Abstract:

The ongoing demographic evolution towards an older population in Europe has amplified the necessity for skill enhancement. This need is further accentuated by an increase in life expectancy and the vital role of intergenerational cooperation in society. Moreover, the emergence of new forms of work and the pervasive influence of digital technologies in every aspect of daily life have heightened this sense of urgency [1] . It is now imperative to offer upskilling and reskilling opportunities for individuals who lack basic educational qualifications or skills to ensure their employability and active civic participation. To address these challenges, the European Union has formulated an adult education policy aimed at encouraging member states to broaden the access to adult learning. The objective is to improve the average educational qualification levels across the member states [2]. However, the 2020 Education and Training Monitor reveals that only a small fraction of adults actively participate in educational programmes. Specifically, only 10.8% of adults aged 25-64 were involved in adult educational activities. Additionally, this participation has declined since the onset of the COVID-19 pandemic, further widening the skills gap [3]. In the context of Portugal, the situation is particularly pressing. The country is among those in Europe with a low percentage of adults aged 35-64 who have completed secondary education. Moreover, it exhibits marked inter-generational disparities in educational qualifications [3].

The current preliminary study aims at examining the factors that encourage adults to enrol in secondary education and training programmes. Using a qualitative research methodology, we conducted an exploratory focus group with 5 adult learners who were enrolled in a secondary education programme. The discussion aimed to unearth the various personal, professional, and socio-economic considerations that have led these individuals to restart their education. Preliminary findings suggest a distinct inclination for Adult Education and Training (AET) over Recognition, Validation, and Certification of Skills (RVCS), primarily due to AET's structured and didactic nature. Furthermore, the absence of a completed secondary education is acknowledged as a relevant barrier to career advancement, irrespective of the depth of professional experience one might possess. In addition to being generally satisfied with their decision to continue their education, participants also illuminated various challenges they face, ranging from financial constraints to emotional and psychological hurdles. These observations offer perspectives for the formulation of future policies in education and employment.

References:
[1] Council EU. Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: New Opportunities for Adults. Official Journal of the European Union, C. 189, 2019.
[2] Council EU. Council Recommendation on Upskilling Pathways: New Opportunities for Adults. Official Journal of the European Union, C 484, 2016.
[3] European Commission, Directorate-General for Education, Youth, Sport and Culture, Education and training monitor 2020 : teaching and learning in a digital age. Publications Office of the European Union; 2020. Available from: doi/10.2766/917974

Keywords:

Adult Education and Training, Portugal, Student´s engagement, Secondary Education.