Eurydice has published a new report focusing on formal education and training opportunities for under-qualified adults and also covers policies and measures for enhancing the participation of adults in higher education in Europe. The report reflects on five key issues faced by European countries and concludes that the completion of a formal qualification should now be seen as a step on the lifelong learning ladder rather than an end in itself.

Commissioner Androulla Vassiliou, responsible for Education, Culture, Multilingualism and Youth, states that “adult learning opportunities are essential to ensure economic and social progress, as well as the personal fulfillment of individuals. Adult education is linked to returns in terms of improved civic participation, better health and greater individual well-being. The public and private benefits of adult education and training include greater employability and better-quality employment.”

Convinced of the importance of adult education, EU Ministers for Education agreed that at least 15 % of adults should participate in some form of education and training by 2020. The Eurydice report “Adults in Formal Education: Policies and Practices in Europe” presents the situation following the Action Plan on Adult Learning “It is always a good time to learn” (European Commission, 2007). In particular, the report looks at the Action Plan's objective of providing adults with opportunities to go 'one step up' and indicates some possible policy directions that could improve opportunities for adults to upgrade their level of educational attainment.

All these aspects are illustrated with a wide range of concrete examples and the conclusion highlight that:

1) European countries face very different challenges in raising the educational attainment of the adult population

While in several countries, only a small minority of adults has not completed lower or upper secondary education, some countries have a significant proportion of adults with low educational attainment.

 
2) Less qualified adults are less likely to take part in formal lifelong learning

Statistical data indicates that 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.

3) Flexibility of provision increases opportunities for adults to achieve formal qualifications

The analysis reveals that formal qualifications up to upper secondary level can often be achieved in various flexible ways. Many countries provide adult returners with opportunities to achieve formal qualifications through various flexible learning options.

4) Higher education systems vary significantly in their receptiveness towards adult returners

The results indicate that clear policy objectives regarding the participation of mature students in higher education have so far been defined in only a few European countries. Nevertheless, many countries have put in place various measures that are well suited to the needs of including adult returners.