Low-literates perceptions of lifelong learning

The participation of low-literate adults in formal adult education is a comparatively rare phenomenon. Statistical data on the participation in lifelong learning show that not more than 5 percent of the population of low-literate adults in the Flemish Community of Belgium participate in formal education. Although these adults are often in need of skills enhancement, they are less involved in this type of education than highly educated adults. Does this mean they do not learn much in general and simply rely on social networks to “survive”? Not necessarily, it merely indicates that only a small proportion of adults with low literacy skills return to some kind of formal education (e.g. adult basic education). But what do we know about those who that do not return? Do they learn in other ways and other settings? The research we report on in this paper session, examines the reasons why low-literate adults and adults having a high chance of becoming low literate, do or do not participate in formal and informal learning processes (barriers, motivation, etc.). It also explores the way they describe their own learning. For this research, both quantative and qualitative methods have been used. Data from the European Adult Education Survey (early 2008) offers insights in the main reasons and ways low-literate adults learn. Also, 60 adults, both learners and non-learners (or potential learners), were interviewed on education and learning and on how learning is embedded in their everyday life. Surprisingly, for a group that is clearly underrepresented in all statistics on adult learning, low-literate adults demonstrate an interest in learning in general. A lot of them clearly realize that (lifelong) learning is a key strategy to strengthen their own personal and social position in society. Certainly, those who are involved in formal learning are (more) aware of the positive effects of adult learning. The non-participants are aware of the negative effects of not participating, yet this does not seem to affect their behavior or self-confidence. Although low-literates broadly agree on the importance of learning, their attitudes towards the educational and training systems are not positive. As to be expected, low-literate adults have rather negative feelings about their past schooling and those who do not feel rejected by the school system are not easily willing to engage in formal adult education. Because schooling is not part of their culture, many low-literates look for experiences outside the school systems. Still, the study shows low-literates participate comparatively less in informal learning opportunities than (high-)literate adults. Especially learning by social interaction seems key to low-literate adults. This learning is mostly home-based or practiced in the local community (with friends, neighbors, community members, etc.) and is often triggered by membership of a club or association. Learning related to the private sphere is often a way of coping with the challenges people face every day. Simply because of those challenges, learning in a structured context with specific pedagogic intervention is simply not a possibility or a priority for many low-literates.status: publishe