The webinar was moderated by Alex Stevenson, Deputy Director of Learning and Work (UK) who opened the floor to a stellar example of an adult learner story. Donna Ridings shared with the audience how she decided to get back to learning and acquire GSCE (General Secondary Education)-level skills in math and functional English. But it was not only her professional life that improved after the acquisition of these skills; she mentioned the great positive effect on her mental health, not least due to the sense of empowerment.
Ridings currently works as a classroom support and wishes to go into the field of adult education herself. When asked about what helped her get out of her comfort zone, she replied that it was primarily the support of relatives, close ones and peers during her studies. She is now happy to finally be able to help her grandchildren with their homework. For the audience consisting of educators, advocates and executives this learner’s input was no less important than the study report.
The PIAAC results
The PIACC (Programme for the International Assessment of Adult Competencies) assesses numeracy, literacy and problem-solving skills among the working-age population in 24 of the OECD countries. The first cycle took place more than ten years ago, with its results published in 2013. The results of the second cycle were published in December 2024. Apart from allowing for the general assessment of the situation and comparison between the different countries, the study, due to the 10-year interval, makes it possible to grasp the overall dynamics and tendencies in the realm of adult competencies.
One of the negative tendencies, as Andreas Schleicher emphasised, is stagnation or decline in adult competencies in most countries. Of the three skill sets that were assessed, literacy suffered the most, which may be partially explained by digitalisation and the ever-shrinking role reading has in our everyday lives.
In all cases, it was the multiplication of adults showing the lowest results that contributed to the overall decline, not the deterioration in the proficiency of the high-scoring groups of adults. This has led Andreas to speak of the increasing social polarization when it comes to skills and education, a trend corresponding to the general increase in global inequality.
He also pointed out the notable difference between the (good) results that young adults have shown in comparison with the oldest age group, which he explained by the higher quality of general education now compared to fifty years ago.
Most significantly, he highlighted the fact that only in exceptional cases (like that of Finland) participants of the recent study aged from 26 to 34 have shown better results than the youngest age group ten years ago – signalling, perhaps, that lifelong learning is not as widespread as one could wish for.
Panel discussion – main takeaways
The panel consisted of experts working in the field of adult education from various levels, NGO’s, Ministries, Folk schools, and National Agencies.
On the European level, Raffaela Kihrer, Secretary General of EAEA emphasized that it is the mobilization of potential learners that remains the main objective of adult educators. Active and meaningful communication of the benefits of non-formal education and lifelong learning is what should help to counteract the negative tendencies mentioned by Schleicher. At the same time, one should avoid senseless pushing adults to education, which must remain a matter of individual choice.
From the local perspective of a Folk School John Evers from VÖV (Verband Österreichischer Volkshochschulen) pointed out that for Austria, despite the great basic education system, the results were unexpectedly poor, especially for literacy and problem-solving. The media has drawn little attention to it and framed it mostly within the discussion of migration. Given that currently, most participants in ALE in Austria indeed have migration backgrounds, an awareness-raising campaign is needed to mobilize the autochthonous population. To Evers’ judgment, the subject is still not politically reflected, and it does not look like it has any significance for the current Austrian government-building negotiations.
Erno Hyvönen from the Ministry of Education and Culture of Finland stated that in Finland, the results turned out to be unexpectedly good. He explained it by the older generation going out of the scope of the study, thus leaving space only to those who went through a new school system that was introduced in Finland in the 1970s. Still, the Finnish Ministry of Education is yet to find out what exactly was done “right” back then.
Another unexpected positive observation is that the second PIAAC generation in Finland (aged 26-34) shows better results than they did the first cycle ten years ago. That may have to do with the fact that they actively use the acquired skills in work, widening and refining them, or, indeed, engage in lifelong learning.
Colleen Dube from NALA (National Adult Literacy Agency) mentioned that in Ireland, the increase was relatively low in most fields, despite active government interventions. She emphasised that it is the barriers to education that adults face that must be targeted; local media promotion and generally positive feedback (especially from those having recent experiences in adult education) should also be helpful. Finally, she advocated for temporal and spatial flexibility of the educational offer to make it more attractive and responsive to the capacities of the learners.
Cäcillia Märki from EBSN/SVEB (European Basic Skills Network/Swiss Federation for Adult Learning) stated that the lowest-scoring (Level 1 and below in PIAAC’s gradation) adults are the main cause of concern for EBSN. She pointed out the negative effect the decrease in basic skills among young adults might have on national economies in general and twin transition in particular. To fulfil the transition, she insisted, national governments should engage in lifelong learning, basic skill acquisition and awareness-raising programs. Advocating for this is going to be on adult educators’ agenda for the coming years.
The second cycle of the PIAAC study has not brought the most positive results, however, it will still be valuable to educators, representatives of national agencies, civil society and other stakeholders that can learn from it and develop further approaches. After initial disenchantment, adult educators can now employ these findings to allocate their resources more efficiently both when practising and advocating for adult education.