In our ever-evolving world, the significance of adult learning spaces goes far beyond traditional classrooms. These spaces are vibrant arenas where diverse voices merge, ideas flourish, and transformative learning unfolds. As we navigate the complexities of modern life and global challenges, the ability of adult learning environments to foster a sense of community and agency among learners becomes increasingly crucial. Let's explore why integrating learners' voices into the design and decision-making processes of educational spaces is so essential.

The Need for Learners' Voices in Building Communities

Adult learning spaces are powerful catalysts for community development and social change. It does not come as a surprise that the European Union (EU) also recognises this, stressing the need for inclusive education systems that meaningfully engage learners. The EU's Council Recommendation on Key Competences for Lifelong Learning highlights the importance of fostering active citizenship and personal fulfilment through education. This involves creating environments where learners can freely express themselves, co-design their learning experiences, and participate in decision-making processes.

I remember coming across bell hooks’ "Teaching to Transgress: Education as the Practice of Freedom,"  for the first time and being fascinated by how hooks advocates for educational practices rooted in dialogue, critical thinking, and mutual respect. She argues that when learners are encouraged to question, critique, and collaborate, they become empowered agents of change. This statement and process is powerful as it not only enhances individual learning outcomes but also fosters a collective sense of responsibility and agency. Imagine adult learning spaces adopting hooks' principles, creating vibrant communities where diverse voices are heard, respected, and valued. This is what we are called to do! 

As a study by the Learning and Work Institute found, learners who are actively involved in shaping their educational journeys exhibit higher levels of motivation, retention, and overall satisfaction. These learners often become active participants in their communities, contributing to social cohesion and collective wellbeing. This reminds us of the critical role learner-centred approaches play in transforming educational experiences and broader community dynamics. At the same time, AONTAS, the National Adult Learning Organisation in Ireland, has been actively working to amplify learner voices and integrate them into educational and policymaking processes. For instance, the National FET Learner Forum, organized by AONTAS, provides a platform for adult learners across Ireland to discuss their educational journeys and highlight areas needing improvement. These forums facilitate direct dialogue between learners and decision-makers, ensuring that policies and practices reflect the real needs and aspirations of learners. The 2023 forum reports that learners identified key issues such as lack of transport and work experience opportunities, leading to collaborative efforts to address these challenges by engaging local authorities and businesses. 

Of course, when talking about community dynamics we are obliged to come across our privileges and recognise the struggles of our communities, as traditional educational models often perpetuate hierarchical structures that marginalize certain voices, particularly those from underrepresented or disadvantaged backgrounds. We are reminded of Gayatri Chakravorty Spivak, who in her seminal essay "Can the Subaltern Speak?", calls us out as citizens and educators regarding how further segregation and marginalization lead to exclusion from discourses shaping lives, rendering significant and systemically excluded parts of our communities voiceless. This means that our actions should concentrate on creating spaces where all learners, regardless of their backgrounds, can articulate their experiences and perspectives in a safe space. 

It is in this context of our predicament that true democracy can only be achieved when individuals are actively involved in shaping the institutions governing their lives. In adult education, this translates to creating participatory learning environments where learners have a say in the design, implementation, and evaluation of educational programs. Only by doing so, educational institutions can cultivate a sense of ownership and responsibility among learners, and build a community that actively contributes to shaping societies. 

Applying the voice of the learner

To truly harness the potential of adult learning spaces as agents of change, it is crucial to prioritize learners' voices at every level of implementation. This involves adopting a holistic approach that integrates expression, co-design, and co-decision-making processes.

Expression: Providing learners with opportunities to express their thoughts, ideas, and experiences is fundamental to creating inclusive learning environments. This can be achieved through various means, such as open forums, discussion groups, and reflective practices. For instance, regular "town hall" meetings within educational institutions can give learners a platform to voice their concerns and suggestions directly to administrators and educators. Valuing and incorporating learners' input creates a sense of belonging and validation, essential for personal and collective growth.

Co-Design: Involving learners in designing educational programs ensures their needs, interests, and aspirations are adequately addressed. This participatory approach can take many forms, including collaborative curriculum development, learner-led projects, and community-based initiatives. When learners co-design their educational experiences, they are more likely to be engaged, motivated, and invested in their learning journeys. Forming design teams consisting of learners, educators, and community members to collaboratively create course content can be a practical application of this principle.

Co-Decision: Decision-making processes within educational institutions should be inclusive and democratic, allowing learners to shape policies and practices. This can be facilitated through advisory boards, participatory governance structures, and regular feedback mechanisms. Empowering learners to participate in decision-making fosters a culture of shared responsibility and collective agency. Establishing student councils or learner advisory committees can provide structured ways for learners to influence decisions affecting their educational experiences.

Challenges and Opportunities

Embracing the voices of learners within adult education holds undeniable promise, yet the path to this vision is not without challenges. The most prominent of these is the deep-seated resistance to change found in traditional educational institutions. The entrenched hierarchies and power structures often stand as formidable barriers, demanding persistent and unified efforts from learners, educators, administrators, and policymakers to reimagine and reshape them.

Nevertheless, ensuring that every learner has a seat at the table is no simple task. Socioeconomic disparities, language differences, and varying levels of prior education can significantly hinder some learners' ability to fully participate. Overcoming these obstacles calls for thoughtful and targeted approaches—providing additional support and resources against systemic exclusion, and cultivating a culture that genuinely values diversity and equity.

Ultimately, to weave learners' voices into the very fabric of adult learning spaces is more than beneficial—it is essential. When we learn how to listen to learners and involve them deeply in shaping their educational experiences, we create spaces that empower individuals and ignite social change. 

It is through this inclusive and collaborative approach that we can transform education into a force for equity and growth.

More information in EPALE: 

The concept and context of the Learner Voice is profound, with a wealth of impressive work already undertaken and well-documented on EPALE. For more detailed insights, you can explore further below:

• Blogpost: Empowering Learners Become Leaders in Ireland:  https://epale.ec.europa.eu/en/blog/empowering-learners-become-leaders-ireland

• Blogpost: Erasmus Plus: finding a voice for adult trainers’ struggle: https://epale.ec.europa.eu/en/blog/erasmus-plus-finding-voice-adult-trainers-struggle

• The Learner Voice: https://epale.ec.europa.eu/en/blog/learner-voice

• Resource: AONTAS Learner Voice Podcast: https://epale.ec.europa.eu/en/resource-centre/content/aontas-learner-voice-podcast

• Resource: The learners manifesto. Voice of Writing and Reading Learners in Europe:  https://epale.ec.europa.eu/en/resource-centre/content/learners-manifesto-voice-writing-and-reading-learners-europe

• Blogpost: How can we strengthen learner voice in adult learning – and how can research help?: https://epale.ec.europa.eu/en/blog/how-can-we-strengthen-learner-voice-adult-learning-and-how-can-research-help