearly demonstrate how young people, in particular, are well-placed to act as powerful agents of change, fostering climate learning in a range of spaces – from classrooms to local festivals. We are, and will continue to be, disproportionately affected by the consequences of the climate crisis, inheriting a host of sustainability challenges in our communities. From increasingly extreme weather events to health hazards associated with climate change, we will face a wide variety of difficulties for years to come – at a time when we are witnessing the largest youth generation in history, according to the UN.

Lifelong learning (LLL) is increasingly viewed as a key component of our global mission to tackle the climate crisis and build regenerative communities. This was highlighted at the United Nations (UN) Climate Change Conference (COP 29) last year through the Baku Initiative on Human Development for Climate Resilience – a global commitment aimed at advancing human development and strengthening climate resilience through education and learning. The initiative notes that ‘education is a key enabler for innovative solutions to climate change by ensuring that people are empowered with the knowledge, skills, values and attitudes needed to act as agents of change’ (p. 2). In local communities worldwide, we as young change agents are both promoting and benefiting from inclusive LLL opportunities that foster climate action.

As the UN notes, we are ‘valuable contributors to climate action’. Our creativity, drive and passion for addressing global challenges as lifelong learners are ensuring that we, the youth, are at the forefront of many efforts to fight climate change. This is reflected in our engagement in awareness-raising campaigns, local decision-making structures and non-formal learning programmes.

Across the globe, structures are in place to support us in our efforts as agents of change working towards a greener society. Examples include the UNESCO Youth Climate Action Network, the World Organization of the Scout Movement’s emphasis on protecting the environment and the Youth and United Nations Global Alliance (YUNGA).

In addition to these, inspiring initiatives have been established to equip specific sub-groups of youth to act as changemakers in their communities. For example, the United Nations Framework Convention on Climate Change (UNFCCC) and partners, including UIL, organized a summer camp to equip young educators to confidently teach climate change education in the context of COP 29. Meanwhile, members of the UNESCO Global Network of Learning Cities (GNLC) are advancing tailored efforts to work with us young people to promote LLL for climate action.

Ahead of the Sixth International Conference on Learning Cities (ICLC 6), hosted in Jubail, Kingdom of Saudi Arabia, in December 2024, UIL organized a youth forum. This brought together young changemakers and local government officials from across the globe to explore topics related to LLL for climate action. I was very pleased to have taken part in this event, during which a series of recommendations were made on working with youth to advance awareness-raising campaigns, address climate anxiety and develop inclusive decision-making processes. I was particularly struck by the energy, enthusiasm and commitment of the young representatives participating, as well as by the concrete actions they were already taking in cities worldwide to promote climate action among individuals of all ages. Potential ways forward shared by participants were both creative and innovative, but also rooted in local realities, while demonstrating a clear awareness of key challenges we continue to face.

Recommendations from the youth forum were reflected in the ICLC 6 outcome document, the Jubail Commitment to Climate Action in Learning Cities. This calls for young people to be given ‘spaces and funding for youth-led projects, networks and climate advocacy initiatives’ (p. 3). I firmly believe that such spaces have great scope to help in addressing issues like climate anxiety, by providing arenas for solidarity, exchanging on common concerns and co-creating constructive, action-oriented solutions. It is also worth mentioning that the Jubail Commitment recommends fostering learning opportunities that harness new technologies and align with the communication styles of younger generations – something that is key to engaging with diverse youth groups in communities worldwide.

While working with youth as change agents presents many opportunities, there are also risks. One is the risk of tokenism, whereby collaborating with younger generations is treated as a ‘tick box to be checked’ (p. 7). As a young person myself, I find tokenistic approaches not only frustrating, but also potentially demotivating, in some instances. Consistently involving us young people in decision-making processes, giving us the tools to set up our own climate learning programmes and truly recognizing our value as changemakers are key to avoiding this. We have a lot to bring to the table – including creative, innovative strategies that integrate digital technologies to pragmatic solutions to make climate action more inclusive. In this sense, establishing youth climate councils or youth forums can also be fruitful.

It is also important to avoid placing the entire burden of fostering LLL for climate action on us young people, which could potentially stoke climate anxiety. Intergenerational learning opportunities that engage older learners, younger learners and everyone in between can help to distribute responsibility more fairly.

Finally, in some communities, certain sub-groups of youth may face barriers to accessing climate learning opportunities. Empowering young people from diverse backgrounds to drive LLL for climate action is not just beneficial – it is essential. By implementing targeted outreach strategies, interactive workshops and dynamic learning programmes, we can transform this vision into reality.

Partnering with us as catalysts for change can help to ensure that LLL for climate action is deeply embedded in society. There is a need to act now – the sooner we can all work together effectively through a systemic approach, the sooner our individual actions will add up to drive forward cohesive climate action. By acting swiftly, we increase our chances of saving our oceans, forests, biodiversity, and the ecosystems that depend on them. Equipping us with the knowledge and skills to lead the way will not only strengthen our competencies but also lay the foundation for more sustainable, resilient communities in which we can all work collaboratively to build a regenerative future together.

Museums as lifelong learning spaces supporting connection and dialogue

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Hironobu Shindo (The University of Tokyo Graduate School of Education) reflects on his experiences visiting around 100 museums in Europe during his time as a visiting researcher at UIL. Here, he shares insights into the role of museums in fostering citizenship education and lifelong learning.

© Hironobu Shindo

I’m a Japanese researcher on lifelong learning and museum studies. In 2024–2025, I had my first long-term experience abroad as a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, Germany. The city’s openness, rooted in its history as a port, provided a warm and engaging environment for exploration – both academically and culturally.

My research examined how lifelong learning and museums can contribute to a more engaged and democratic society. I view cultural activities like museum visits as essential elements of lifelong learning.

Japan adopted UNESCO’s ideas of lifelong learning early on, but their application became highly influenced by the country’s era of rapid economic growth, leading to a focus on market-oriented leisure activities. Consequently, lifelong learning is often seen more as a leisure activity than an essential social infrastructure. This has led to lower levels of public support compared to school education, for example, as well as limited participation among the busy younger generation and reduced emphasis on social and political issues.

What drew me to UIL was its ongoing commitment to humanistic values, such as human rights and democracy. While reading Maren Elfert’s book on UNESCO’s history of lifelong learning, I recognized the importance of reconnecting lifelong learning with its original ideals.

A key concern in Japan is the limited space for political discussion in public educational spaces, including museums. Attempts to address controversial topics often face backlash. A notable example is the 2019 Aichi Triennale, where an exhibit featuring a statue of a ‘comfort woman’ triggered online hate and led to the exhibition’s closure. Such incidents reflect a societal resistance to engage in politically charged discussions, which is problematic in a democratic society. At the same time, Japan struggles with low voter turnout and online misinformation, posing urgent challenges for citizenship education.

Germany, by contrast, places greater emphasis on political education – a priority shaped by its history. I wanted to learn how this is reflected in its museums and educational institutions. I began by reviewing literature at UIL and visiting museums across Germany and other parts of Europe.

One crucial insight came from Making Lifelong Learning a Reality: A Handbook, published by UIL, which argues that lifelong learning should serve as a participatory trigger rather than a lofty, idealized concept. It also underlines the important role cultural institutions play in this process. These ideas reaffirmed my belief that lifelong learning must extend into civic and cultural engagement.

Another philosophical perspective that stood out to me was Bildung, often understood as self-formation through cultural and intellectual experiences. At The Future of Bildung in the Nordics conference in Sweden in March 2025, I learned how countries interpret this idea differently. Professor Christoph Wulf at The Free University of Berlin described Bildung as ‘recreation’ – an ongoing process of self-renewal shaped by both internal reflection and external interactions – an idea closely tied to cultural learning.

During my stay, I visited around 100 museums in 20 cities. This helped me realize that museums are more than spaces for passive observation – but they can (and should) act as hubs for connection and dialogue.

At a special exhibition in the BallinStadt museum in Hamburg, historical events like the fall of the Berlin Wall were depicted using Playmobil toys. These familiar objects made complex histories accessible and personally relatable, especially to younger visitors. Migration museums in Bremerhaven and Paris encouraged visitors to think critically about migration as both a historical and contemporary issue, often through open-ended questions or designated debate spaces.

At the Neuengamme Concentration Camp Memorial in Hamburg, one exhibition focused not just on the Second World War, but also on post-war right-wing violence in Germany. This showed how museums can address difficult political histories in ways that inform and engage.

In many museums, I noticed little connection to the local community. However, at the MARKK museum in Hamburg, I participated in a community cooking event last summer which left a strong impression on me. Through these experiences, I came to see museums as platforms for connecting past and present, objects and people, and individuals to broader social debates. To fully realize the potential of museums – and lifelong learning as a whole – they must be seen as active contributors to democratic life. As education becomes increasingly market-driven and individualized in our digital society, lifelong learning through museums should act as a space for open and critical dialogue.

Lifelong learning lessons from Cork

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Dr May Lim, Associate Professor and Assistant Provost for Applied Learning at the Singapore Institute of Technology, is currently a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL). Here, she shares her reflections on the 2025 Cork Lifelong Learning Festival, highlighting how the experience broadened her perspective on what learning can look like across communities and contexts.

© May Lim

Having heard so much about the Cork Lifelong Learning Festival, I was eager to explore its diverse programme. I was impressed by the extensive range of activities and the strong spirit of collaboration it showcased. From a bat walk led by an ecologist to career workshops focused on employability, the city appeared to truly embody UNESCO’s definition of lifelong learning. As someone who has often associated learning mainly with acquiring knowledge and skills for education and work, my experience in Cork challenged this narrow view in a positive way. Continue reading →

Education across borders: Seventy years of the International Review of Education

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As the UNESCO Institute for Lifelong Learning (UIL) launches an online exhibition to celebrate 70 years of continuous publication of the International Review of Education (IRE), editor Paul Stanistreet considers the significance of the anniversary and explains how UIL plans to mark it

Fifty years ago this month, in March 1955, the UNESCO Institute for Education (UIE) published the first issue of a new journal, the International Review of Education.

Founded in Hamburg in 1952, UIE, under the directorship of Walther Merck, Professor of Comparative Education at the University of Hamburg, was mandated to “establish contacts between educators in Germany and other countries … without prejudice arising from national, racial or cultural differences” and “to participate in the work of UNESCO … to maintain peace in the world and to carry out educational programmes for international understanding”.

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Third places: Where democracy and inclusion come to life

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UIL Library volunteer Josefine Sandwall reflects on the importance of ‘third places’, drawing from her personal experience as a ‘book’ in a Living Library.

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Human connection is at the heart of our lives and societies. Being part of an inclusive community – where we engage with diverse perspectives – shapes not just who we are as individuals, but also how we see the world. It influences our values, beliefs, and even political opinions. When nurtured in a democratic space, these connections help build a more inclusive world.

‘Third places’ help to facilitate this process. These spaces create opportunities for social interaction, open dialogue, and meaningful participation in democratic discussions and events. In an age of social isolation and digital polarization, they allow for face-to-face interaction, breaking down stereotypes and assumptions.

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A right to education for all: Unlocking potential behind bars

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As we mark International Day of Education, Daniel Baril looks back at the Montreal International Conference on Education in Prison, held last October, which presented an inspiring vision for the future of prison education. Drawing on his closing remarks, he emphasizes the profound ways in which prison education upholds the universal right to education, ensuring inclusivity for all.

© Thai Department of Correction

Education in prison is not merely a tool for social rehabilitation but a fundamental human right. At the Montreal International Conference on Education in Prison, this central message resonated as speakers emphasized the necessity of recognizing incarcerated people as rightful holders of this right. Access to education in the prison environment, often characterized by exclusion, must be re-examined through this human-rights lens.

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Investing in people and the future: A model for development and sustainability

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In the latest in our series of blog posts on climate action in learning cities, published to coincide with the Sixth International Conference on Learning Cities, Talea Abdullah Al-Asmari explains how lifelong learning is critical to his city’s approach to climate action

© Jubail Industrial City

The concept of lifelong learning is closely linked, in the modern context, to social and economic development. It forms the cornerstone of innovative and sustainable societies. Jubail Industrial City in the Kingdom of Saudi Arabia is an example of a city that has fostered this kind of integrated, collaborative approach. Through various strategies, partnerships and alliances, Jubail has made lifelong learning an essential component of its development plans, focusing on enhancing human capital and equipping people with the necessary skills to keep pace with ongoing global changes.

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