When the topic of inclusion is raised, people with disabilities usually come to mind in the first place. In reality, inclusion addresses a broad range of groups: people with learning difficulties, migrants and refugees, functionally illiterate and those with low qualifications, etc. Studies show that the latter group (persons with low qualifications) are less likely to take part in training activities. At the same time adult learning plays a crucial role in their lives and the life of society, in general: it may significantly improve their personal well-being, which, in turn, contributes to the development of society, in general. How do European education systems promote the participation of people with low qualifications in education and training? This is the central question addressed by the new Eurydice report published at the beginning of September 2021. The report explores existing approaches towards promoting lifelong learning with special emphasis on policies and measures targeted at adults with low levels of skills and qualifications. The paper contains quantitative indicators regarding adult learning, cross-country overview of state-supported programmes for adults with poor qualifications, approaches towards ensuring flexible learning pathways and validation of skills acquired non-formally and informally, and many more. The report is available in English under the following link:
Article by Volkshochschule im Landkreis Cham e. V.
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