Finale Project
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Latest events
06 December 2017

Workshop in Brussels: Uncovering funding trends for adult education

The financing of adult education has a variety of dimensions: from the fragmented nature of the…
31 July 2017

FinALE Workshop in Porto: Adult Education has Long-term Impact on Economy and Society

In spite of the many best practices that showcase the benefits of adult learning, little research…
04 April 2017

Partner Meeting in Porto

FinALE's third transnational project meeting was held on April 5th, 2017 in Porto, Portugal. At the…
29 September 2016

Partner Meeting in Copenhagen

29-30 September 2016: second project coordination meeting in Copenhagen to discuss the (almost)…
07 September 2016

Conference in Zurich: Aspects of Financing Adult Learning

An international conference was held on 7 September 2016 at the Zurich Pedagocial University (PH)…
12 February 2016

Kick-off Meeting in Hannover

On February 11th and 12th, 2016, the project partners met in Hannover, Germany to start the…
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Where to invest?



Non-formal adult learning is built on a belief that participants enter into a learning space with a whole host of existing knowledge, values and experiences. It interprets learner insight as a legitimate form of knowledge that is often under-appreciated in today’s society.

As part of this process, non-formal adult learning adopts principles of democracy, dialogue, participation, and collectivism. An emphasis on social justice and equality is often at its core. Social and economic conditions remain the most likely determining factor in whether a person enters into Higher Education (O’Connell et al, 2006; McCoy et al, 2014). One purpose of non-formal adult learning is to address structural inequalities such as financial injustice, gender inequality, racism and racial discrimination and perceptions of ability/disabilities.
The locus of change therefore is not with the individual but with wider systemic solutions. Non-formal adult learning thus frequently has a political dimension and usually targets specific population groups such as people who have left school before completion, those living in geographical communities that are described in Ireland as ‘disadvantaged’, people who are unemployed, people who are parenting alone, and minority groups such as migrants.

FinALE is grounded in an understanding of adult education as an instrument in social cohesion for a changing world. Those involved in FinALE believe adult educators have agency and that, through research and cooperation, providers can influence change. This includes future decision-making on how adult education is funded. For FinALE, there is urgent need for providers to address these questions:
  • Why is investment in adult education necessary?
  • How should the financing be measured so that the measurement is comparable across countries?
  • Which fields of adult education should be supported?
  • How does funding of adult education impact the lifelong learning of individuals?
  • What is European best practice for funding adult education?
Six countries participated in this aspect of FinALE research. Countries included in the research included Austria, Belgium, Denmark, Germany, Ireland and Portugal.

Downloads:
FinALE Advocacy Toolkit
FinALE research Where to invest
 

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