Adult learning and education promotes active ageing and the development of a shared vision for the active participation of all Europeans. A society that considers itself inclusive must provide quality learning opportunities for people of all ages.
Challenges
- Demographic changes, including an ageing population in Europe, migration, and urbanisation, strain public infrastructure, housing, and social services, leading to concerns about social welfare systems, social cohesion and the perception of security, as well as environmental issues.
- Challenges posed by Europe’s ageing population include the impact on pension systems, healthcare, and the labour market. At the same time, measures for active ageing are crucial to accommodate the older population’s participation and continued contribution to society more proactively.
- Europe experiences changes in its workforce due to later retirement ages, requiring adjustments in employment policies and practices to enable age-appropriate working with a focus on health and well-being at work. Despite longer working lives, there are labour shortages in many sectors which are being addressed in many countries by introducing political measures to welcome skilled migrants and restricting entry for other migrants, thereby reinforcing mechanisms of brain drain from global peripheries.
- Political measures for the reception and inclusion of migrants are perceived as inadequate or failing by large parts of the population. Migrants continue to experience not only rejection from the majority society, but also insufficient and unequal access to the labour market, the recognition of qualifications and skills, as well as learning opportunities for basic language and life skills. The promotion of mutual understanding between migrant and receiving communities, as well as the promotion of social cohesion and social inclusion amidst cultural diversity remain key policy issues.
What adult learning and education can do for demographic change and migration
ALE promotes active ageing and the development of a shared vision for the active participation of all Europeans. Learning in later life plays a central role in fostering and maintaining cognitive and social competencies: research shows that seniors who learn are more active, have more social contacts, are more likely to volunteer, work longer and are healthier. It can even help to combat dementia. A society that considers itself inclusive must provide quality learning opportunities for people of all ages. This calls for a necessary framework of policy, funding, structures and access – including cost-benefit considerations that build on relevant research evidence.
Learning opportunities can include intergenerational learning: it enables both older, experienced people and the young to benefit from each other’s knowledge and experience. The results of such shared learning processes can also contribute to greater intergenerational solidarity.
Adult learning and education also plays an important role in overcoming the challenges associated with migration in and to Europe. ALE provides a safe space where debates and inter- and transcultural dialogues can foster exchange between the resident population and newcomers. ALE helps migrants, asylum-seekers, and refugees to learn about the cultures and customs of their new host countries and allows the resident population to learn and appreciate other customs. This fosters the development of deliberative democracies.
Accessible and affordable learning opportunities for migrants, along with the recognition and validation of prior skills and learning, are vital. ALE serves as a crucial bridge between immigration, service providers, and society, facilitating skills acquisition and inclusion, especially for disadvantaged individuals and newcomers. Europe must prioritise accessible learning and offer language training for migrants to foster active participation in society, including the labour market, and prevent brain drain from other, less advantaged parts of Europe and the world. ALE also plays a key role in harnessing the skills of highly skilled migrants for the benefit of society.
At the same time, ALE must create a space where individuals and communities who feel alienated and threatened by migration are supported in acquiring competencies to understand migration and inclusion processes. This includes combating fake news and other forms of disinformation, but also promoting life skills such as empathy, critical thinking, and active citizenship. In addition, ALE can play an important role in promoting better working conditions for all, mitigating competition between different population groups, and avoiding brain drain from other countries for certain professions.
Fakhra spoke no English when she moved to the UK in 2010 and lacked the confidence to explore beyond her home environment. After the death of her husband shortly after she gave birth to her third child, adult learning became her pathway to independence.
When I first started my ESOL course at Oldham Council’s Lifelong Learning Service, I couldn’t speak English. I didn’t have the confidence to go shopping by myself and always relied on my husband. I panicked when it came to making appointments and wouldn’t pick up the phone. After the death of my husband, I found myself in a low place that lasted for a long time, and I was looking after my three children alone. I started to feel better once I had seen my doctor and started taking antidepressants. I was able to go back to the Lifelong Learning Service and enrol in more courses. I wanted to develop my confidence and find a job so that I could support my children. English language learning has allowed me to gain further qualifications, a job in social care, money, and new friends. I am confident speaking to my children’s teachers and can also help other people in my community understand official paperwork, reading and interpreting their letters for them. My friends have watched me develop as a person and tell me they admire my achievements. I always say to them, ‘If I can do it, anyone can do it, because I never thought I could do all of this. I am proud of what I have achieved, and I know that my husband would have been very proud too.
Julie Miller, a tutor at Lifelong Learning Service, said: ‘Fakhra is a positive role model for her young family and members of her local community. She is always supportive of her peers in class and encourages them to enrol on additional courses to support their development. Fakhra is a passionate advocate for lifelong learning and will confidently share her learning experiences with others.’
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Marija joined the regular university programme as soon as she started her retirement. Before that, it just wasn’t possible. Today, she is an avid reader, a regular visitor of musical concerts and various exhibitions, and volunteers on every occasion with numerous institutions, to name just a few activities. Above all, she learns from every person she meets—and she meets a lot.
