The Dutch Research Institute Research voor Beleid published the final report of the assessment of the "Impact of ongoing reforms in education and training in the adult learning sector". The report makes clear that both the European Commission and the Member States need to take action to improve their adult learning systems and underlines that increasing and widening participation of adults in learning should be on the foreground of European educational policies.

Commissioned by the European Commission, this study provides:

-      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.

Conclusions on Member State and European level

This report argues that there is a wide variety of ongoing developments, reforms and modernisation in adult learning in Europe. Suggested as the most basic indicator of an effective adult learning system is the participation rate by adults taking part in adult learning activities, as well as educational attainment and qualification levels. What was concluded from the statistical data on participation of adults in education and training is that the Lisbon objectives will not be reached and that there are big disparities between the countries, both with regard to participation and educational attainment. The new E&T2020 benchmark of 15% participation presents severe challenges for policy makers to reach these participation rates in 2020, states this study.

It was reported that there are huge differences in terms of favourable conditions for increasing participation between countries. In some countries, mainly the New Member States, there is not a longstanding continuous tradition in adult learning. In these countries individuals face severe barriers to participation, and structures and finances are not in place to overcome these barriers. In other countries, such as the Nordics and some other Western European countries, a more positive picture occurs.

The activities of the European Commission have contributed to the increase of policy awareness of adult learning and provided instruments to support the Member States in increasing participation of adults in learning. However it was suggested by this report that this has not yet resulted in higher institutionalisation of adult learning at Member State level and that there is room for improvement of procedures and processes to support and stimulate the member states to act in the field of adult learning. Although a lot has happened in recent years, this report indicates that the adult learning sector is in danger of losing momentum to increase policy action and commitment.

Recommendations

Therefore this study provides five recommendations for successful and effective adult learning policies on EU and Member State level in order to increase and widen participation of adults in learning as well as overcoming particular barriers for participation and system weaknesses.

1. … increase attention to adult learning within all educational sectors (Vocational Education and Training, Higher Education, primary and secondary education) 

2. … identify and communicate more clearly the extrinsic values of adult learning and present this as an argument for stronger political support and for increasing funding for adult learning policies and practices

3. … assure the development of an (adult) learning culture in countries and develop effective mobilisation strategies

4. … keep adult learning on both national and European policy agenda, create a legal basis for further cooperation and use the LLP and ESF to further develop the adult learning sector

5. … improve the working methods within the OMC (Open Method of Coordination) for adult learning

The Dutch research institute Research voor Beleid was commissioned by the European Commission DG EAC to conduct this follow-up of a previous study carried out in 2009. In order to pursue this aim, data was gathered in 32 countries and case studies were carried out. The data gathering was done by experts of the ESREA-network and is based mainly on existing literature on national level.