Adult education and training in Europe
Programmes to raise achievement in basic skills : country descriptions
This inventory of adult basic education and basic skills programmes takes the form of 35 system descriptions, covering 32 countries (all EU Member States as well as Iceland, Liechtenstein, Norway and Turkey). Its main goal is to support mutual understanding and dialogue between countries. The document has been drafted on the basis of a standalone collection of data by Eurydice that took place in April and May 2014, with the school year 2013/14 as the main reference period. The data collection covered a range of areas related to learning opportunities for adults with low basic skills, or low... level or no qualifications. One of the areas of enquiry was the existence of large-scale programmes intended to support adults in acquiring basic skills (in particular, the skills of literacy, numeracy and information and communication technology – ICT). Large-scale programmes were defined as those which operated throughout the whole country or across a significant geographical area, and were intended to run long-term with funding expected to continue over several consecutive years. On the basis of this definition, countries were asked to complete detailed questionnaires in order to provide the relevant information. In addition, the data collection also included questions about policy commitments relating to adult literacy and basic skills in Eurydice member countries. The following country descriptions are based on these elements. In addition to the country descriptions, the information collected from the Eurydice Network was used as a basis for the comparative report 'Adult Education and Training in Europe: Widening Access to Learning Opportunities' (European Commission/EACEA/Eurydice, 2015). The country descriptions complement the comparative analysis, particularly the information on basic skills programmes.
- Corporate author(s): Eurydice (Education, Audiovisual and Culture Executive Agency) Themes: Education policy, Vocational training
- Subject: adult education, continuing vocational training, education policy, information technology, learning, teaching curriculum, teaching quality, vocational education, vocational training