This report presents the conclusions from research on adult learning, which included biographical aspects of the educational experiences of project participants.

Based on qualitative interviews and the recommendations of specialists who participated in expert panels, the report’s authors identified the general principles and directions in which public policies should be developed to increase the learning activities of adults. The key principles underpinning solutions to support adult learning are:

  • Transversality – learning enables not only professional but also personal development; through learning, stereotypes can be overcome, inequalities reduced, and the social participation of disadvantaged groups increased. All these aspects should be considered potential resources, which are shaped by adult learning activities. Transversality is also about recognising the different forms and contexts in which adults acquire and develop skills.
  • Individualisation – placing the learner in the centre of the educational process and thus taking into account differences and adapting solutions for supporting and initiating learning to the needs of the participants. This also means taking into account the individual’s environment, local community, team of co-workers and network of co-learners in the learning process.
  • Systemic approach – solutions activating adult learning should be holistic and address the various factors that condition this activity at different stages of life and in different dimensions and contexts.
  • Partnership – various entities should be involved in the processes of supporting adult participation in learning, such as: public administration, labour market institutions, social policy and social support institutions, the school system, higher education institutions, cultural institutions, employers and business community groups as well as social and civic organisations. The diversity of actors involved in supporting adult learning activity increases the effectiveness of these activities and in some cases even makes them possible.
  • Accessibility and providing equal opportunities – increasing accessibility and eliminating inequalities should be one of the priorities when designing and implementing solutions to support the educational activity of adults.

The conclusions of the research are enriched with brief descriptions of good practices in lifelong learning and interesting contributions from experts in the field of professional and personal development.

The full report is available at the Integrated Qualifications System website.