Societal Factors Shown to Influence Adult Learning and Education According to Research

From August 2022 to October 2022, a series of interviews were conducted with 25 experts from selected countries. These interviews were then analyzed through a Ground Theory approach to uncover insights into the development of adult learning and education (ALE) within different contexts. The analysis revealed a model that highlights the interaction between factors and actors at various societal levels (mega, macro, meso, and micro) in shaping ALE.

The comparison at the “mega level” demonstrates that overarching issues such as war and conflict, historical and systemic discrimination, disease and extreme poverty, as well as political authoritarianism, act as both catalysts and barriers to ALE activities.

An analysis at the “macro level” reveals that, except for a few exceptions, ALE is often overshadowed by the school education sector. Formal programs focused on compensatory education or workforce development receive more policy interest and support, while non-credentialed, informal, and non-formal learning initiatives struggle to gain recognition. This poses challenges to the sustainability of ALE initiatives beyond the formal education sector.

The “meso level” emerges as the key driver in the policy arena for the implementation of ALE. Advice from democratically structured associations with elected chairs carries more weight than advice from less formally constituted groups. However, the effectiveness of these associations can be hindered by limited resources, funding, and professional expertise.

At the “micro level,” companies provide in-service training as part of their ALE efforts, while commercial providers, governmental organizations, and civil society organizations run training centers. ALE activities at the micro level are highly flexible and responsive to local needs, ranging from responding to the impact of severe weather events to improving the quality of life for the elderly and addressing the prevalence of sexual harassment.

The report showcases successful grassroots projects from each country, many of which are carried out by DVV International, a leading German organization promoting adult learning and education globally in collaboration with local partners. These insights from the study led to recommendations on strengthening ALE within the lifelong learning framework. The recommendations for associations and policy makers include:

• Building and supporting sustainable networks and associations
• Coordinating efforts across stakeholders and sectors engaged in ALE
• Recognizing and encouraging grassroots initiatives that support adult learning in various sectors
• Supporting the collection and utilization of high-quality data on ALE at national and cross-country levels
• Highlighting the role of ALE in lifelong learning and promoting a holistic approach to learning
• Leveraging the flexibility and responsiveness of ALE to maximize its impact
• Ensuring ALE meets the diverse educational, training, and civic needs of learners, employers, and governments
• Providing meaningful support for ALE at micro, meso, and macro levels

The research findings and recommendations will be shared with different entities of DVV International.

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