1. 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

2. 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

3. 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

4. PURPOSE

5. 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.

6. 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.

7. Bereday’s comparative method

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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

17. 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

18. 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?

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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)

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

26. CONTACT INFO
@H2020ENLIVEN