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Study on Adult Learning and Education in Georgia
With regard to the implementation of vocation- In order to promote inclusiveness and diversity
al training and re-training programmes, adults’ in AE in Georgia, access and active involvement
age group-specific needs should be considered for lower educated, older and inactive or unem-
more comprehensively in future in order to im- ployed people in adult education programmes
prove their participation rates. All stakeholders needs to be increased. In order to reach those
should make efforts over the next decade to build disadvantaged groups, costs for further training
a solid non-formal and informal AE infrastructure and other forms of learning need to be reduced.
which goes beyond the economic and work-re- Systematic monitoring of involvement and moti-
lated context. Particularly NFE programmes with vation to participate in all forms of AE would help
a non-monetary purpose – such as civic educa- to set up programmes which are responsive to
tion and personal development courses – should the needs of the target group and could help trig-
be fostered. Additional room for informal learning ger demand for lifelong learning and education,
would align Georgia’s LLL approach to the global in particular with regard to non-vocational learn-
and EU understanding. ing content. Regular data collection on participa-
tion and non-participation needs to be extended
In addition, cooperation and networking between beyond mere attendance numbers and include
new and established players in the field can con- information on socio-economic backgrounds (es-
tribute to capacity building. Enabling providers to pecially age) and personal motivation.
share best practices, as well as information on
funding opportunities and relevant learning con- Raise awareness among citizens about
tent, will enhance providers’ profiles and improve the advantages of continuous non-formal
the quality of AE offers. AE for personal, social and economic de-
velopment
Activate and recognise the work of pro- Increase access and active involvement
viders of non-formal and informal ALE ac- in AE by middle-aged and older partici-
tivities through targeted awareness-rais- pants, as well as by women and vulnera-
ing campaigns ble groups
Promote closer cooperation between Establish regular and systematic moni-
public and private stakeholders and the toring of participation and motivation in
formation of networks all forms of AE, especially non-formal ed-
ucation
This study reveals that adult education in Geor-
gia is still largely concentrated on formal learning In order to professionalise teaching in AE in the
activities which relate to the work environment. It future, greater emphasis should be placed on the
is recommended to give more space to the de- importance of teaching quality and the special char-
velopment of non-formal and informal self-driven acteristics and needs of adult learners. Teacher
learning processes when AE measures are es- training frequently fails to encompass an andragog-
tablished and implemented. Adults need to be ic perspective which considers special requirements
encouraged to take responsibility for their own for teaching adults. AE providers and political stake-
personal development throughout their lifetimes. holders should develop a common understanding
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