To challenge something means to doubt it just as well as to dare it. "Challenging the European Area of Lifelong Learning" is the title of a Collection of articles from 37 authors, representing sort of an academic community in the field of european adult education, edited by Maria N. Gravani and George K. Zarifis. The book bases on the „Memorandum of Lifelong Learning“, therefore it is organised into ﬁve parts that quasi trail the structure of the Memorandum. These five aspects represents also „the core issues that Europe faces today in relation to the idea of making a ‘European Area of Lifelong Learning’ a reality“, so the editors voice.
The current programme of the Austrian government for adult education focuses on funding basic education and compulsory education for adults. Thanks to co-funding from the ESF, twice as many funds are available as of 2015.
Portuguese social educators want to be the main protagonists in the country's social action and education system. Their aim is to develop multi-disciplinary action in the social field to favour local community progress. At a National Meeting in Bragança, they focused on a core task for future success: knowing how to anticipate and cope with risk situations.
It was worth combining in a single publication the wide range of informal learning experiences achieved in recent years in the Portuguese Alentejo region because the publication of the book entitled Educações no Alentejo helps to stress the importance of new learning spaces and decentralisation of schools as exclusive knowledge and learning spaces.
What adult educators learn and experience in one part of Europe may inspire adult educators in other countries and help them improve the quality of their own offers. In InfoNet we consider it as one of our central tasks to facilitate this process of transnational exchange. In this issue community learning, motivating adults with low reading skills and intergenerational training are among the topics covered.
What happens to our past knowledge when we change our career profile and requalifiy ourselves for a new one? Can we use it to the benefit for ourselves and other people? The maker’s movement may be the answer.
We live in an environment where most of us are trying to be experts at least one thing. We develop our knowledge day after day. It may look as a virtue thing - to push ourselves through course after course, with aim to build our well honed expertise. Truth is, that our inner motivation often plays a minor role as a trigger for such efforts.
An old adage dear to me says that we must always have old memories and young hopes. I think it is the perfect context to speak about adult education and intergenerational learning.In this context of intergenerational learning, young hopes are represented by young people, and old memories are represented by old people.
Adults with low reading and writing skills rarely take the step to attend a course. They have often managed to get through life without any continuing education courses and are ashamed to speak out about their need to make changes and learn. A confidant, such as a doctor, can support them in taking the step to take part in educational offers.
A research study in nineteen selected European and non-European countries shows that the returns to adult learning are substantial and accrue to the economy, individuals and society. The analysis suggests that adult learning is even more important for innovation performance than higher education. This is explained with the fact that for example learning in the workplace through task complexity is the most important driver for innovation performance.
Investing in low-qualified employees pays off. Even short training courses taken directly at work can give them motivation, make them more open to changes and promote efficiency. The GO model provides information on the necessary educational measures and how knowledge learnt is incorporated into daily working life.