Flexible Learning Pathways for Gender Equality


Flexible Learning Pathways
Flexible Learning Pathways have recently become mainstreamed in adult learning policy, thanks notably to the Council Recommendations on “Individual Learning Accounts” in June 2022. and the Council’s 2022 “Recommendation on a European approach to micro-credentials for lifelong learning and employability”. According to UNEVOC (UNESCO), Flexible Learning Accounts (FLPs) are “an umbrella concept that involves multiple well-designed learning pathways that meet the needs of diverse students, with multiple entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education.” Flexible Learning Pathways include self-paced learning paths, personalised learning paths, individual learning accounts, blended learning and shorter learning paths (including micro credentials).
Flexible Learning Pathways could be a tool to help combat gender-related issues in uptake of adult learning courses. The European Pillar of Social Rights Action Plan sets a goal for 60% of adults to participate in training annually by 2030. While this is a shared target for all Member States, achieving it requires a gender-sensitive approach to address persistent gender-based inequalities in education, training, and employment.
Currently, significant gender disparities exist in enrollment, participation, and employment, often varying by sector. For example, women are overrepresented among graduates in education, health, and social work but account for only 13% of graduates in STEM vocational education and training (VET), according to the European Institute for Gender Equality. Studies show that women in Europe engage in adult education, particularly informal programs, at higher rates than men. However, this higher participation does not translate into equal employment outcomes. In 2019, the employment rate for men in the EU was 79.0%, compared to 67.3% for women, reflecting a significant 11.7% gap, as noted by the European Commission.
What are the barriers to gendered participation in adult learning, and how can we overcome them? How can Flexible Learning Pathways help with gender equality in adult education?
Flexible Learning tools in the toolbox: Zoom in on microcredentials
The EAEA Gender and Adult Learning Report (2020) highlights some observations which are key to understanding how adult learning represents gender sensitivities in society:
- Men are more likely to participate in adult learning for professional and economic reasons.
- Women are more likely than men to participate in community life around adult education opportunities.
- Those parents who do more unpaid reproductive work – average more women than men – should have correspondingly better access to learning opportunities as well as procedures to validate their skills and knowledge.
To combat some of the above-mentioned gendered aspects to education, the UNESCO strategy for gender equality in and through education 2019-2025 calls for “better teaching and learning practices to empower” to combat such bias in the learning world. Among the recommendations are suggestions to ensure that learners receive individuals mentoring, guidance and learning options, as a means to reduce gender bias. In this way, Flexible Learning Pathways can combat gender differences in adult learning through focusing on the personalised individual needs, and recognising skills and experiences from all.
Micro-credentials, along with Individual Learning Accounts, are another flexible learning tool that has gained attention in the EU’s narrative of skills provision. The Council’s 2022 Recommendation on a European approach to micro-credentials for lifelong learning and employability supports the development and recognition of micro credentials as a flexible and targeted way to help people develop their skills and competences. The Recommendation supports the vision of micro credentials to “foster inclusiveness, access and equal opportunities” (Council, 2022).
In recent years, there has been a notable increase in policies and initiatives supporting micro-credentials (European Commission, 2020). On September 30, 2020, the European Commission outlined its vision for establishing a European Education Area by 2025, accompanied by concrete measures across six key dimensions. Prominently, a European approach to micro-credentials plays a crucial role in advancing the second dimension focused on inclusion and gender equality.
During the Gender Equality Task Force event in October 2023 (co-organised by EAEA, EARLALL and EfVET) on Microcredentials as a regional ALE strategy: ensuring equality in the green transition?, Liisa Metsola, Development Director at the LIVE Foundation Finland, highlighted some of the ways that micro-credentials foster inclusiveness, including;
- Targeted supports for individuals;
- Customised learning pathways;
- Lower threshold access due to lower cost and time commitment;
- Flexible pace of learning adapted to different life responsibilities.
The learner-centred aspect of their design could offer a solution to overcome three main barriers to lifelong learning and upskilling: time, money and motivation. Gender issues are prevalent in all three barriers, as care responsibilities, wage gaps, time constraints and working patterns can depend on gendered roles in society.
Is flexibility the magic bullet for gender equality in adult learning?
Flexible Learning Pathways (FLPs) hold significant potential to advance gender equality in adult learning. Micro-credentials, in particular, exemplify the inclusivity of FLPs. These short, targeted programs allow learners to acquire specific skills and competencies with minimal time and financial investment. For women, who often juggle unpaid domestic work alongside professional aspirations, this flexibility can be transformative. FLPs also promote the recognition and validation of informal and non-formal learning, which is vital for women who have acquired valuable skills outside traditional education settings. These approaches can empower women by valuing their lived experiences and translating them into formal qualifications.
However, FLPs alone are not a “magic bullet.” Achieving gender equality requires a comprehensive strategy that combines flexible learning options with broader systemic changes, such as workplace policies that support lifelong learning and equitable access to childcare. Additionally, gender-sensitive outreach and mentoring are crucial to ensure women are aware of and can fully benefit from these opportunities.
In conclusion, while FLPs and tools like micro-credentials are promising, their success in promoting gender equality depends on addressing the broader structural inequalities that persist in society and the labour market.
Read other EPALE articles with similar topics:
- EPALE Event (speaker from the Gender Equality Task Force): Gender equality and adult learning - and beyond | EPALE
- Global Gender Gap Report 2024
- Gender Differences in STEM
- Individual Learning Accounts to increase accessibility in adult education
Flexible Learning Pathways,…
Flexible Learning Pathways, like micro-credentials and Individual Learning Accounts, offer promising solutions for gender equality in adult education by providing accessible, flexible, and personalized learning opportunities. However, their success depends on addressing broader systemic barriers such as childcare access, workplace policies, and gender-sensitive outreach.