Conference Program

Contemporary European societies are undergoing profound transformations that mutually influence one another, generating challenging scenarios and new forms of vulnerability. In this “age of disorder,” adult education and training are frequently invoked as suitable instruments for equipping individuals to cope with ongoing changes.

A recent study conducted by Inapp examined adult VET policies implemented in France, Germany, England, and Spain in recent years, with particular attention to measures aimed at promoting access to learning opportunities for most disadvantaged groups and, particularly, for low-skilled people. The research—still underway and conducted through desk analysis enriched by interviews with experts and stakeholders—includes a final comparative phase of findings from EU countries with Italy.

The study highlighted how adult education is gradually gaining prominence in the dialogue among institutional and social actors, stimulating the development of projects and initiatives. Across the various countries examined, several initiatives stood out due to their financial and institutional commitment, the breadth of the tools deployed, the diversity of stakeholders involved, and the attention devoted to the design of support measures. The most significant projects are grounded in a cooperative and multidimensional approach, based on networks of public and private actors responsible for addressing individuals’ needs in a holistic manner. Vulnerable groups are engaged through innovative outreach interventions and involved in integrated services - combining education and training, job guidance, and socio‑health measures – helping turn individual difficulties into opportunities for reintegration into the labour market.

The implementation of territorial networks becomes the cornerstone of these interventions, with the objective of generating added value through the sharing of services, infrastructures, personnel, and financial resources. Within this framework, innovative training practices find fertile ground, supporting both the development of basic knowledge and skills and the acquisition of professional micro‑competences. In some cases, the shift towards more flexible forms of training provision becomes a key priority, paving the way for the introduction of modular learning pathways and micro‑qualifications.

Despite the proliferation of initiatives, the experts interviewed point to the absence of a long‑term strategic vision supported by coherent policies and sustained financial investment. They also highlight the lack of a shared understanding regarding the purposes of adult learning—whether it should be regarded solely as a tool for employability and economic growth, or also as a means of fostering social cohesion and democratic development. Evaluation practices likewise appear fragmented and inconsistent, rarely becoming a foundational component of cooperation among stakeholders. Moreover, extending standardised evaluation frameworks to projects targeting vulnerable individuals often leads to misinterpretations of the benefits achieved.

The study thus presents a landscape marked by significant fragmentation of human and financial resources, which fails to generate critical mass and reduce persistent inequalities in adult participation in education and training. In sum, the development of measures capable of supporting adults’ personal and professional growth — including that of the most vulnerable —s till appears to be an aspirational objective rather than a concrete, systemically implemented strategy aimed at building comprehensive lifelong learning systems.