Peer Learning Activity on Adult Literacy

14 January 2008 to 16 January 2008
Dublin, Ireland

Peer Learning Cluster or other group

Working group on adult learning

Background

The first Peer Learning Activity (PLA) on adult learning was organised on 14 – 16 January 2008, in Dublin, on the topic of Adult Literacy.

Adult learning is closely related to several of the eight thematic clusters within the open method of coordination to support the implementation of the Education and Training 2010 work programme and thus it is treated as a horizontal theme by the clusters.

Within this framework, the Dublin PLA was hosted by the Peer Learning Clusters on 'Key Competences' and on 'Access and Social Inclusion'. The Dublin PLA on Literacy was also implemented in the framework of the recent Action Plan on adult learning: it is always a good time to learn (2007).

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Description

Key issues addressed :
 

The PLA sought to focus on policy and practice relating to adult literacy and basic skills, with specific reference to:

  • Reaching and motivating the key target groups
  • Developing new learning contexts outside traditional education and training establishments
  • Offering improved learning outcomes, with qualifications that offer opportunities for transfer and progression within a lifelong learning context
Conclusions
 
The PLA succeeded in stimulating a high level of discussion and a range of conclusions that included for instance the following points:
  • The identification and prioritisation of the needs of adults with literacy/basic skills difficulties and a commitment by public authorities to addressing those needs is a key requirement for economic development and the achievement of social inclusion in the years ahead. 
  • Reliable and comparable baseline information on literacy/basic skills levels of the adult population is an essential foundation and departure point for addressing the literacy/basic skills needs of adults in any country.
  • Effective policy-making and policy implementation in adult literacy/basic skills requires the involvement of all stakeholders (from national levels to learners themselves). 
  • The development of a specific resourced national action plan for the development and promotion of literacy/basic skills learning is vital.
  • Curriculum and programme development based on the underlying principles of learner-centeredness, flexibility and responsiveness are an integral part of literacy/basic skills provision. Non-formal learning in a range of contexts appears to offer good possibilities for improving adult literacy/basic skills. 
Knowledge System for Lifelong Learning