Impact of ongoing reforms in education and training on the adult learning sector (2nd phase) Description and analysis of adult learning policies and practices in Europe Simon Broek Bert-Jan Buiskool, Barry Hake and other ESREA partners

The overall objectives –A thorough analysis of ongoing developments, reforms and modernisation in the adult learning sector in the countries participating in the Education and Training 2010 process; –An assessment of the role of the European Commission in stimulating adult learning; –Identify conditions for successful and effective adult learning policies on EU and Member State level.

Rationale behind adult learning policies / reform –Rapidly accelerating skills redundancy, while more jobs are in need for high skills –The high number of low-skilled workers in Europe –high level of early school leaving, while a substantial number of adults have reading and writing problems, encouraging the need for second chance opportunities –Growing challenges of ageing population and migration –High incidence of poverty and social exclusion –Widely varying participation rates in lifelong learning across the EU –Need for active engagement of citizens with Europe

The specific focus of this study the question concerning the articulation between the demand for, and supply of adult learning. -> Focus on strategies for increasing/widening the participation of adults in learning

Three key conclusions and the table of contents A) An analysis of ongoing developments in the adult learning sector B) The role of the European Commission C) Conditions for successful and effective adult learning policies on EU and Member State level: recommendations

A 1) Effectiveness of national policies increasing and widening participation –Conclusions on measuring effects of policies and reforms –Conclusions on the participation rates and statistics

A 2) Barriers for participation Three types of barries: –Institutional barriers –Situational barrier –Dispositional But, … barriers differ giving the goal of learning and target groups (remember the mapping of the sector).

A 3) Contextual conditions for stimulating the adult learning sector (barriers, historical, socio-economic, structural, and financial framework) Conclusions on contextual conditions –existence of a long-standing, non-interrupted learning culture –long-term historical shift towards the growing significance of vocational education and training for adults –more stimulated within expanding economies –economic downturn Conclusions on governance and financial frameworks –domination of formal education in adult learning policy –Governance structures in adult learning are in most countries scattered among ministries on central level and between central and decentral levels. –wide variety of legal frameworks –Structure and finances also differ between the goals of adult learning and target groups –the financial situation is precarious across the European countries –EU funding (ESF and LLP) is important

A 3) Contextual conditions for stimulating the adult learning sector (barriers, historical, socio-economic, structural, and financial framework) Lifelong learning strategies on national level: Countries with a broad lifelong learning strategies –Reform entire education system –Umbrella strategy »Themes: 1) Reducing the number of drop outs, 2) Vocational and professional competences, 3) Combating poor literacy and 4) Participation of adult in education Countries with strategies focused on adult learning –Humanistic elements –Validation of prior learning –Guidance –Flexibility on learning trajectories Countries with no / hardly any lifelong learning strategies

A 3) Contextual conditions for stimulating the adult learning sector (barriers, historical, socio-economic, structural, and financial framework)

A 4) Mobilisation strategies –Six mobilisation strategies were studied / identified: information and guidance strategy flexibility of learning trajectories strategy quality assurance and management outreach work to specific target groups and community- based learning environments recognition of prior (experiential) learning financial instruments –Most policy initiatives and policy instruments have focused upon the flexibility of learning trajectories - with particular regard to access to upper secondary and higher education, the recognition of prior learning, and financial support measures. –The mobilisation strategies with regard to, information and guidance, outreach strategies to specific target groups, and quality management, in particular, have, on the whole, received less attention in national policies.

A 4) Mobilisation strategies All in all, each barrier and target group has its own ‘cocktail’ of mobilisation strategies, but for all counts that initiatives should be: 1) a multi-stakeholder approach; 2) tailor made; 3) have government support; 4) communicated through good branding of the initiative; 5) a combined approach; 6) respect monitoring and continuous improvement; 7) built on good personnel and finally; 8) entail purposeful learning, i.e. give a rationale for why the learning is relevant for individuals and other stakeholders.

Policies –Lisbon objectives –Memorandum on lifelong learning –Communication on adult learning –Action Plan –“New Skills for New Jobs” –Council Conclusions –Employment Guidelines –ET 2020 –EU 2020 –Previous study on methodology on impact assessment Structures and instrument –OMC –LLP –ESF –Working group –Focus groups –Regional meetings –Peer learning activities –Workshops –Research studies B1) Role of the European Commission

Conclusions and recommendation: C 1) Increase attention to adult learning within all educational sectors C 2) Identify and communicate more clearly the extrinsic values of adult learning C 3) Assure the development of an (adult) learning culture in countries and develop effective mobilisation strategies C 4) Keep adult learning on the policy agenda C 5) Improve the working methods within the OMC for adult learning

Thank you for your attention! Simon Broek