Search results

This article begins by providing a general overview of the key aspects of adult education in Central and Eastern Europe under the previous communist systems and then highlights the main driving forces behind the major changes introduced in this field as a result of the radical economic and social transformations that are taking place. Emerging patterns of participation in adult learning are analysed along with the persisting disparities amongst the regions, sectors and groups. The article concludes with a presentation of selected key issues and challenges facing these countries, in view of their required contribution to the success of the European strategy for a competitive and knowledge-based economy, growth and social inclusion.

This article examines the scope and extent of adult education in Australia. While adult education in Australia does not have a secure place in terms of policy and funding, participation in formal training by adults is reasonably high compared to other OECD countries. According to 2000 OECD data, Australia's level of participation in education and training amongst the 30-39 year olds was among the highest. The author concludes that despite indifferent policy interest and weak public investment in adult education, adult education and training is relatively strong in Australia. This may be due to cultural characteristics and an initial education and training system that encourages individual investment, or to a broader national culture of economic and social progression. Australia also has a tradition of private investment in post-elementary education and this may also have bearing on an individual's willingness to invest in adult education and training.

Globalisation, technological change and the knowledge-based economy all emphasise the need to improve the skills and competences of individuals. In Europe, lifelong learning is seen as the way to enable economic competitiveness, employability, and personal development. Validation of non-formal and informal learning is gradually becoming a key aspect of lifelong learning policies. This article addresses the European efforts to put in place systems for the validation of non-formal and informal learning . The focus is on the essential purpose of mechanisms to enhance the transparency of vocational qualifications amongst European Union (EU) Member countries, i.e. to make visible the entire scope of an individual's knowledge and experience, regardless of where the learning originally took place. The article defines learning and validation, examines the stages of development of validation policies in Member States, discusses areas of convergence, considers links to formal learning, looks at the methodologies used in documenting evidence, and suggests that without a comprehensive national validation system, lifelong learning remains theoretical. It concludes by asking whether the fundamental principles concerning the quality of validation could constitute the foundation for a lifelong learning strategy at the European level.

This article, based on OECD's adult learning thematic review, analyses the trends in selected OECD countries and the different policy measures adopted by governments to improve access to, and participation in, adult learning. It begins with an overview of participation in adult learning before considering why some adults do not engage in learning. Reasons include: lack of information; lack of time; lack of motivation; lack of incentives; lack of access; and lack of funding. The article then outlines the different types of learning needs (learning for recovery, learning for upskilling, learning for special needs, learning for social and personal development) and highlights areas for improvement. These are: many different partners with policy fragmentation at vertical and horizontal levels; programs not being flexible enough; supply not reaching potential demand; lack of evaluation; little quality control; not enough information and guidance; unclear information on returns to learning; and low priority budgets. The article concludes by calling for a coherent approach to adult learning policies and an integrated adult learning system that can cater to greater demand and offer better quality.