The influence of adult education on the increase of social inclusion: the relation between learning environment, trainee characteristics and transfer effects

According to the Alliance for Health and The Future (2005) the group of vulnerable adults is growing. Taking the ongoing development of the knowledge society, the individualisation and globalisation into account, this group of vulnerable adults risks social exclusion. According to Schedler (1998) and Christian (1974) (adult) education can prevent social exclusion and enable vulnerable adults to cope with problems in daily life. More research is needed in order to understand more clearly how adult education programs can enhance the increase of social inclusion among vulnerable adults. Firstly in order to explore learners’ perceptions, a phenomenographical research could provide insights in the meaning of learning outcome in terms of social inclusion. Secondly, regarding the lack of evidence-based research on learning outcome of adult education, development of an instrument in measuring the outcome of adult education is needed. It can be expected that social inclusion among vulnerable adults will increase after joining education and that the learning environment (based on the transfer of training model) will influence this increase. In short this article will provide a research agenda (based on desk research and literature study) concerning the outcome of adult education in terms of increasing social inclusion among vulnerable adults.

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