Given the double risk of exclusion caused for women with a low educational level, adult education can be a fundamental element that allows them to actively participate in their social, political, and cultural environments. Moreover, because educational level has been reported by the scientific literature to be a factor that directly favors…

This article describes two decades of workplace basic skills efforts in the United States (mid 1980s to early 2000s). Private- and public-sector groups defined the problem of inadequate basic skills in the incumbent workforce. They raised awareness of this problem as it affected various segments of the workforce and diverse industries. They…

This contribution focuses on Austria and its response to Youth Guarantee (YG) by explaining the reasons of the Austrian government not to participate in the YG, but to continue using a significant part of ESF funding for the 2014-2020 period for programmes with a high intake of young adults. This chapter therefore explores the specifics of an…

This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, including the COVID-19 pandemic, Gross argues that it is time for educational institutions and those who work within them to change their approaches…

Language teaching has undergone numerous changes as a result of COVID-19, and has adapted to the new scenario and digital tools. While the programs for university and language school courses have been modulated to the new teaching conditions, language courses aimed at obtaining certifications require the final exam to remain the same. The present…

Non-formal adult education (NFE) provides adults of all ages with the opportunity to acquire skills, knowledge, and expertise. However, there is currently a lack of validated instruments that measure the factors of NFE non-participation in European countries, particularly their barriers. One exception is the Non-participation in Non-formal…

This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult…

This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done,…

Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading…

The need for non-formal education (NFE), which does not result in a formal degree or certificate, is substantial as labour markets often require adult workers to take an initiative in advancing their job-related skills. Yet, NFE opportunities are more often pursued by high-income and high-skilled adults than their low-income and low-skilled…

Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and post-difference scores on a component reading…

In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So…

On February 23, 2024, the U.S. Departments of Education and Labor (the Departments) published a final rule in the "Federal Register" (89 FR 13814) that defines the sixth performance indicator--effectiveness in serving employers--as "Retention with the Same Employer" in the second and fourth quarters following a participant's…

To meet the demands of its current and future workforce, Colorado needs to increase postsecondary attainment. To do this, we must help more students find affordable pathways to postsecondary education so they have the confidence to enroll. One way to increase enrollment in higher education, particularly for low- and middle-income students, is to…

Career-connected learning is an educational strategy that combines high-quality academic instruction, skill-based learning, and real-world experiences to prepare students with the knowledge and skills that they need to pursue their college and career goals. Career-connected learning can be delivered in a variety of ways, including in core content…