Inclusion, empowerment and social justice

Adult learning and education plays a fundamental role in fostering social justice, embracing diversity, and promoting inclusion.

Challenges

  • Growing social inequalities, lack of inclusion, marginalisation.
  • Too many people experience being left behind and excluded from participating in society.

What adult learning and education can do for inclusion, empowerment and social justice

Adult learning and education plays a fundamental role in fostering social justice, embracing diversity, and promoting inclusion. Research evidence shows that ALE offers individuals from disadvantaged backgrounds a chance to enhance their education, increase their job prospects and improve the quality of their life. Critical thinking and problem-solving skills are crucial for active participation in the processes of a democratic society. Active participation promotes social justice by ensuring that diverse voices are heard and respected. Transformative learning methodologies empower adult learners, especially those who are not participating in learning activities, to participate more – in society, community, democracy, economy, arts, and culture.

ALE furthers greater social mobility by supporting both those who have not been able to take full advantage of initial education and those who have, but want to pursue further learning as adults. From basic skills training to second chance schools and language learning – ALE provides many opportunities to improve individuals’ lives by offering flexible learning options, such as online courses or evening classes. It also equalises societies on a larger scale and creates fairer societies as well as more economic growth.

ALE is particularly powerful in bringing together people from different walks and stages of life, and in developing mutual understanding and respect. Moreover, ALE has the flexibility to address issues like gender equality, racial justice, and environmental sustainability critically. Informed and critically engaged adults who understand the value of diversity, inclusion and sustainability are better equipped to actively work toward a more democratic, inclusive, and equitable society.

“The empowerment role of adult education is revealed through agency expansion, which enables individuals and social groups to gain power over their environment in their striving towards individual and societal well-being (…). Our analysis shows that participation in non-formal adult education is viewed as a means of empowering individuals by increasing their self-confidence, capacity to find a job, and ability to control their daily lives (…). The empowerment effect of adult education is greater among learners with low educational levels than it is among those with medium and higher educational levels. This means that to truly be sensitive towards vulnerable groups, adult education policies have to more seriously consider the varying roles adult education can play in the empowerment of people from different social backgrounds.”

“There is no doubt that through innovative provision, strategies to motivate and engage learners and alliances with government and other social actors, adult education can make a difference… Perhaps alongside its task of offering second chances that transform the lives of individual learners and groups of users, its most important current task is to share in securing the public space for the debate of alternatives to the neoliberal consensus that increases inequality and reinforces marginalisation.”

Around 10,000 refugees currently live in Stuttgart. Politics, administration, and civil society work hand in hand to open pathways to a smooth integration process. The City of Stuttgart implements a large number of tailor-made strategies for integration. Among others, it established a most innovative approach: in a programme called “Empowerment”, educational offers are initiated and run by refugees themselves – and supported by local stakeholders with a view to general organisational aspects, rooms, and other facilities. This way, the initiative incorporates elements of education and capacity building both among refugees and civil society. Moreover, offers are tailored to the needs of the refugees and, as a consequence, a rich and diverse range of activities could be established.

Jason was recovering from severe brain damage and years of homelessness when he found training opportunities and a new sense of direction through Newground Together. Jason’s success in learning led not only to an offer of work but the chance to reconnect with his family.

A smiling man in a cap“I have two adult sons, but for a long time after my brain injury, I couldn’t remember them. As my brain started to rewire itself, I wanted to reconnect with them – but I was ashamed. I started a facilities management course that included work experience at THG properties in Halifax. That taught me caretaking, cleaning and basic estate management. Since being offered an employment contract, I’ve also learned how to report damage, manage repairs and liaise with contractors. Being a caretaker is an important job. There’s a lot of responsibility and it’s a great feeling to know that the little things I do are improving somebody else’s life. This is why I want to keep learning. I feel responsible for my tenants and the environment they live in, and it feels like a chance to repay the help I’ve been given by helping my immediate community. My brain is working much better now, although the damage is always going to be there. I believe learning has helped the recovery process, encouraging my mind to keep making new connections and get stronger. Learning has also made me feel like a man again, and because of this my sons have got their dad back.”

“My way to adult learning started unusually. My younger son didn’t want to study. A psychologist recommended that I become a role model for the child by starting to learn something new myself. By chance, I got to the webinar “Home pastry chef” and decided to learn how to cook modern desserts. I could not find confectionery courses in our city, but I was able to jump on the last train to a series of confectionery workshops of the “Pershyi” ALEC (in the temporarily occupied city of Melitopol) in Ukraine. “I realised that I like confectionery and I’m pretty good at it. So I took self-development courses at “Pershyi” ALEC and understood how to plan my further life.” Over some time, Oleksandra became a part of the ALEC team and a trainer of confectionery courses. She understood that she needed to return to her first teacher’s education and start working as a vocational trainer. “I entered the university, where I currently study food industry technology. After the first learning experience, I don’t understand how I lived without it before. Now I constantly attend new courses and programmes in both professional and self-development directions. Thanks to learning at “Pershyi” and the cooperation with ALEC as a trainer and a team member, in the most difficult times of 2022, I managed not only to survive but also to gain new experience that still helps me today.”