Understanding the effects of training programs for vulnerable adults on social inclusion as part of continuing education

Abstract

with details of the nature of the infringement. We will investigate the claim and if justified, we will take the appropriate steps.

The role of informal learning in adults’ literacy proficiency

“…For example, literacy programmes with the broader aim of social inclusion targeted at adults who are at risk of social exclusion (e.g., low-skilled workers, immigrants) offer basic skill training using authentic materials and content relevant to learners' daily lives. Studies on the results from these programmes show not only stronger mastery in reading and writing, but also engagement in literacy activities in everyday contexts relevant to adults ( de Greef, Segers & Verté, 2012). This, in turn, encourages autonomous participation in social life, supporting the positive interplay between proficiency and engagement.…”

“…However, comparisons should be made cautiously due to weak measures of nonformal and formal AET. After all, some studies show literacy gains in nonformal basic skill courses ( de Greef, Segers & Verté, 2012;de Greef, Verté & Segers, 2015). Overall, this study confirms the results from previous research (e.g., Desjardins, 2003;Green & Riddell, 2012;OECD, 2013a), showing that informal literacy learning, particularly outside of work, complements initial education's effect on literacy proficiency, but does not outweigh its impact or that of other background variables.…”

“…Even literacy programmes may result in only limited proficiency gains (Alambrese, MacArthur, Price, & Knight, 2011;Reder, 2009;Sabatini, Shore, Holtzman, & Scarborough, 2011). However, some studies have discovered literacy gains attained from basic skills programmes implemented with the broader aims of social inclusion ( de Greef, Segers & Verté, 2012; de Greef, Verté & Segers, 2015). These studies report improved reading and writing mastery, as well as engagement in literacy in everyday contexts.…”

Intergenerational learning and social inclusion: Measuring the impact in five European countries

“…According to De Greef, Segers and Verté (2012), continuing education can increase social inclusion among (young) adult learners. If one joins a learning process, then most of the learners experience a better social inclusion in daily life (De Greef, Segers and Verté, 2012). For example one is less isolated, joins voluntary work, joins activities in the neighbourhood, gets better language skills or is more assertive.…”

The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context

“…When social inclusion seems out of reach, adult education can make a difference. Vulnerable groups and especially vulnerable adults can be drawn in after joining a programme of adult education (De Greef et al 2012). Adult education can, for example support learners in improving their language proficiency and digital or financial skills, it helps them to become more assertive and active in nature and sports, makes them feel less isolated and facilitates their meeting other people (ibid.).…”