The Learning for All project recognises the importance of involving more adults in educational opportunities. This initiative aligns with the European Commission's target of ensuring at least 50% of Europeans aged 25-64 are engaged in learning activities by 2025. The underpinning principle is that everyone deserves the chance to gain new knowledge and skills, which are crucial for securing job opportunities and maintaining an active, independent role in society.
The Learning for All project is addressing the challenge of engaging a broader range of adults in learning opportunities. While the European Commission aims for a large increase in Europeans aged 25-64 to participating in learning by 2025, vulnerable groups like migrants, refugees, the unemployed, and low-skilled individuals are currently underserved by educational programmes. These groups face higher risks of poverty and social exclusion and encounter barriers like poor language skills, lack of awareness of rights, and discrimination, particularly in accessing education. This issue is most acute for low-skilled migrants, who are at significant risk of marginalisation and potential criminality or radicalisation.
Our mission is to enhance educational access and inclusivity for vulnerable adults by reforming the culture, policies, and practices within adult education systems.
The Learning for All project aims to address the needs of adult learners, particularly those who are vulnerable or marginalised, through a series of focused strategies and tools. The target groups of this project are:
Senior leaders overseeing various programmes in both large and small organisations. They are open to inclusion but face challenges due to limited strategy, budget issues, and lack of knowledge or confidence.
Managers, Communications, Admissions, and Administrative Staff: Mid-level staff who interact first-hand with the public. They are a diverse group in terms of age, experience, and specialisations, with basic training in Diversity, Equity, and Inclusion (DEI) and limited awareness of changing demographics.
Teachers of all ages and backgrounds, generally keen on improving inclusive practices. They may have modified curricula and enhanced intercultural facilitation but lack skills in evaluating and recognising prior learning and supporting personalised learning paths.
Individuals working with adults in community settings, not specifically focused on education. They require better understanding and methods of collaborating with adult education sectors.
Includes national education authorities, networks, membership associations focused on adult education and lifelong learning, as well as nonprofit and civic groups engaged in social integration and inclusion from a community perspective.
Typically aged between 24-50, these individuals require new skills to integrate into host societies and remain active in the labour market. Challenges include lack of knowledge, cultural barriers, and facing both conscious and unconscious discrimination, which hinders their participation in education.
