Finale Project
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Further reading

Financing of adult education

Cedefop (2017): Investing in skills pays off. The economic and social cost of low-skilled adults in the EU. Luxembourg: Publications Office. Cedefop research paper; No 60.

Bisovsky, Gerhard (2015): Education vouchers - a model for financing adult education? In: Die Österreichische Volkshochschule. Magazin für Erwachsenenbildung, 257/66, online version

Lassnigg, Lorenz (2015): Financing of adult education - is the focus on economic/vocational education replacing or supporting non-formal adult education? In: Die Österreichische Volkshochschule. Magazin für Erwachsenenbildung, 257/66, online version

Vater, Stefan/ Zwielehner, Peter (2016): Vocational education at adult education centres. In: Die Österreichische Volkshochschule. Magazin für Erwachsenenbildung, 258/67, online version

OECD (2017): Financial Incentives for Steering Education and Training. Getting Skills right. Paris: OECD Publishing.

Country-specific analyses

Crawley, Jim (2015): Does the UK have an adult education problem? World Economic Forum, 1 April 2015

Indicators for adult education/learning, measuring learning outcomes and impact

NIACE (2011): Briefing paper
Social value of adult learning for community empowerment

WEA (2015): Impact Report
WEA Adult Education changing Lives

Why Invest in Adult Learning?

Adult education is effective and investments in adult education by the state, the economic sector and also individuals pay off. The effects of adult education overlap to the greatest extent possible with the effects of initial education. The transfer of learning outcomes obtained from adult education is more direct and also quicker than in initial education or training that is part of the formal educational system. Adult learners are already employed or accept a new job soon after successfully completing a continuing education programme...  

Where to invest?

This research, done in the framework of the FinALE project, focuses on non-formal adult learning across the participating countries. Defining non-formal adult learning can be challenging particularly within a European context as there are inconsistencies in terminology across Europe. Broadly defined, non-formal adult learning is organised adult learning that happens outside of schools and colleges. Those who deliver nonformal adult learning usually present it as different to what most people experience in schools and colleges. This difference is captured through certain guiding principles, or values.

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