Differential outcomes of adult education on adult learners' increase in social inclusion

Abstract

To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes. The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of 'activation and internalization' and 41.0% experience an increase in 'participation and connection'. Results show that foreigners and people who live together experience a higher increase on variables of 'activation and internalization' and 'participation and connection'. Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.

Examining social inclusion and social capital among adult learners in blended and online learning environments

“…De Greef et al (2014) found that groups with different ethnic backgrounds perceive differences in the rate of increase in social inclusion: non-natives report higher increases with respect to going out and meeting people. People who are living together and low-educated adults also report more positive changes in their social inclusion (De Greef et al, 2014). Furthermore, the Benefits of Lifelong Learning-project (BeLL) (Manninen et al, 2014) reports that adults with lower educational background, females and older adults experience more positive changes to social engagement.…”

“…The relationship between adult education and social inclusion According to De Greef et al (2014) adult learners experience an increase on social inclusion after participation in adult education courses: 41% of the participants perceived an increase in participation and connection. Field (2012) reported that social and civic engagement is closely associated with participation in adult learning.…”

“…It captures not only its participatory function, but the emotional meaning as well, respectively referring to 'the participating citizen' and 'the relational citizen' (Vandenabeele, Reyskens, & Wildemeersch, 2011). Both dimensions, participation and connectedness, are included in the social inclusion model of De Greef et al (2014), bearing a functional (e.g., participation) and emotional (e.g., connectedness) role. Social participation reflects the behavioural dimension of social inclusion and is defined as 'the extent to which a subject takes part in different social networks and other activities in society' (Ekström, Ivanoff, & Elmstahl, 2013, p. 459).…”

“…Traditional forms of adult education have shown to improve social inclusion and social capital (De Greef, Verté, & Segers, 2014;Field, 2005;Tett & MacLachlan, 2007). But the influence of online learning spaces on adults' social inclusion and social capital has not been scrutinised extensively.…”

Diverse Outcomes: Social Citizenship and the Inclusion of Skilled Migrants in Australia

“…The World Bank (2007) for instance defines social inclusion in terms of financial, physical, human and social capital and emotional and functional satisfaction. Other studies define social inclusion in terms of material resources, social relations, civic activities, basic services, neighbourhood inclusion, achievement, participation and social connection (Greef, Verté, & Segers, 2015;Ogg, 2005). Migrants and ethnic minorities can be denied social inclusion due to their cultural background, linguistic differences, political or religious background or the distance between their country of origin and host country (see Dahlstedt & Bevelander, 2010).…”