EPALE - Platformă electronică pentru învățarea adulților în Europa

In 2021, the UNESCO Institute for Lifelong Learning published its report “Integrated approaches to literacy and skills development: Examples of best practice in adult learning programmes”. The report showcases a compilation of 21 adult education programmes that demonstrate the benefit of integrating literacy education with vocational and life skills in various countries around the world.

The document starts from the assumption that, although significant progress has been made by almost every country, there are still 773 million youth and adults around the world who lack basic reading, writing and numeracy skills. In addition, approximately 100 million youth aged between 15 and 24 also lack these basic skills. This figure shows us how important it is for governments, civil society organisations, industries or private foundations, to design and offer high-impact and effective youth and adult literacy and education programmes.

But, more than this, great emphasis is placed on the need to integrate literacy and skills development in these education programmes. Reading the report, in fact, we can establish that such integrated approaches have great potential to enhance the quality of adult education and increase adult learners’ motivation in enrolling. The programmes that are featured in the report offer new pathways for adult learners to develop and practise new skills, improve their job prospects, and contribute to a change in their professional and personal lives.

The report fits perfectly within the framework of European policies adopted in the field of adult education. In fact, according to the 2021 Eurydice Report “Building inclusive pathways to skills and qualifications”, almost 22% of EU adults, aged between 25 and 64 years old have not completed upper secondary education. Of these adults, around 12.5 million left the education system with less than lower secondary education qualifications. In addition to the level of formal education, the skills levels of adults – including literacy, numeracy and digital skills – are also concerning.

The European Commission has been encouraging the establishment of lifelong learning strategies which aim to promote adults’ learning and skills development. In 2009, the Council set an important benchmark, according to which, by 2020, at least 15% of adults in the EU should have participated in education and training. In February 2021, a new target for adult participation in education and training was set, referring to a participation rate of at least 47% to be reached by 2025. Further support for adult education and training has recently been expressed in the European Skills Agenda, which builds on the need to develop a new European paradigm on skills. As the Agenda states, in fact, all Europeans should have access to attractive, innovative and inclusive learning programmes. This should mean mapping each individual’s skill set and delivering targeted training which meets specific up and reskilling needs, helping people find in-demand jobs on the labour market.

Whilst most responsibilities for skills policies are held at the national, regional and local level, the EU has a duty to encourage and support Member States to enact policies that go in the same direction and effectively reinforce our economy and our society. Many European countries have already started to put strategies in place. The 2019 Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways, in fact, underline Member States’ commitments to put in place a broader strategic approach to lifelong skills development. In this sense, dedicated basic skills programmes which include literacy and numeracy among the core elements have been established in almost all European countries.

The UNESCO report makes clear the great importance of integrating basic literacy, life and vocational skills in adult learning programmes, because adults are generally more motivated to participate in an education programme when the content is more relevant to their immediate needs and personal goals. This means that adult learners’ desire to develop new skills, improve their job prospects or change the trajectory of their professional and personal lives is a motivating factor to participate in adult learning programmes. By embedding basic skills in adult education, it is possible to create courses that are much more attractive to learners and are much more effective in equipping them with the skills they need for their workplace. Furthermore, literacy and numeracy support and development within the vocational content are more effective than programmes that include literacy support only as a separate element. This is because learners improve their self-esteem and confidence in applying the skills they learn, gain qualifications and progress to further education and employment.

Adult education could be the answer to many issues. It benefits the individual as well as societies and economies. If we want an innovative, more equal, sustainable Europe in which citizens participate democratically and actively, and where they have the skills and knowledge to live and work productively, we need to enhance adult education even further.