The research evidence and the data analysis demonstrate that adults need to be made aware of learning opportunities in order to improve their disposition to learning. Providing adults with information about learning is associated with an increased participation rate. However, providing potential learners with information is made more effective if they are made aware of the benefits arising from participation. One of the main reasons given by adults for not participating in learning, as presented in the data, is a lack of motivation. The research evidence showed that where adults were made aware of the benefits arising from work-related learning (especially in terms of reskilling and upskilling), there was an increased likelihood of an increased participation rate. Effective strategies to raise awareness about learning, as identified by the case studies, include the use of public employment services and media promotion campaigns.

Providing targeted guidance to adults about learning opportunities and promoting the acquisition of career management skills are effective policy actions to increase participation in learning. The research evidence demonstrates that adults who have participated in learning highlighted the importance of a guidance system in improving their disposition to learning because it assisted them in identifying relevant learning opportunities. Providing guidance for learners about relevant learning opportunities ensures that learners are clear on the specific benefits arising to them from learning. It can also provide information on support for learners to overcome barriers to learning. Guidance is particularly effective when it is tailored to address individual adults’ personal and professional circumstances, is progressive and encourages the acquisition of career management skills. This is supported by the case study evidence.

The evidence demonstrates that social partners (not just employers) play a significant role in increasing participation in learning and expanding the existence of a “learning culture”. The phrase “social partners” is used in different contexts in different Member States, but usually includes employers, trade unions and other professional groups representing sectoral interests. The research evidence and the case studies suggest that the roles that social partners have in the adult learning system are wide-ranging. This role is broader than just recruitment of learners to learning (as demonstrated by the research evidence on the role of employers) and also includes the design and promotion of adult learning strategies (as presented in the evidence from the case studies). The need for this broad role to be reflected in the building block was also supported by feedback from practitioners.

The research evidence demonstrates that a significant determinant in remaining in learning is previous participation in learning. Adults’ experience of learning is important, as it will influence their likelihood of future participation. As evidence from Portugal showed, previous negative learning experience can dissuade learners from participating in further learning. The research evidence and the case studies demonstrate that tailoring introductory learning experiences (especially for hard-to-reach adults) is important in attracting adults to participate in learning, and, importantly, encourages them to continue to learn.

Employees’ participation in learning and their acquisition of skills and competences is increased when funding is provided to assist employers with the cost of training (direct and indirect). The form that this funding takes differs from country to country. The evidence suggests that the most effective from is direct funding to employers, through a subsidy or a grant.

Using externally accredited and nationally recognised qualifications, such as those provided as part of vocational training programmes, are effective in increasing participation in adult learning. The research evidence shows that such courses that award externally accredited qualifications are more effective in improving outcomes for employers and learners in terms of productivity and wages. As externally accredited qualifications also result in improved employability for workers, this can also contribute to a “spillover” benefit for the economy.

The research evidence demonstrates that formal work-based training programmes are effective in increasing productivity and improving the skills and competences of workers. This is because of the role of employers in designing such training programmes, but also the speedier application of the skills that are learned. Promoting work-based learning is thus an effective way of increasing participation but also delivering outcomes for learners. Evidence from the case studies shows how linking funding for employers to support training with a role for them in designing training programmes is effective (as in the Netherlands) in promoting provision of work-based learning.

Funding learning opportunities leads to increased participation. Evidence from the case studies and evaluation of ESF programmes demonstrates that funding of learning is necessary to increase the participation of adults who are unemployed, inactive and have low skills. In addition, the funding of learning for the disadvantaged has been shown to help them overcome the financial barriers they face in participating in learning. This need to support learners in overcoming situational barriers to learning was highlighted by respondents to the consultations and in meetings of the Adult Learning Working Group as an important policy action in improving access for all.

Targeted guidance and access to tailored support programmes to assist adults to overcome situational barriers to learning are particularly effective in increasing participation. Adults in difficult-to-engage groups can face additional barriers to learning. The research evidence suggests that such adults require additional policy interventions in overcoming those extra barriers, which makes this building block distinct from Building Block 1.2. because this building block also includes extra support, besides guidance, which learners in these difficult-to-engage groups might require, such as social services and health support (including mental health).

The research evidence suggests that recognising prior learning plays an important role in recruiting learners (especially those with little or no experience of learning in the past) but also leads to increased levels of competences and skills. This is also supported by evidence from the case studies that suggests that providing such a recognition scheme is important in matching learners’ needs to available learning and training.

The research evidence highlights the important role of intermediary organisations (such as community groups and charities) in recruiting underrepresented groups to learning. It shows that such groups are effective at recruiting adults, especially those from disadvantaged backgrounds to learning. This building block is distinct from the Building Block 1.3, because of the specific groups targeted by this policy action. It is also distinct from the overall design and planning roles identified for social partners in Building Block 1.3.

Including literacy and numeracy in adult education programmes is effective in engaging and retaining learners, as well as facilitating their progression onto other opportunities. The research evidence demonstrates that embedding literacy and numeracy skills into learning programmes plays an important role in attracting learners who would not otherwise participate in learning opportunities. There is also evidence that when those with literacy and numeracy difficulties participate in learning programmes of this type, they benefit more than average than other participants do.

Analysis of the data demonstrates that needs and motivations of learners are important factors in the decision to participate in learning, especially if learning job-related. Designing learning opportunities to respond to learners’ needs makes the prospect of participation in learning more attractive. The research evidence shows that where learning opportunities correspond to learners’ needs (or where they are given the flexibility to choose learning opportunities suitable for them), they are more likely to participate in learning. Evidence from the case studies supports this. It also shows that involving representatives of learners in planning and design of provision is a useful method of understanding learners’ needs and designing learning opportunities appropriately.

Ensuring that the provision of adult learning reflects labour market demands is important. Key Success Factor 2 established the importance of the employer’s role in adult learning. This building block focuses on ensuring that provision is responsive to employers’ current and future needs. Examples from the research evidence show that where local educational providers align their provision with the requirements of local employers, this results in higher participation and better outcomes for learners and employers. This alignment can be done on a local, regional or national level as demonstrated by the case study evidence. This building block complements building blocks 1.3 and 2.3 which show that involving employers in the design of training programmes is effective in making learning relevant to working life.

Evidence from the case studies suggests that encouraging flexibility in how learning is delivered is important in helping adults overcome barriers to learning they may face. Surveys of adult learners have identified the existence of personalised programmes of study have been identified as being important incentives to attract them into learning. Feedback from practitioners has flexibility of delivery as an important factor in making learning attractive to learners, especially in relation to technological flexibility and distance learning. Feedback from practitioners also emphasised the importance of encouraging innovation in the delivery of learning to support development of more flexible forms of delivery.

While there is little evidence that suggests that the introduction of a qualifications framework has an effect on the level of participation, there are features of qualifications frameworks that are important in facilitating retention of learners. In the context of adult learning, feedback from practitioners and analysis of the policy literature suggests that the existence of progression pathways across higher and further education as a part of a qualifications framework play a role in attracting learners into learning and also encourage investment in learning from employers. Evidence from the case studies suggests that such permeability provides an incentive to learners to gain qualifications and progress on to further learning.

The limited evidence relating to quality assurance and adult learning from the research literature suggests the introduction of quality assurance has some positive impact on the quality of adult learning. This was corroborated by evidence from the case studies which suggested that introduction of such quality control frameworks had an indirect effect on participation. In addition, given the priority afforded to quality assurance as part of the European agenda on adult learning, feedback from practitioners indicated a need to reflect this policy action as part of the framework.

While there are few research studies which evidence the impact of teacher training in adult learning, a few of the case studies suggest that successful policy actions require an adult learning workforce which has continuing professional development if not also experienced initial teacher training. The feedback from practitioners emphasised the need to ensure that those involved in adult education were sufficiently qualified. In addition, the need to ensure that those involved in adult education availed of continuous professional development was highlighted by most practitioners.

The evidence from the case studies suggested that coordinating adult learning strategies and policy actions at national level assists in the better alignment of adult learning with other government economic and social policies.

Aligning policies and institutions who fund and provide adult learning at a local level can increase participation, as well as improving the overall quality of the provision. This is particularly relevant for larger countries, where sub-national alignment is important to ensure effective implementation. The research evidence provides examples of where local alignment of policies and stakeholders is not only effective in increasing participation but also in terms of improving outcomes for learners.

While there is little evidence suggesting that collecting data and reviewing policies to assess what is effective plays a role in increasing participation, the policy literature advocates a systematic approach to monitoring and review of policy actions. This is crucial in determining whether a policy is effective in achieving its desired outcomes and impacts. This is something that is echoed by practitioners and policy makers, especially in those Member States where no such knowledge base exists.