1. Introduction

On September 9th, 2025, Tunis hosted a National Conference on Adult Learning and Education (ALE). Organised by DVV International, the conference was held as part of the Adult Learning and Education Days and on the occasion of International Literacy Day.

Conceived as a space for dialogue and strategic reflection, the conference brought together representatives of public institutions, civil society and universities, as well as national and international experts. Its objective was to strengthen the recognition of ALE and lifelong learning (LLL) as essential levers for social cohesion, inclusion, sustainability, and civic participation, in a context shaped by digital, climate, economic, and social transitions.

This momentum was further consolidated on October 29th, 2025 through a reflection workshop dedicated to analysing and operationalising the outputs of the conference, thus marking a key step in moving from strategic reflection to the structuring of cooperation among stakeholders.

2. The National Conference of 9 September 2025: Thematic Axes and Key Outcomes

2.1. Three thematic axes

The conference was structured around three complementary axes:

1. The national context of ALE and comparative experiences, through presentations of organisational and legislative frameworks in several Arab and North African countries;
2. Innovative pedagogical approaches, highlighting participatory methodologies and tools adapted to local contexts;
3. The strategic role of ALE in addressing contemporary challenges: climate change, digital transition, social inclusion, employability, and sustainable development.

2.2. Key lessons and recommendations

The discussions led to several strong messages:

• ALE must be conceived as a central component of lifelong learning, in line with UNESCO reference frameworks and the Marrakech Framework for Action (2022);
• ALE policies have greater impact when they are contextualised and rooted in local and territorial realities;
• Participatory approaches strengthen ownership, autonomy, and the sustainability of learning outcomes;
• Multi-stakeholder coordination (public institutions, civil society, universities, private sector) is a key condition for coherence and effectiveness;
• ALE concerns all segments of society, beyond traditionally targeted groups.

The thematic workshops also identified cross-cutting priorities: digitalisation, green transition, education in the face of climate change, social cohesion in crisis contexts, and strengthened cooperation.

3. The Reflection Workshop of October 29th, 2025: Translating Conference Outcomes into Cooperation Mechanisms

3.1. Objective and approach

The workshop held on 29 October 2025 in Tunis aimed primarily to revisit the recommendations of the September 9th conference and to conduct a collective reflection on concrete areas and formats of cooperation among stakeholders within the ALE/LLL ecosystem in Tunisia.

3.2. Workshop outcomes

Group work enabled the structuring of an initial cooperation architecture around priority areas and operational mechanisms:

• ALE/LLL governance and national strategy
  • Areas: legal framework, professionalisation, empowerment, inclusion
  • Formats: Steering Committee (COPIL), thematic technical committees, agreements, institutional anchoring under the auspices of the Higher Council for Education and Teaching
• Curriculum, approaches, and capacity building
  • Areas: exchange of good practices, research, convergence of approaches, monitoring–evaluation–research, tools and spaces
  • Formats: COPIL and specialised technical committees
• Innovation, digitalisation, and openness
  • Areas: digitalisation, sustainable development and climate change, networking, interculturality
  • Formats: digital platforms, applications, webinars, guides, and manuals

The workshop thus enabled a shift from a list of recommendations to a structured vision of collective implementation modalities.

4. Current Situation and Ongoing Momentum

Following the national conference and the reflection workshop:

• An inclusive national momentum around ALE/LLL is clearly underway;
• Thematic and cross-cutting priorities have been identified and shared;
• There is consensus on the need to align national policies with international reference frameworks while ensuring contextualisation;
• An initial governance and cooperation architecture has been defined, though it still requires formalisation;
• Tools and levers already exist (networks, experiences, the MOJA platform), but require consolidation and coordination.

5. Perspectives and Next Steps

The next steps identified on the basis of both processes are as follows:

• Formalise governance mechanisms (COPIL, technical committees) and their mandates ;
• Develop a short- and medium-term national ALE roadmap with clear operational priorities;
• Harmonise concepts and reference frameworks, adopting a human rights- and inclusion-based approach;
• Establish a monitoring, evaluation, and data production system to inform public policies;
• Deploy concrete cooperation tools (guides, platforms, webinars) and strengthen institutional partnerships;
• Sustain the momentum through regular follow-up and knowledge-sharing meetings.

6. Regional Perspective: GRALE 6 and Arab Cooperation

Building on the national momentum initiated in Tunisia, the regional dimension represents a key lever for strengthening policy coherence and embedding ALE priorities within a broader framework of cooperation. In this context, the Regional Arab Workshop on GRALE 6 will be held in Tunis on 28–29 January 2026, co-organised by the UNESCO Institute for Lifelong Learning (UIL) and DVV International, under the theme: “Better ALE data for better ALE governance and policy.”

This regional workshop will contribute to the Sixth Global Report on Adult Learning and Education (GRALE 6) by emphasising the importance of reliable and comparable data to improve governance and public policy-making in ALE. It will provide a platform for dialogue among government representatives and civil society organisations from Arab countries, fostering the exchange of experiences, the identification of shared priorities, and the strengthening of regional networks.

Directly linked to the conclusions of the national conference of September 9th and the reflection workshop of October 29th, 2025, this meeting will help connect national dynamics with global processes, strengthen regional cooperation, and highlight the contribution of Arab countries to international debates on lifelong learning.

Conclusion

The sequence comprising the national conference and the reflection workshop marks a structuring milestone for Adult Learning and Education in Tunisia. It paves the way for more coordinated collective action, grounded in data, strong partnerships, and a shared vision of lifelong learning as a right, a public policy, and a societal project.