Volume 1: Adult population with potential for upskilling and reskilling
It estimates the magnitude of the low-skilled adult population according to a broader conceptualisation which goes beyond educational attainment levels, and considers digital skills, literacy and numeracy, as well as skill loss and skill obsolescence.
Volume 2: Analytical framework for developing coordinated and coherent approaches to upskilling pathways for low-skilled adults
The analytical framework is aimed at supporting policy-makers and stakeholders in designing and implementing sustainable, coordinated and coherent approaches to flexible and inclusive upskilling pathways.
Volume 1: Adult population with potential for upskilling and reskilling
Apprenticeships for adults are one of the policy solutions to the need for supporting adults willing to train, while broadening the skills base of the working population across Europe.
In French. Europe. L’apprentissage pour adultes
There is an urgent need to take action to make adult learning and education (ALE) a reality for all. The report calls for a major change in approach to ALE. It requires adequate investment to ensure that everyone has the opportunity to access and benefit from ALE and that its full contribution to the 2030 Agenda for Sustainable Development is realized. The publication stresses the need to increase national investment in ALE, reduce participation costs, raise awareness of benefits, and improve data collection and monitoring.
Progress in participation in adult learning and education is generally insufficient. The data show persistent and deep inequalities in participation and that key target groups, such as adults with disabilities, older adults, minority groups and adults living in conflict-affected countries, are not being reached.
This report is about combining the best evidence, practices, and policies to drive a broader systems reform agenda for what works for adult learners, and trying to improve the persistently low rates at which adults transition into postsecondary credentials and better jobs.
The economies of OECD countries need specific occupational skills – in professional, managerial and technical jobs, in expanding fields such as health care, as well as in traditional trades like electricians. Vocational education and training (VET) systems, which supply these skills, are now under intensive scrutiny to determine how they can best deliver the skills required, ensuring that they adapt to fast-changing needs.
The aim of this toolkit is to support stakeholders to design, implement and monitor adult education strategies, policies and practices.
En français. UE. Guide pour élaborer, mettre en œuvre et suivre le développement des stratégies de l’éducation des adultes
While Canada’s education and training system does a fairly good job in producing highly educated workers, often it does not provide sufficient support to meet the learning needs of adults who may be working but require a “second chance.”
Belém Framework for Action: Harnessing the power and potential of adult learning and education for a viable future
Cadre d’action de Belém: Exploiter le pouvoir et le potentiel de l’apprentissage et de l’éducation des adultes pour un avenir viable
Marco de acción de Belém: Aprovechar el poder y el potencial del aprendizaje y la educación de adultos para un futuro viable
3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life
The Global Reports on Adult Learning and Education III brings together the latest data, policy analysis and case studies on ALE (Adult Learning and Education). Government leaders will find high quality evidence to inform their policies, strategies and budgets. Proponents of change will find compelling arguments showing how ALE promotes sustainable development, healthier societies, better jobs and more active citizenship. Policy analysts will find entry points and ideas for future research and policy.
En français.3e Rapport mondial sur l’apprentissage et l’éducation des adultes: l’impact de l’apprentissage et l’éducation des adultes sur la santé et le bien-être, l’emploi et le marché du travail, et la vie sociale, civique et communautaire
To facilitate learning and be an effective Instructional Designer, you MUST understand how adults learn best. When creating any type of eLearning course, it is important to base the design on a good understanding of adult learning theories. There are many different theories of adult learning, including: andragogy, neuroscience, experiential learning, self-directed learning, and transformational learning. All these theories have one goal: they help you create effective learning experiences for the adult corporate learner.
Continuing training and professional development is a fundamental element in a continuum of learning that equips adults with the knowledge, skills and competencies to fully engage in rapidly-changing societal and working environments. The UNESCO Recommendation concerning Technical and Vocational Education and Training (2015) contains relevant provisions in this area.
En français. UNESCO. Recommandation sur l’apprentissage et l’éducation des adultes 2015
Canada. A Typology of Adult Learning: Review of the Social Research and Demonstration Corporation of Canada’s Model
Through a primarily conceptual process the authors arrived at a typology consisting of five classes of learning: foundational; higher education; workplace-related; labour market-related; and personal/social. While initial feedback has been positive, the typology needed to be tested for utility in describing the actual participation patterns and practices of adult learning. This paper assesses the utility of the SRDC’s adult learning typology by addressing three broad questions: 1) How does the typology compare to emerging international adult learning classification schemes (UNESCO, OECD-PIAAC and EUROSTAT)?; 2) To what extent is the typology useful in describing actual participation patterns as captured by the Access and Support to Education and Training Survey?; 3) How well does the typology describe how adult learning activities are organized provincially, using British Columbia as a case study? Based on the examination of the typology conducted in this report, the authors recommend to revise the SRDC’s typology. They further recommend that future surveys collecting information on organized forms of adult learning and education should be designed to collect information on all forms of formal and non-formal learning activities, as well as on informal learning.
This report provides an in-depth analysis of adults’ participation in non-formal job-related education and training in Europe, having particular but not exclusive regard to employed adults. It investigates its variability and in/equality based on key factors at individual level, including socio-demographic background, education, labour market status, jobs and workplace characteristics. The report selects, presents and analyses internationally comparable data from the 2011 adult education survey. Basic descriptive statistics are enriched with findings from multivariate statistical modelling to provide a statistical picture of inequalities in Europe and at country level.
Using longitudinal data for Canada, the probability of participating in employer supported course enrollment for mid career workers and the wage impacts of those adult educational investments are analyzed. Probability of participation in employer supported course enrolment is increasing with age, job tenure and education, and is lower for visible minority workers. Using a parametric difference-in-differences model to minimize the effects of selection into training, we find strong positive effects of employer supported course enrollment on wage changes over time. The estimated effect ranges from 6.8 to 7.7 percent wage growth for men and 7.5 to 9.3 percent wage growth for women. When the linear specification of the outcome equation is relaxed and an empirical common support is implemented through semiparametric difference-in-differences matching methods, the average treatment effect on the treated estimates from the log wage change models were smaller in magnitude than the corresponding parametric estimates but were typically still statistically significant and in the range of 4.2 to 7.6 percent for men and 7.6 to 7.1 percent for women. An analysis of respondents’ health outcomes shows no clear relationship with participation in employer supported course enrollment.
Reference manual for developing professional skills among organizations and practitioners within an Integrated andragogical process.
En français. Canada. Agir avec compétence. Référentiel pour le développement de compétences professionnelles des organisations et des intervenants dans le contexte d’une démarche andragogique intégrée
This is an easy-to-read publication for low literacy individuals that are interested in learning about the trades or working within the trades as a career choice. Through answering two major questions – What are the trades? and How do people enter the trades? readers explore various trade options such as welder, mechanic, hairstylist, carpenter and cook through the stories of 7 people.
Teaching notes http://alis.alberta.ca/pdf/cshop/aaet/tradesinalberta_TN.pdf
It is impossible to ignore the skills gap that exists in today’s labor market and the fact that thousands of job openings go unfilled because too many individuals lack the skills to perform these jobs. Policymakers have stressed the importance of equipping adults with the skills sought by employers and providing pathways to training programs. But before we can define solutions, we must take a step back and examine the current education system, specifically the adult education pipeline.
Romania. Lifelong Learning in the Knowledge Economy: Considerations on the Lifelong Learning System in Romania from a European Perspective
In Romania, the concept of lifelong learning as such is quite new. Some aspects, like adult continuous education and professional training as well as the apprenticeship at workplace were offered extensive attention, but an integrative vision on lifelong learning was not transposed into legislation and practice, until recently. The paper offers a review of the measures taken for the development of the lifelong learning system in Romania. The most recent, the Law of Education 1/2011 set the premises for the desired lifelong learning system and aligned the Romanian educational system with the European vision on lifelong learning to facilitate the emergence of the knowledge economy.
Comprehensive Information Services in Adult and Continuing Education, Career Education Vocational and Technical Education, Employment and Training.
In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. Heutagogy (based on the Greek for “self”) was defined in 2000 as the study of self-determined learning.
This current 2012 Directory of Members shows the detailed profiles of 96 adult learning documentation and information services from all regions of the world. Most of the ALADIN members are documentation centres, information services, libraries, archives, databases, networks and increasingly virtual libraries.
This paper describes some experiences in functional basic adult education in Serbia from 2000 to 2011, along with background information on adult education, including some statistical data, and a look at selected policy and strategic measures.
US. Certifying Adult Education Students: A Survey of State Directors of Adult Education on Certificate Programs in Use
The goal of the survey was to determine the role of the states (via state directors of adult education) in awarding certificates for both academic achievement and for the application of academic skills to employment settings as well as how states were managing their certificate programs.
European Union. The distribution of adult training in European countries : evidences from recent surveys
Policies encouraging wide participation in continuing training are an important component of lifelong learning strategies. Very little is known concerning differences in continuing training or their causes and consequences. Such information would be useful for assessing policy choices related to training, such as whether to encourage an overall increase in training levels or to attempt to redirect training investments toward groups currently receiving little training. This publication deals with some of these issues.
Lessons learnt from the New Opportunities Initiative, Portugal This paper describes a unique experience in bridging new knowledge, generated from research sources, and paradigm changes in the Portuguese public policy landscape.
The consistent and extensive lack of literacy and Essential Skills programming for on-reserve adults prompted the development of a curriculum designed to deliver Essential Skills upgrading using documents and exercises that are particularly meaningful and relevant to Aboriginal adults.