Brussels, 09/03/2011 (Agence Europe) - The Eurydice Network has published a report which looks at how, in practice, member states organise formal adult education. The importance of lifelong learning has long been acknowledged by European education ministers persuaded of the key contribution it can make to the competitiveness of the EU, employability and social inclusion. The Eurydice report presents the situation following the European Commission's 2007action plan on adult learning which followed on from the communication It's never too late to learn (see EUROPE 9155). More particularly, it looks at the objectives of the action plan which aimed to increase options for adults wishing to improve and update their qualifications and focuses more specifically on formal learning opportunities for under-qualified workers and measures to encourage adults to return to higher education. The general conclusions are:
- Very different challenges in the different member states. Statistical data relating to human resource development in terms of education and training shows that in the European Union in 2009, around 76 million adults had not reached the level of upper secondary education - the level considered a minimum requirement not only for successful labour market entry but also for continued employability. This group included around 23 million adults who had not completed any formal education beyond the level of primary education. Several countries had only a relatively small proportion of the adult population which had not completed lower or upper secondary education, while others had a significant proportion of adults with low educational attainment.
- Poorly qualified adults are less inclined to undertake training. This could be partly related to structural barriers in the systems of formal education. In many European countries, adults who have not completed basic or lower secondary education have only very limited opportunities to progress through the formal education and training system towards higher qualification levels. Some countries have tried to remedy this problem by establishing flexible admissions procedures.
- Flexible options increase opportunities to obtain formal qualifications. Some countries provide formal education and training programmes in a modular or unit-based structure, which allows students to trace their own learning path and progressively accumulate different qualification components. In several European countries, students who are no longer subject to compulsory education can take partial or final examinations leading to formal certificates and qualifications without prior participation in education and training programmes. A few countries appear as important investors in open and distance learning.
- Higher education systems vary significantly in their receptiveness towards adult returners. Only a few European countries have defined clear policy objectives on the participation of mature students in higher education. Nevertheless, many countries have put in place various measures that are well suited to the needs of candidates, such as validation of prior non-formal and informal learning (including practical experience) and specific preparatory programmes. Some countries have put in place policy initiatives and measures to meet the needs of students who cannot follow traditional full-time higher education studies.
- Financial measures to support formal education and training. In Europe, direct financial aid for learners is directed principally at the unemployed and those at risk of losing their jobs. However, it is difficult to evaluate the extent to which public authorities across Europe ensure that under-qualified adults have sufficient access to appropriate learning provision. In higher education, some countries fund traditional fulltime programmes and flexible learning programmes on an equal footing, while, in other countries, a different funding method applies to each mode of study. (I.L./transl.rt)