EU policy in adult learning Adult learning is a vital component of the European Commission's lifelong learning policy. It is essential for employability and competitiveness, social inclusion, active citizenship and personal development. The challenge is to provide learning opportunities for all adults, throughout their whole life, especially disadvantaged groups who need them most. Adult learning comprises formal, non-formal, and informal learning; it can be for improving basics skills, for obtaining new qualifications, for up-skilling or re-skilling for employment, for personal growth, or just for pleasure. The demand for adult learning is increasing and the Commission is committed to helping all EU countries create adult learning systems characterised by flexibility, high quality, excellent teaching, and the full involvement of local authorities, employers, social partners, civil society and cultural organisations.
Adult education and training Adult Education and Training in Europe: Widening Access to Learning Opportunities - Eurydice Report. This Eurydice report aims to provide insight into the field of adult education and training in Europe and support decision-making at policy level. While promoting an integrated approach to lifelong learning, the report emphasises policies and measures to ensure sufficient access to learning opportunities for adults whose skills and qualifications do not fully correspond to current labour market and societal requirements. In doing so, the report takes a broad perspective, considering and exploring a range of interlinked areas.
Global Perspectives on AET “Learning in Social Action: A Contribution to Understanding Informal Education. Global Perspectives on Adult Education and Training.” A book that argues the importance of the incidental learning that can occur when people become involved in voluntary organizations, social struggles, and political activity.
Adults Educators and Trainers “A Guide to Research for Educators and Trainers of Adults”. A book developed to provide guidance in the process of systematic inquiry in the field of adult education and training.
ASEM LLL Hub The ASEM Education and Research Hub for Lifelong Learning (ASEM LLL Hub) provides a platform for dialogue between researchers, practitioners and policy makers in order to contribute to evidence-based educational reform and innovation. Its five research networks exchange knowledge, conduct comparative research and produce coordinated publications and reports. Research network 3 is focused on professionalization of Adult Teachers and Educators in ASEM countries.
European InfoNet Adult Education European InfoNet Adult Education European InfoNet Adult Education is a European network in the frame of the Lifelong Learning Programm / Grundtvig Network. It is an agency providing information about current developments in adult education from European countries and the EU level. Concretely InfoNet:
DVV International DVV International is the Institute for International Cooperation of the Deutscher Volkshochschul-Verband e.V. (DVV), the German Adult Education Association. DVV represents the interests of the approximately 900 adult education centres (Volkshochschulen) and their state associations, the largest further education providers in Germany.
International Council for Adult Education International Council for Adult Education The International Council for Adult Education (ICAE) is a global network with a specific mandate to advocate for youth and adult learning and education (ALE) as a universal human right.
UNESCO Institute for Lifelong learning UNESCO Institute for Lifelong learning The UIL Documentation Centre and Library dates back to 1952 and with today more than 63.000 materials holds one of the most comprehensive global collections in the area of UIL´s work: 60% of the holdings are English-language materials, followed by publications in German, French, Spanish and a variety of other languages. One of the strategic goals of the UIL is to ensure that adult learning and education (ALE) is recognized as a crucial component of education systems and integrated into national policy frameworks and development agendas. Supporting Member States in enhancing access to and participation in ALE programmes and developing capabilities to create more learning opportunities for youth and adults are key objectives. In applying a results-based management (RBM) approach, UIL’s programmatic activities seek to improve ALE policy and practice on the international, regional and national levels.
UNESCO-UNEVOC, Germany The UNESCO-UNEVOC International Centre is currently engaged in developing a clearing house on TVET good practices in collaboration with UNESCO TVET section. As part of this activity, the Centre has developed a conceptual framework for identifying and assessing TVET practices, consisting of a set of clear criteria that can be applied so as to evaluate the quality of each practice. The six criteria for assessment of potential good practices are: impact, innovation and creativity, knowledge base, stakeholder engagement, monitoring and evaluation, and efficiency. So far, UNESCO-UNEVOC has identified an extensive pool of potential good practices, and, after an initial screening and shortlisting process, the first nine practices selected through peer review with the assistance of a group of external experts are already available on the dedicated area of the UNESCO-UNEVOC website.
WB, Adult Education Outreach This site contains World Bank documents, policy papers, studies, materials and information on adult basic and continuing education (ABCE) geared towards task teams, policy makers, program planners and practitioners to assist in designing and implementing adult basic and continuing education programs.
