Adults in Formal Education: Policies and Practice in Europe

(L'éducation formelle des adultes en Europe: politiques et mise en oeuvre) and German (Formelle Erwachsenenbildung: Massnahmen und Praktiken in Europa). The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to 'Eurydice network', followed by the date of publication of the document. FOREWORD Throughout the last decade, lifelong learning has occupied a central place on the agenda of European policy cooperation in the field of education and training. Adult learning has, in turn, been recognised as an important component of lifelong learning. Adult learning opportunities are essential to ensure economic and social progress, as well as the personal fulfillment of individuals. Adult education is linked to returns in terms of improved civic participation, better health and greater individual well-being. The public and private benefits of adult education and training include greater employability and better-quality employment. Almost ten years ago, EU Member States set themselves five targets or 'benchmarks' in education and training. One of these was that by 2010, an average of at least 12.5 % of adults should participate in lifelong learning. In 2009, Member States agreed to raise this benchmark to 15 % to be attained by 2020, as part of the strategic framework for cooperation in education and training ('ET 2020') (1). With the support of the Commission, Member States are now working together to achieve this commonly agreed objective. The European Commission's Communication 'It is never too late to learn' (European Commission, 2006) highlighted the essential contribution of adult education and training to competitiveness, employability and social inclusion. This Communication was followed by the Action Plan on Adult Learning 'It is always a good time to learn' (European Commission, 2007), which identified five key areas for action in the field of adult education and training:  to analyse the effect of reforms in all sectors of education and training on adult learning;  to improve the quality of provision in the adult learning sector;  to increase the opportunities for adults to achieve a qualification at least one level higher than before (to go 'one step up');  to speed up the process of assessment of skills and social competences and their validation and recognition in terms of learning outcomes;  to improve the monitoring of the adult learning sector. 4 The Action Plan on Adult Learning ran until the end of 2010 and …