Last 8 and 9 September 2021, the Ministry for Education, Science and Sports of the Republic of Slovenia, together with the UNESCO Institute for Lifelong Learning (UIL), co-organised a European regional consultation in preparation for the Seventh International Conference on Adult Education (CONFINTEA VII). Drawing on a variety of perspectives from a broad range of stakeholders working in the field of Adult Learning and Education (ALE), the interactive virtual conference aimed to take stock of ALE developments, trends and challenges in Europe, and to identify forward-looking recommendations with a focus on ALE as the resilient response to future challenges. 

The overall goal of the meeting was to share and foster understanding of key common issues, innovations, challenges and forward-looking strategies, and to develop recommendations to renew the European vision in the field of ALE, which will feed into both the new Council Resolutions on the New European Agenda for Adult Learning and the preparations for CONFINTEA VII.

We attended the conference with great interest and present a summary report for all the EPALE users here below. More information about the programme and the speakers is available on the official webpage https://conference-ale.eu.

INTRODUCTION

The conference took place online and consisted of two separate but interconnected components, spread over two consecutive days.

The first day was dedicated to the analysis of the ALE situation in the EU countries; relevant achievements and challenges were examined, also taking note of the COVID-19 crisis and its specific impact on the practice of ALE.

The following day saw an analysis of the situation of ALE in the UNESCO region of Europe and North America, in accordance with the framework applied for all consultations of the regions and sub-regions included in CONFINTEA VII. The working groups developed a set of recommendations on the further development of the ALE.

HOW IT WENT

Day 1

The conference began with discussions on the new report on Adult education and training in Europe: Building inclusive pathways to skills and qualifications, which was published earlier this month by Eurydice.

This was followed by debates on the situation of ALE at a European level, and the essential needs to be addressed in order to achieve a better implementation of it in all EU countries.

Speakers noted the need to expand ALE coverage in European projects. Currently, most of the projects carried out focus on skill development or on educational training. The proposal was that, in the future, more emphasis should be placed on the social education of adults, from the perspective of involvement in civic activities, environmental issues and last but not least, on their mental and social adaptation to changes generated by new technologies. It was strongly recommended that there be a focus on long-life learning strategies (reintegration, awareness of social issues, etc.) for sustainable development of ALE.

The need for a stronger and more structured orientation and guide of ALE at an EU level was also discussed. One which could support organisations involved in the implementation of projects in this field, to better understand the elements to be achieved in the training process. By the end of the process, the participants must have all the necessary knowledge for professional and social integration.

There were further discussion sessions on the following different topics:

1. Adult Learning and Education for future life and work

2. Twin transition in Adult Learning and Education

3. Awareness raising & guidance outreach activities in Adult Learning and Education

4. Demography and migrations in Adult Learning and Education

ADULT LEARNING AND EDUCATION FOR FUTURE LIFE AND WORK

Europeans are currently facing a number of substantial challenges. The digital revolution is transforming the world of work, private lives and societies. Climate change is affecting us in various contexts, while an ageing population and global migration have far-reaching effects on our societies. Youth and adults are confronted with a growing need to understand and shape various transformation processes.

The main topics addressed to the group were:

1. How can citizens be empowered to deal with the multiple transitions?

2. What needs to be done to support a learning culture which recognises the importance of ALE and its contribution?

3. Who and what level is responsible? What can be done at a European level to promote more ALE?

4. How can we ensure good quality ALE for all? How do we define “good quality”?

The important points were:

• Transitions
• ALE as a concept and as a culture
• ALE as a key part in the overall LLL and common responsibility
• Focus on and support for all types of learning
• UNESCO: 5^th pillar to be added – learning to become and transform
• Inclusive and empowering approach
• Climate change – better link environmental and education, training and skills policies.
• Sustainable funding and institutions are needed
• Investing in adult learning
• Engaging stakeholders and civil society
• Active citizenship is a must

TWIN TRANSITION IN ADULT LEARNING AND EDUCATION

The twin transition pushes for new methods, ideas and tools that address how we can learn and how, as learners, we can help others to learn.

The main topics addressed to the group were:

1. Main factors needed to support ALE in the near future

2. Understanding of green and digital transition in adult learning

3. Most urgent changes needed in adult learning in order to cope with the demand of the dual transition.

The important points were:

• Accelerated digital transformation in ALE

• Anticipating future needs of learners choosing the right format

• Well-considered design and support for learning platform

• Information system with all data relevant for the potential participants

• Educate and train adults to use digital tools

• Digital changes call for adapting materials, approaches and resources

• Planning the relevant skills and ALE provision should involve companies and trade unions

• Main factors needed to support and improve ALE

• Green transition is a priority and necessity

• Urgent change in the field of skills and digital literacy

• Ensuring conditions for digital (blended, hybrid) learning

• Innovations in learning pathways, new educational approaches

• The impact of digital transitions is visible also in green transitions.

AWARENESS RAISING & GUIDANCE OUTREACH ACTIVITIES IN ADULT LEARNING AND EDUCATION

In order to provide adult learning and education, and especially up-skilling and reskilling, additional efforts are needed. Awareness raising can present available learning opportunities but more generally, benefits of learning for adults. Guidance and counselling are necessary for potential learners to understand what they can or should learn and where to find the opportunities. Finally, outreach activities are meant to reach out to people who normally do not participate in learning and/or come from vulnerable groups. All these activities are needed to increase participation and motivation and to reach potential learners. During the workshop we will look at good practices and recommendations on how such frameworks for ALE can be developed, implemented and improved.

The main topic addressed to the group was:

1. How do learners find ‘us’(ALE) and how do we find them? Especially the ones who are the hardest to reach!

The important points were:

1. Reaching out to potential learners

   • Including learners’ voices

   • Finding new learning environments

   • Increasing diversity in adult education and using learners as mentors

2. Awareness raising for ALE

   • Organising learning festivals

   • Showcasing learning opportunities, highlighting the value of learning

   • Underlining benefits of learning

   • Using learners’ best advocates for learning

   • Adapting best practices from other countries and tailoring them

3. Set up guidance and counselling systems

   • Setting up and supporting low-threshold guidance and counselling systems

   • Connecting this system with others services – social health, etc. via engaging providers and NGOs

   • Professionally trained Counsellors

   • Setting up coherent lifelong learning systems through validation and recognition

4. Good general conditions:

   • Prioritising and investing in adult learning

   • Inter-sectoral(whole-of-government) approach (education linked with labour, social affairs, culture, health, etc.)

   • Partnership/networks at local, regional, national and EU level

   • Strengthening non-formal adult learning structures

DEMOGRAPHY AND MIGRATIONS IN ADULT LEARNING AND EDUCATION

Healthy and active ageing and migration are not two isolated islands on the EU map of present and future challenges. They are closely connected with the green and digital transition and other transformation processes currently being faced by our society. We believe that ALE is the right approach to empower people with the necessary knowledge, skills and competences for the future. Vulnerable groups are in no way excluded, even if they have low levels of skills, low motivation and negative educational experiences.

The main topics addressed to the group were:

1. What are the features and deliverables of effective adult learning within the lifelong learning education system?

2. What are the difficulties for older persons and migrants when it comes to benefiting from adult learning offers and how can the main obstacles be overcome?

The important points were:

• Ways of arousing interest and keeping curiosity and motivation during lifetime

• Encouraging cooperative endeavours

• Validation of prior knowledge

• Aligned understanding of who elderly learners are perceived as

• Difficulties and obstacles for older people

• The important and significant role of civil society in building learning culture

• The importance of self-value and self-confidence of everybody

• Life skills are about social inclusion.

CONCLUSION OF DAY I

EPALE (Electronic Platform for Adult Learning in Europe) was presented at the end of the first day and its new version was presented with the many new services and tools for adult education professionals.

Afterwards, the closing remarks focused primarily on the topic of “How to support adult learning and education in order to achieve skills for better life”, as well as on its main challenges, such as: trying to increase participation in ALE, the possibility to be flexible and fit to what adults want and empowerment (caring about those who cannot access education). The main improvements to be achieved are: to enhance partnerships and collaboration between organisations, including governments and civil society organisations, with the ultimate aim of developing smart skills in the adult population.

Day 2

At the beginning of the day, starting from the conclusions of the previous day, a set of 10 ‘commitments’ was presented as the basis for drafting a conference declaration:

1. Building a learning culture to boost ALE

2. Inclusion and democracy

3. Knowledge and skills for life and work-formal, non-formal and informal learning

4. Digital and green transition

5. Governance and partnership

6. Quality and innovations

7. ALE professionals

8. EU target and indicators, need analysis

9. Funding and sustainability systems

10. International cooperation and mobility.

The main focus of the day was on European Regional Preparatory Conference for CONFINTEA VII, and the main activity consisted of dividing the participants into 6 discussion groups according to the different regions of Europe, and asking them to answer a set of questions that give a picture of the situation of ALE in each region. The questions were:

1. What is the current situation of ALE - including the main achievement -  in your country (with reference also to COVID-19 response and recovery)?
2. What are the key challenges facing ALE policy and practice in your country?
3. What are the 3 key recommendations which should be submitted to the deliberations at CONFINTEA VII (to be reflected in the European and North American regional outcome document.)

In the following table the answers for each European region group.