Survey on adult learning and education policies and practices: Opinions of european regional and local stakeholders

• Autores: Noelia Cantero, Paolo Federighi, Tina Mavrič, Francesca Operti, Francesca Torlone
• Localización: New seeds for a world to come: policies, practices and lives in adult education and learning: Proceedings of the 10th ESREA Triennial Conference University of Milano Bicocca, Department of Human Sciences for Education 29 September- 1 October 2022 / coord. por Laura Formenti, Andrea Galimberti, Gaia Del Negro, 2023, ISBN 978-88-5526-918-6, págs. 107-112
• Idioma: inglés
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  • The opinions European local and regional stakeholders have about the actual situation and the future perspectives ofadult learning and education is the object of the international survey herein reported. The goal of the RegALE survey (Regionalcapacity for adult learning and education) was to get a multilayered view on the challenges and opportunities of the adulteducation sector at the regional and local level, and gaps and needs of the adult education and learning staff. Using the Delphimethod technique, a questionnaire was structured for adult learning policies assessment, drawing on a study by the EuropeanCommission (2015), to assess the basic factors influencing the participation in adult education and learning, and staff’s capabilityto deliver an adequate skills supply both for individuals (equity) and for society (sustainability), at this time (pandemic and Nextgeneration Europe’ implementation). RegALE survey was primarily addressed to public and private experts and stakeholdersfrom 12 European countries. 241 professionals took part remotely, being: 67 politicians and professionals involved in adulteducation and learning governance at a regional and local level (28%), and 174 professionals responsible for leading, managingand coordinating adult education organizations (AEOs) (72%). Data analysis and interpretation indicated six success factors ofthe European framework related to five domains: i) Policies, systems, investments, organizations. ii) Adult learning supply,demand and workforce. iii) Disadvantaged groups. iv) Vertical and horizontal governance. v) Internationalization of adultlearning organizations. These might have an impact on the development of European cities and regions, as well as on the provisionof an adequate adult learning supply, as long as they are accompanied by networks and cooperation of stakeholders on a locallevel, enabling individual and community growth.