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ADULT EDUCATION in EUROPE 2018 a Civil Society View Adult Education in Europe 2018 – a Civil Society View European Association for the Education of Adults

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ADULT EDUCATION in EUROPE 2018 a Civil Society View Adult Education in Europe 2018 – a Civil Society View European Association for the Education of Adults ADULT EDUCATION IN EUROPE 2018 A Civil Society View Adult Education in Europe 2018 – A Civil Society View European Association for the Education of Adults Publisher: European Association for the Education of Adults – EAEA Text: EAEA Layout: Serena Gamba The European Commission support for the production of this publication does not constitute an endorsement of the contents, which refl ect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This publication is produced with the fi nancial support of the Finnish Ministry of Education and Culture. 2 CONTENTS Editorial 5 A summary of the situation of non-formal adult education in Europe 6 Austria 8 Armenia 10 Belarus 12 Belgium 13 Bosnia and Herzegovina 14 Croatia 16 Cyprus 18 Denmark 20 Estonia 22 Finland 23 France 25 Germany 26 Greece 28 Hungary 29 Iceland 30 Ireland 31 Italy 33 Latvia 34 Liechtenstein 36 Lithuania 37 Macedonia 39 Montenegro 41 Norway 42 The Netherlands 44 Poland 45 Portugal 47 Romania 49 The Russian Federation 51 Serbia 52 Slovakia 53 Slovenia 55 Spain (Catalonia) 56 Switzerland 57 Sweden 59 Turkey 61 The United Kingdom 63 Ukraine 65 Contributors 66 3 4 Dear Reader, We are excited to share with you this year’s edition of EAEA’s country reports. For the fi fth consecutive year EAEA has produced its annual country reports in order to provide a civil society insight into the situation of adult education across the continent. The publication in accordance with its previous editions encourages the comparison of the developments in the area of adult education in the countries presented, while at the same moment it acts as a useful tool for infl uencing policies at national at European level. The report is based on a survey sent to EAEA’s members, through which civil society organizations and adult education providers have expressed their views on topics related to adult education developments and challenges in their countries. As a consequence, it should be pointed out that as with the previous editions this publication does not constitute a scientifi c analysis. Members’ views may vary signifi cantly based on their context of operation and their unique features. This year’s country reports focus among others on the presentation of developments and initiatives that are currently running all over Europe and are aligned to the Upskilling Pathways agenda. EAEA with the aid of its members explores all the recent developments regarding the implementation of the Upskilling Pathways in the continent. How are organizations and ministries, national agencies or authorities interacting towards the implementation of the Upskilling Pathways? How has the Upskilling Pathways initiative affected the work of member organizations? These issues are being addressed in the publication. Moreover, the reports’ publication coincidences with the European Semester and thus can act as a “shadow report” of what has been done on the European level during the past year in the fi eld of adult education. We would like to thank all our members who contributed to the production of this edition of EAEA’s country reports and we hope that readers will gain a useful insight on the annual developments in the fi eld of adult education across Europe through this publication. Per Paludan Hansen, EAEA President Gina Ebner, EAEA Secretary General 5 A summary of the situation of non-formal adult education in Europe European overview For the fi fth consecutive year the country reports adult education providers) and the geographical reach publication provides an overview of the state of adult in which each member is operating, the variety of the education across Europe. EAEA members once more views and information shared is a given. contributed to this cause by answering a survey, which aimed at investigating the state of art of the sector in Several tendencies within the sector of non-formal each country. EAEA members provided valuable input adult education, in regard to the aforementioned areas, on recent developments, challenges, the impact of can be traced based on the information provided by 37 European and international policies while expressing countries across the continent. These tendencies are their own concerns and suggestions. Given the diversity mirrored in this year’s country reports. of the status, context (from umbrella organisations to The policy level: Impact of European and international adult education policies On policy level, the impact of the Upskilling attention in countries like Croatia and Finland while Pathways initiative as well as that of the Sustainable others, such as Hungary, incorporate the guidelines of Development Goals (SDGs) were topics highlighted Upskilling Pathways into their educational and research among members’ reports. programmes. Regarding the uptake of Upskilling Pathways, it is As for the uptake of the Sustainable Development Goals becoming clear from the input provided that not all (SDGs), a large number of European countries are already countries are on the same page. Some countries, such paying special attention to the promotion of the SDGs, as Austria, already have a national Upskilling Pathways especially of the 4th SDG which concerns education and strategy in place while others are still lagging behind. as a consequence is of special importance for the adult It should be noted though that even in the countries education sector. The 4th SDG was actively promoted where there is not yet a concrete strategy regarding in campaigns and conferences in Romania, Belarus and the implementation of the Upskilling Pathways, Hungary among others while in Denmark and Spain elements of the initiative are being integrated in (Catalonia) specifi c activities have been organized by existing policies. The need for upskilling is receiving EAEA members with the focus on SDGs. 6 Key topics: Digitalization and refugees at the centre of attention According to the input received by EAEA members all Another topic which emerged through the answers of over Europe, refugees remain a main focus of work EAEA members is that of digitalization and the related for many organizations across the continent. In many provision for digital literacy among adult learners. cases the participation of refugees in adult education The improvement of digital skills of the citizens was courses is seen as a key factor in their inclusion in an issue addressed, within the framework of adult society. Although in some countries there has been a education provision, in quite a lot countries including decrease in the number of incoming refugees more Austria, Estonia, France, Greece and Switzerland. recently, the provision of adult education courses (language, vocational etc.) to those already settled Last but not least, validation is being highlighted as is still high on the agenda of adult education for the an important issue that needs to be tackled in more majority of our members. effective ways. A glance to the future: a call for funding and state support Refl ecting on the future of non-formal adult education taken away, while in Hungary non-vocational adult in their countries EAEA members almost unanimously education witnessed reduction in funding, especially in agree that the sector, in order to thrive, is in need of the areas of basic adult education, literacy programmes further state support and funding. Although close and cultural events. On the other hand, in a few cases cooperation between the relevant ministries and the such as those of Finland and Switzerland, more budget adult education sector is being observed in some was allocated in certain areas of adult education countries, there is still need for greater support from (literacy/language learning and VET respectively). the state and a clear defi nition of the government’s role in adult education. Undeniably, adequate fi nancing is signifi cant for the development of the sector and the increased provision In countries such as Croatia, Cyprus and Lithuania the of training courses, which will enable adults to cope lack of funding has been highlighted as a persistent with social challenges. There is a widespread belief problem over the years while in others there has been among our members that in order for adult education witnessed a decrease in the allocated funding during to reach its full potential, it should receive the the past year. For example, in Denmark the funding of same recognition as primary, secondary and tertiary Danish courses for self-suffi cient migrants has been education and as a consequence receive more funding. 7 Austria Even though Austria tends to achieve high participation rates in adult education, there is still a greater need for parts of its population, such as refugees, to undertake adult education courses in order to be integrated into the society. This is the reason why, for some years now, more programmes have been focused on the issue of migrants’ integration. Recent developments The Adult Education Survey 2016 shows an increase of refugees and migrants. Besides German language in participation of 11.7 percent points in formal and courses, courses for basic education have been fi nanced non-formal education and training. Participation rates by the state. Moreover, train-the-trainer courses are run though differ signifi cantly according to the educational for teaching refugees. At the moment, adult education attainment of the participants. providers are in a clearing phase in regard to whether basic education for young refugees should take place in schools or in adult education structures. Furthermore, the second Adult Education MOOC ran in spring 2018. Together with the fi rst MOOC, the courses were attended by 6,000 adult educators in total. Digitalisation is also the main topic within the Conference of the Austrian Adult Education Association (KEBÖ). The 2017 conference focused on this topic and the 2018 conference will continue with in the same direction.
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