INFRASTRUCTURE REPORT WITH A FOCUS ON DISADVANTAGED ADULTS ENLIVEN WP2 INFRASTRUCTURE REPORT WITH A FOCUS ON DISADVANTAGED ADULTS @h2020enliven E. Boeren – S. Whittaker – S. Riddell

PURPOSE To describe the institutional infrastructure – the providers and provision – of adult education in each country participating in the study. To locate that description in the context of high level indicators of: the education system, the labour market, the economy, working population, lifelong learning population

PURPOSE To identify the strengths, challenges and limitations of the institutional infrastructure, including in relation to disadvantaged groups, where this is known. To compare providers and provision between countries: similarities, differences, links with knowledge on welfare typologies Appendix with background statistics

PURPOSE

APPROACH Information on providers, provision and main bodies was extracted from Eurydice country reports, Cedefop VET-in-Europe reports, Cedefop reports on NQF developments, EC fiche on apprenticeships and traineeships, Adult Learning Expert Group DGEMPLOY-Ecorys, and the report on policy actors produced for WP3. Data on participation in adult education were extracted from Eurostat and on workplace and job-related learning from Eurostat and Cedefop. Partners were asked to check this information, update it and supplement it where possible with information available from national sources.

APPROACH Partners provided a critical summary of adult education provision in their country. Country level data on a range of economy and education indicators were extracted from Eurostat and summarised. Information was collated and analysed to provide draft country reports (and appendices), to be provided to partners for checking and improvement. Comparative analysis based on the collated information undertaken by the lead partner.

Bereday’s comparative method

INTERNATIONAL DOCUMENT ANALYSIS Review of EC/OECD/UNESCO definitions of: Lifelong learning, learning activity, adult education, categorisations of adult education types Plus categorisations of organisational fields of formal adult education (Hefler and Markowitsch 2013) and adult education typology (Myers, Conte and Rubenson 2014) Categorisation of 7 types of LLL provision relevant to the project: Basic skills and basic education Second chance education at upper secondary levels Post-secondary VET Apprenticeships Training that forms part of Active Labour Market Policies Workplace and job-related learning Personal or social learning

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 1. Basic skills and basic education Adult participation in learning at an educational level equivalent to primary or early secondary education, intended to act as the foundation for further learning, low skill employment, or forms of active citizenship.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 2. Second chance education at upper secondary levels Adult participation in learning at a level equivalent to upper secondary education, intended to act as a foundation for learning at tertiary level, intermediate skill employment, or forms of active citizenship.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 3. Post-secondary VET Adult participation in VET at post-secondary levels, intended to prepare for employment in a specified occupation or sector, or to provide access to other tertiary or post-tertiary education.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 4. Apprenticeships Employees’ participation in dual training programmes in a specific occupation leading to recognised professional qualifications.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 5. Training that forms part of Active Labour Market Policies Participation in work-related activity, either voluntary or mandatory, by those unemployed, at risk of unemployment, or those requiring support to transition into employment.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 6. Workplace and job-related learning Participation by employed persons in learning activities within and relevant to the workplace that are not part of the formal education system.

INTERNATIONAL DOCUMENT ANALYSIS Core definitions of 7 types of LLL provision 7. Personal or social learning Participation in non-formal non-job related learning activities that may serve the purposes of providing personal or social benefit.

Conservative - corporatist THE COUNTRIES Different types of countries in 4 clusters Participation rates in LLL differ Different characteristics of the economy and labour market  Creating an overview of providers along the 7 types of provision within these countries Conservative - corporatist Austria Belgium (Flanders) Dependent market Bulgaria Estonia Slovakia Mediterranean market Italy Spain Liberal England Scotland Australia

PROVISION x PROVIDERS Example (from the English chapter) Public Type of provider (English name) Sector (public, private, third) N Basic skills and education programmes Second chance upper secondary programmes Post-Secondary VET programmes Apprenticeshp programmes ALMP training progrms Workplace learning progrms Personal/ social learning progrms Further education colleges Public 335 Functional skills; GCSEs A levels; Access to Higher Education Diploma Foundation degrees; higher national certificates; higher national diplomas Apprentice training Externally delivered CVT for employers Comm. learning

COMPARATIVE ANALYSIS Specific questions to address during analysis: In relation to spread and types of provision for adults generally and vulnerable young adults where known, which countries are similar?  Are similarities and differences in provision between countries reflective of those in relation to their education system, economy and engagement in education and training?  To what extent do similarities and differences reflect the welfare state regime to which they are normally classified?  What are the areas of apparent strength and weakness in provision, and are there characteristics of the wider contextual factors that help explain these?

COMPARATIVE ANALYSIS Welfare state Liberal Conservative, continental Southern Europe Post-socialist, neoliberal Post-socialist, embedded neoliberal Post-socialist, Balkan Education and training system General competence Initially employers invest little in human capital Industry and/or company-specific competences Initially employers invest in human capital Limited expenditures for further qualification Labour market policies Minimal income protection Good income protection; Medium developed active labour market policy Medium income protection, less developed active labour market policy Minimal income protection; less developed active labour market policy Adult education Relatively widespread, unevenly distributed, mostly in-company training Education and training provides appropriate skills Low participation, inequality in participation high Participation on medium level, unevenly distributed Participation quite low, inequality in participation quite low Participation very low, inequality in participation quite high

COMPARATIVE ANALYSIS Main characteristics country clusters Liberal Conservative, continental Southern Europe Wide range of providers; Public and third sector providers in all types of provision; Complex VET provision and high number of private providers; Lack of training as part of ALMPs for older adults; Some financial support for learning, but loans for post-secondary formal education; Limited employer investment in workplace learning; NQF well developed Good overall provision across range of education types; Public sector providers in all types of provision; Existence of adult education institutions; Third sector provision mainly focused on personal and social learning; Access to structured VET including apprenticeships, for no or low fees; Training available through ALMPs; NQF developed but some further work required   Uneven provision and participation geographically; Existence of adult education institutions and use of distance learning; Low attainment suggests need for more second chance education; ALMPs being developed / funding too low; Public funding available for job-related learning; NQF still under development

COMPARATIVE ANALYSIS VET participation by adults; Differences within country clusters Liberal Conservative, continental Southern Europe VET participation by adults; Extent of role of public sector colleges vs private sector in VET; Financial support for young disadvantaged adults Extent of private sector provision; Apprenticeship provision for older adults Breadth of apprenticeship provision; Extent of focus on ALMP development

COMPARATIVE ANALYSIS Dependent market economies Post-socialist, neoliberal Post-socialist, embedded neoliberal Post-socialist, Balkan Lack of adult education institutions; Limited third sector provision; Good post-secondary VET provision for adults; Limited basic/ second chance education; Limited role for apprenticeships; Some financial support for learning; NQF still under development Limited infrastructure, including lack of adult education institutions; No basic and limited second chance education; ALMP training limited; Apprenticeships / dual VET being developed; Lack of financial support for learners; NQF developed but some further work required Limited infrastructure, including lack of adult education institutions and uneven geographical spread; Third sector provision mainly focused on personal and social learning; Apprenticeships being developed; NQF developed but further work required  

LINKING TO NEXT PHASE Using this mapping exercise as a sampling framework of case studies to be undertaken on education and training programmes available to young disadvantaged adults in the different countries – in cooperation with WP1

CASE STUDIES WHAT DO WE WANT TO DO? Further and deeper understanding the situation of young vulnerable adults, specifically in relation to their navigation through the AE&LLL system Two case studies of specific learning programmes – coming from two different types of provision (out of the 7 types)

CASE STUDIES HOW TO SELECT CASES? THREE LEVELS OF INTEREST:

CONTACT INFO @H2020ENLIVEN Ellen.Boeren@ed.ac.uk http://www.h2020enliven.org