Adult education – A key to personal development, social inclusion and active citizenship
I cannot overstate the importance of adult education.
It happens over the course of a lifetime. It covers the entire range of formal, non-formal and informal learning activities - both general and vocational - undertaken by adults after leaving initial education and training.
Adult learning is an investment that pays off for all; there is no learning without benefits. This requires further developing a learning culture in society, making everyone aware of the benefits of learning. It is the key for personal development, social inclusion, active citizenship, and sustainable development.
Adult learning is not only required to meet the need for new skills and answer the needs of the labour market, but it also enhances life as an individual and in society.
Adult learning should be for everyone, whereby we are to make sure that all adults shall be provided with opportunities for learning under the right conditions. These conditions differ between target groups, such as those who have a migrant background, have long been out of education and training pathways, lack basic skills, are unemployed, are below or at the poverty threshold, have physical or psychosocial disabilities.
Life-long learning will benefit the learners by improving their chance to get better-quality work, a higher income, improved employability, improved general wellbeing and health; and improved engagement in community and civic activities. Having a motivated workforce for life-long learning will make companies improve their competitiveness, productivity, innovation, and profitability; the country will benefit from greater economic competitiveness; higher GDP and improved skills to adapt to changes in the labour market. From a social aspect, life-long learning leaves positive effects on health, the environment, innovation, growth and investment and community integration.
The Commission, through its 2020 revised European Skills Agenda for sustainable competitiveness, social fairness, and resilience, presented a paradigm shift in skills to take advantage of the green and digital transitions and support a prompt recovery from the Covid-19 crisis. The European Education Area proposes to raise the participation of adults in lifelong learning to 25% by 2025. While it is necessary to increase participation of individuals in life-long learning programmes, it is particularly so for those adults having low basic skills.
Focusing on the situation in Malta, I must highlight that the proportion of low-qualified adults is still high, but there is a gradual improvement. The case for further upskilling and reskilling is strong, since the number of low-qualified adults largely exceed the elementary jobs available.
It is for this reason that we have revisited our National Strategy for Lifelong Learning and launched a consultation process on this strategy.
The 2020-2030 Strategy aims to: (a) Facilitate the possibility of adults to continue learning; (b) Ensure that 15% of adults continue their education; (c) Create synergies between multiple stakeholders; (d) Instigate a national conversation about adult learning, continuously improving adult learning; ( e) Align course provision of the Lifelong Learning Unit with Malta’s changing skills and needs, and in alignment with the economic vision as set by Government.
This Strategy comprises of four main pillars: (1) Improving educational opportunities for low-skilled and low-qualified adults at higher risk of unemployment, poverty and social exclusion; (2) Diversifying the methods and opportunities for learning; (3) Ensuring quality in Lifelong Learning course provision; and (4) Supporting adults to make informed educational decisions through the provision of a guidance system.
The strategy lists no less than nineteen strategic measures to achieve the above-mentioned pillars. Some of these strategic measures aim to: (a) Address skill gaps by diversifying the provision of adult learning courses; (b) Address the skills deficit by introducing skills assessment measures; (c) Improve the accessibility of Lifelong Learning course provision to persons with disabilities; (d) Having a continuous Professional Development programme for educators teaching basic skills; (e) Promote Community Learning; (f) Strengthen work-based learning in collaboration with industry; (g) Improve digital education and lifelong learning; (h) Deliver courses which are applied and vocational in nature; (h) Improve the programme quality of the Lifelong Learning Unit; and (i) Professionalise educators and other staff working in andragogy (which is the method and practice of teaching adult learners).
While the importance of adult education is immense, we have to acknowledge that there are a range of challenges that adult learners may face. These include the difficulty of returning to a classroom setting and that of balancing education and a career, which is difficult for people in full-time employment.
This Government is committed to encouraging adults, from all walks of life and socio-economic backgrounds, to further their studies and facilitate them to find a balance between work and learning.
This strategy provides for community learning: meeting the needs and aspirations of various communities living within the Maltese Islands, including both the native Maltese and also the migrant communities; respecting the fact that we have a cosmopolitan and diverse society and that such diversity is an enriching experience for all.
l am confident that this National Strategy for Lifelong Learning (2020 – 2030), will act as a catalyst to better the adult learning services in our country and will reach many more adults and leave a positive impact on their lives.