illustration for the drivers of inequality

Driver Category 3.8

Unequal access to adult learning and education (ALE) opportunities

This driver category covers the lack of comprehensive, inclusive and affordable policies on adult learning and education (ALE) activities in many countries, particularly in relation to literacy and basic numeracy skills. In addition, opportunities for ‘active citizenship’ or ‘community education’, for equipping and empowering adults with the skills and competences to be more resilient and cope with shifting challenges and complexities of life, culture, economy and society, to critically think and actively engage with social issues such as poverty, gender, social mobility, equity, unemployment.

Aspects such as the existence/lack of ALE policies and measures - including incentives for certain groups to engage should be analysed within this driver category. This analysis could include looking at efforts to enhance access to quality learning for vulnerable groups such as individuals with low levels, or no, literacy and numeracy and schooling, vulnerable youth, migrant workers, members of ethnic minorities, indigenous groups, prisoners, the elderly, people affected by conflict or disasters, refugees, stateless or displaced persons.

In addition the existence/lack of financial resources and allocations to ALE programmes and activities are included under this driver category. Whether discrimination or lack of funds is an obstacle or not for youth and adult learning to fully participate in society are all factors to consider.

Guiding Questions

General questions

  • Does the government have a national policy and strategy regarding access to affordable, quality technical and vocational education and training?
  • What is the current mix of provision between public and private providers?
  • How is adult education designed to meet the evolving needs of the labour market?
  • Are adult education programmes adequately designed in light of critical labour market gaps and constraints?
  • Is there sufficient collaboration between the private and public sector with regard to the design and provision of adult education programmes?

Targeted adult education services for disadvantaged groups

  • What services are targeted at the working-age population with low skills?
  • How are particularly disadvantaged groups (including adults with disabilities and special educational needs) reached by adult education services?
  • What is the nature and scope of adult literacy programmes in your country?
  • How are they targeted to reach the most disadvantaged groups?
  • How are adult literacy programmes designed?
  • Do they seek to meet broader needs, including livelihood and income generation aspects and/or tackling issues such as parenting, health etc.?
  • What adult education services are on offer for recent immigrants who may need language or other training to enter the labour market?

Coverage and quality of formal and non-formal education

  • What is the role of education institutions (secondary schools and higher education facilities) in providing adult education opportunities?
  • Do schools host formal and non-formal educational activities for low-skilled adult learners?
  • What is the coverage of courses available via education facilities?
  • Is there a suitable national qualifications framework to recognize adult education and continuing training?
  • Are learning outcomes recognized in both formal and non-formal adult education?
  • Do public libraries have a digital inclusion strategy?
  • Is there free Internet access for all, as well as help to get online for those who need it?

Technical and vocational education

  • What is the geographic coverage of technical and vocational training facilities?
  • How does the geographic coverage of public and private training providers compare?
  • Are facilities (infrastructure and equipment) sufficient to meet the needs for quality technical and vocational education?
  • Given the need to locate facilities near employment opportunities, are residential facilities provided to enable enrolment or remote and disadvantaged students?
  • What linkages or partnerships exist between technical and vocational training programmes and the private sector?
  • Is the government encouraging businesses and business associations to play a role in supporting technical and vocational education?
  • Are industry actors consulted in the development of technical and vocational education curricula, the setting of quality standards or performance evaluation?
  • Are businesses encouraged to provide apprenticeships as part of, or after, technical and vocational training programmes?
  • Are processes in place to enable recruitment of successful trainees?
  • Does the government have an adequate monitoring system to inspect technical and vocational education facilities, including to deliver quality assurance of private facilities?

Training and learning in the workplace

  • Are any arrangements in place to provide enterprises with incentives to expand their in-work training programmes?
  • Does the government offer grants (such as wage subsidies during a specific period) or loans to help enterprises cover the cost of training employees?
  • Are any incentives targeted specifically to stimulate training for workers with low levels of education and skills?
  • Are the incentives on offer evaluated to ensure public funds deliver genuine benefits (and are not just supporting training that enterprises would have offered anyway)?
  • Is there information available on the difference in access to in-work training between employees working at different levels of the business? Do better-educated and better- paid workers, in higher skilled roles, enjoy greater opportunities for in-work training?

Adult education budget

  • What resources are available for adult education and non-formal learning and how does this compare to other programmes in the education budget?
  • What is the budget available for adult literacy programmes?
  • How are budgets targeted to support disadvantaged groups?
  • What resources are available for technical and vocational education?
  • Is an accurate picture of public spending available given the (potential) multiple different providers?
  • How does spending on technical and vocational education compare to spending on tertiary education in the country?
  • Given the high costs of certain types of technical and vocational training is any cost-share with employers/industry undertaken?
  • How is the adult education budget enabling more equitable access?
  • Is there a special fund for training of economically and socially disadvantaged groups?
  • Is there separate financing to provide skills training in certain geographic areas?
  • Are any financial incentives provided to employers to enable apprenticeships or in-work training, particularly to disadvantaged groups and adults with lower skill sets?

Indicators

Potential indicators to monitor the drivers of inequalities in this main driver category

  • Amount of budget invested in adult education (formal and non-formal, national and per region)
  • Amount of budget invested in adult literacy programmes (national and per region)
  • Amount of budget spent on education and training opportunities for prisoners in detention and for ex-offenders as part of rehabilitation services
  • % of public libraries with free internet access and support to get online (national and per region)
  • % of women enrolled in technical and vocational education (disaggregated by age)
  • Amount of technical and vocational education spending per student (national and per institution type)
  • Ratio of (qualified) instructors to students (in public and private facilities)

Candidate Policies

To see related Candidate Policies in this main driver category please click here.