chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text

Epale - Europos suaugusiųjų mokymosi elektroninė platforma


EPALE discussion: How to ensure optimal inclusion in adult learning on the provision and policy levels?


/en/file/inclusion-adult-learningInclusion in Adult Learning

Inclusion in Adult Learning


As part of our March focus, EPALE is organising a written discussion on how to ensure inclusion in adult learning and what makes for an inclusive adult learning provision.

The discussion will take place on this page on 22 March at 10:00 CET and will be moderated by EPALE Thematic Coordinator Simon Broek and Ellen Boeren from Edinburgh University. Don’t miss the opportunity to share your views and experiences with the EPALE community on any of the following topics:

10:00-12:30 CET

Solving inequality on the level of adult learning provision:

  1. What types of inequality do you see related to adult learning (educational background, social status, age, digital divide, migration status etc.)?
  2. What do adult learning professionals need to know and do to offer inclusive provision?
  3. How should inclusive adult learning be organised and offered?

Discussion left open during lunch interval

13:30-16:00 CET

Solving inequality on the policy level:

  1. How to ensure that adult learning systems are optimally accessible for those who need them the most?
  2. What barriers exist and how can they be overcome?
  3. What recommendations would you give to policy makers who design and implement adult learning policies related to the Upskilling Pathways initiative?

 **Comments are now open. To see the latest comments, click the 'Refresh comments' button.

Share on Facebook Share on Twitter Epale SoundCloud Share on LinkedIn
Refresh comments Enable auto refresh

Rodoma 21 - 30 iš 246
Ellen Boeren portretas
yes, it can prevent that certain adults have to start from scratch. Nevertheless, the question is how good this system will work? E.g. we know that many migrants have difficulties in having their foreign qualifications being recognised in new country contexts? Do we have good systems in place these days to deal with this situation?
Christine Bertram portretas
There is a whole issue around learning how to learn... but to get to that stage, you need to get people through the door first... how could policy support that better? Or do we need to look elsewhere (the learners directly) to address this issue?
Maria Manuel Mano Casal Ribeiro portretas
Policy can help people on this issue, for example by supporting and financing more appelative projects regarding adult education in countries where early school leaving is a problem, e.g., it is a form of give tools that can help people to build enriching pathways. To be aware that one must learn how to learn is not always clear for some public.
Ellen Boeren portretas

Good comment. My feel here is that policy makers want to avoid having too many adults with low skills on how to learn. That is potentially one of the reasons why adult education receives less attention than it actually deserves? It is good to see a focus on making sure all children get a good start in life, but we are far away from the situation that all adults have very good levels of basic skills.

Raising more awareness of these issues among policy makers is needed?

Maria Manuel Mano Casal Ribeiro portretas
I totally agree, more awareness is needed, and we have public and civil society organizations that can do a more effective work on this, including digital citizenship issues, regarding adult training, it empowers people. For sure women, for example migrants, need this to have the best inclusion. 
Cath Harcula portretas
In England priority is being given to apprenticeships and vocational training.  Adult basic skills are not a major issue for policy makers nowadays.  Is this the case in other countries?
Maria Manuel Mano Casal Ribeiro portretas
In fact, although in portugal priority is also given to vocational training and qualification, basic skills are increasing to have a weight, it is very important, for example if you go to an internship there are some basic skills you must reveal, like relational ones, cultural ones also, don't you think?
Ellen Boeren portretas
I suppose some other countries have strong traditions in relation to apprenticeships and vocational training, such as the German and Dutch speaking countries. Problem is indeed recognising that some adults really need support at the basic level.
Christine Bertram portretas

Yes, it's a real problem. There is little recognition that skills acquisition (in general) will be beneficial to work performance which is further driven by the focus on contribution to the economy.

There have been quite a few discussions, among others at the 1. European Education Summit, that countries need to move beyond the economic imperative to be able to fully capitalise on people's skills and potential.