Adult education can be a lever for increase of social inclusion among vulnerable adults. This thesis contains a series of studies concerning the outcome of lifelong learning programs among vulnerable adults. Some learners (circa half of the total population) undergo a ‘transition’ to better social inclusion after joining these programs, especially on four conceptions of social inclusion: activation, internalisation, participation and connection. The research results underline the importance of the variable transfer possibilities (referring to the possibilities one has to use the learned knowledge, skills and attitude in daily life) influencing the learning success among these learners. Further analysis show that not only elements of the learning environment influence the rate of increase of social inclusion. Especially foreign learners and people who live together without being married experience a higher rate of increase on several variables of social inclusion. Future research and the use of insights of the results of our study can stimulate professionals and researchers of lifelong learning to improve the learning environment of lifelong learning in adult education centres. The research is now continued in eight European countries, 87 communities and among 5500 learners.
|Qualification||Doctor of Philosophy|
|Award date||12 Sep 2012|
|Place of Publication||Maastricht|
|Publication status||Published - 1 Jan 2012|