Ingibjörg Elsa Guðmundsdótttir Keynote speach at the Fifth Nordic Conference on Adult Learning in Reykjavík 5-6. March 2013

1. How can research and theory support
the practice of adult education?
Ingibjörg Elsa Guðmundsdóttir
6. mars 2013

2. Content
The speakers background
The importance of adult education today
The ETSC in Iceland – goals - what has been done?
Why does research matter?
The way forward – the common ground

3. Learning
with regard to the subject
BA in psychology, Teacher credentials, M.Ed , Nordic adult ed.
courses
Work-experience covers adult education since 1985 (and before that
research assistance in ed. research and several years in the
management of an Icel. company in industry)
Evening school with short courses – hobby – languages etc.
WEA – trade union education – general and vocational education –
Nordic and European projects
ETSC – from 2003 – run by social partners – tripartite co-operation
As a manager, teacher, course designer, innovative projects – cooperation
(national - European – Nordic)
Influenced from behaviorism, Paulo Freire, Kirkegård, Grundtvig,
humanistic psychology, cognitive behavioral therapy ......

4. Adult Education 1985 – snap shot
Starting in a fairy tale – a small
world characterized by the goal
of personal fulfillment:
Freedom of offers - participation
Interests – hobby
Usefulness
General education
In Iceland: Nordic influence
but....different with 100%
payment by participants
In review happy times but
maybe not on solid grounds

5. AE is confronting more challenge
than ever
“Today major challenges are confronting Europe. The
current difficult economic climate has highlighted the
importance of education as a catalyst for economic
growth. We are also facing the effects of an ageing
population and social exclusion continues to be a
serious challenge for all our countries. We have to
tackle the problem of 80 million low-skilled adults
whose future looks increasingly marginal in a Europe
that will concentrate on knowledge-intensive jobs.”
(Strategies for improving participation and awareness of adult learning –
European commission 2012)

6. Not only economic benefits
Of course, the public and private benefits of
education go beyond the purely economic. For
instance, this edition of Education at a Glance (2012)
finds that higher levels of education are associated
with a longer life expectancy, increased voting rates,
and more supportive attitudes towards equal rights
for ethnic minorities.
According to recent research low skilled people can
expect to live a shorter life of 10 years than those with
higher educational levels

7. Confronting crises
Not to mention the crises in most of our countries
which adult education often has to address in one
way or another
The bigger the challenge gets ....the more important
it is:
that we know what we are doing

8. Adult education 2013 – snap shot
On the fast road to the
future with a lot of
challenges and are
addressed to take
responsibility of:
employment – income –
health – welfare –
innovative solutions in times
of crises
Different worlds – can AE
meet these challenges?

9. The development of education within
the labor movement
Trade union education
Shop stewards – spokesmen of trade unions
General education – folk high schools
Vocational training courses
Gradually the trade union education got a supporting
role
Members wanted educational provision

11. The Education and Training Service
centre (ETSC)
Education and Training Service Centre (Arbetslivets
udbildningscenter) was established 10 years ago – took over
some tasks from the Workers Educational Association (Labor
movement)
Owned by the social partners (confederations) in Iceland –
extended in 2010 to cover the public sector
Contract with the ministry of education, science and culture
(publicly funded)
Target group: Low qualified adults (on and (temporarily) outside
the labor market) – one third of the workforce now
Working with a net of LLL centers throughout the country

12. Size and coverage of initiative
Statistical bureau 2011 Total Low-qualified Upper secondary University
Labor force 180.000 61.100 65.400 53.200
Employed 167.300 54.800 61.500 50.800
Unemployed 12.700 6.400 3.900 2.400
Proportion of total labor force 34 36 30
Unemployment rate 10,5 6,0 4,5
The target is 43.000 individuals

13. New structures for upgrading
low qualified workers
1. To develop workplace guidance for the target group.
Outreach
2. To develop a Validation system for non-formal and informal
education and training and work experience. Validation
against standards from curricula / working life
3. To develop, increase and improve educational and training
provision for the target group. Formalize through
accreditation.
Increase quality in adult education – courses for teachers – European
Quality Mark (quality assurance)
Cooperation with social partners for the benefit of the target group –
needs analyses – competence requirements
Public financing
before this Adult Education has not been publicly funded

14. Reaching the target group
The challenge:
In the case of Iceland 10 years ago – hardly any
unemployment
Year 2000 - 3.700 unemployed of 160.000 in labor force
(2,3%)
Never started Upper Secondary or dropped out
Many with bad experiences from school?
Adult life – work – children – loans – etc.
How to reach? – How to motivate? Or are they simply
happy and should be left alone? Are there hindrances?

15. 1. What is offered to the target group?
Guidance and counseling at LLL centres by qualified
counselors
Financed since 2006
Total of 48.000 interviews – 22.000 first visits – 18.000
individuals at introductory meetings (capacity: 10.000 interv. pr.
year)
Work-place guidance – guidance for unemployed - guidance
in validation of non and informal learning (RPL)
Needs of the target group for educational provision
ETSC: monitor, coordinate, funding, statistics, quality issues
Research: MA thesis – Voice of users (Nordic research)

16. Statistics
1
3
2 4

17. Position on the labour market

18. First interview vs repeated guidance

19. Results of interviews

20. Guidance and research
1. 2-3 MA thesis have been written
1. (Guidance and counseling department of the University of
Iceland)
2. Voice of Users – a Nordic research
Are the users heard and what are their influence on
development and structure of the services?
What kind of educational counseling is offered?
Benefits of the services and how pleased are the users
with the service?

21. About the guidance
”She was wonderful … very special …she
motivated with pep-talk and had very good
influence… we were led through this” Gunnar
(27)
”You might think that she did not have anything
to do, except take care of us… I think it´s
impossible to get more support, she was 100%
When in the formal system they continue to call
and visit ”their counsellor” The MA thesis; Að stiga skrefid
feb. 2010. Audur Sigurdardottir.

22. Research:
Voice of users
Results of guidance 3,7
3,6
Menntunarlegur
3,7
ávinningur
1. Educational 3,4
benefits 3,6
2. Vocational
benefits 2,8
3. Personal benefits 3,0
Svíþjóð
Starfstengdur Noregur
3,2
ávinningur
2,9 Ísland
3,0 Finnland
Danmörk
3,3
3,4
Persónulegur
3,5
ávinningur
3,3
3,1
22
0 1 2 3 4 5

23. Levels of participation

24. The impact
Guiding light to the future
Service surveys being implemented
Focus groups when policy is developed
Vision about involving the clients for policy work

25. 2. What is offered to the target group?
Financed since 2007 in the certified trades:
Validation of prior learning
1.200 individuals with average of 30 credits in the
certified trades-70% continue in Upper Secondary to
finish the studies
200 with average of 20 credits in other sectors
Over 200 with standards from working life

27. Development of validation
2004- Development: European guidelines of the validation of non-
formal and informal learning – search for information – conferences
Trial period - Projects – developing methodology, tools, finding out
what works - Model developed – Results - Costs
2007 – 2011 Implementing
Finance –for the certified trades – later for other sectors
Quality – training of staff (assessors) – checklists for execution
Statistic
Laws and regulations – 2010/2011
Making an impact - Two master’s thesis
Lacking the Voice of users on all levels - But very valuable cooperation
through the NVL net for validation.

28. Individual level
”The decision to drop-out of studies was
difficult for my interviewees and the thought
to finish their studies has never left their
minds” The MA thesis; Að stiga skrefid feb. 2010.
Audur Sigurdardottir.

29. Individual level
Petur (47) went to an introductory meeting:
”…when I arrived I was happy to see so many
of my colleges there at my age, not only
teenages
”I think it is more likely that you drop-out if
you are alone” says Paul (46) that has not
been in school for 30 years.

30. Individual level
To the formal system again:
”I was terribly anxious, terribly anxious before the
first day, I was terribly anxious going back to
school, I think that it was this fear of school and I
have of course study problems”, Gunnar (27).
”…it was terrible, totally terrible, I was tense and
had to start thinking anew, I was just trembling,
that´s how it was” Paul (46)

31. Individual level
The accreditation is a valuable opportunity for those
individuals
”I am so happy with this opportunity, that this has been
offered..” says Gunnar.
”Yes I am happy with my intention to finish, you know, I
am going to finish, I need to finish, it matters most of
all” Gunnar (27)

32. A new project
With a grant from EU possible to increase provision of
validation provision
Process-evaluation will be built into the projects
Participants will be called 6 months after to hear what
they have done.
But a lot of questions unanswered:
Long term impact on individuals, schools, employment-
market, society as a whole

33. 3. What is offered to the target group?
Financed since 2006:
Provision of accredited education
Total of 17.000 students (not persons) – average 10 credits (of
140 credits to finish Upper secondary Ed.)
37 educational opportunities – described in a curriculum and
validated on Upper secondary level (accredited) taught at LLL
centres
Teacher training to increase quality
Quality standards – Quality assured educational providers

34. Credits – accredited education and
accreditation of prior learning

35. Student hours – accredited and other courses
(non-formal) for the target group

38. Problems
The adult education curricula does not follow the
Upper secondary curricula – Systems don´t match
Some build on needs analyses made by social partners
Others build on experience from execution of courses
for the target group
Credits from AE not/reluctantly accepted in Upper Sec.
Schools
The validation of prior learning matches USS curricula
which makes it more acceptable

39. Impact?
Survey of two curricula for dyslectic's / individuals
with study problems
Dispute about quality/emphasis calmed down
Master´s thesis – mainly one curricula
Good results
Lack of information about impact, use of credits,
motivation, did this step lead to further education –
development on job market etc.

40. From MA thesis
One of the main goals of the “Grunnmenntaskolinn” is
to promote positive attitude towards further education.
The participants of this research (N=427) confirm that
they are more motivated. This result is in coherence with
another MA thesis and a survey of two curricula.
“This was an opportunity to start learning again and even
continue in further education”
31% continued immediately after – 50% since they
attended and 25% are in further education when the
survey was made. (Eydís Katla Guðmundsdóttir,2012)

41. What is new?
The high level of cooperation between the social partners
Outreach to people in the workplaces – offering counseling
– telling them that competence development matters –
introduce opportunities (pushing - still respecting the
individual freedom of participation)
Development and monitoring of validation projects
centralized, in cooperation between social partners and LLL
centres / schools. Advertised for groups.
Mixing under one heading (accredited curricula) the typical
Nordic Folk Education, Competency development for
companies and assistance with study disabilities – making
non-formal education formal

42. What about theories?
The development is more through trial and error of experienced
adult education specialists / policy developers– often in pilot
projects trying to find out what works (although also based on
tradition)
Certainly some origins in the Nordic Folk Education
General and vocational education and training theories
Almenkvalificeringsprojektet fra Roskilde Universitetscenter, Knud
Illeris og flere,
Humanistic psychology –Human resource theories – Psychology
of working – Career development theories
Definitely mixed theoretical approach

43. What do we know about results?
Too little!
Nordic research of counseling „The Voice of Users“
Nordic research - 8 Success factors
Surveys of several educational offers (AE curricula)
Survey of the group that attends the education
provision (AE curricula)
A few MA-thesis
Statistics from the work
Preparing more research (The Educational Fund)

44. 8 success factors
After the crises hit Iceland: How can education help to
meet the crises? A cooperation between researchers and
practitioners
Selections of successful projects in the Nordic countries
A research report (NVL´s web) Analyses of Nordic
Educational Projects designed to meet challenges in
Society
A brochure on the 8 success factors (for practitioners)

45. AE is confronting more challenge
than ever
„The adult students who participate in adult education
services are also investors in the adult education system.
They invest their time with the hope that participation in
these programs will improve their lives. If students knew
that the services available to them were ineffective, they
might choose to invest that time in earning money,
enjoying their family or improving their community. Each
student, therefore, should be participating in services that
have strong evidence of effectiveness“ (Establishing an Evidence-
based Adult Education System, NCSALL, Harvard Graduate School of Education, 2003)

46. Future trends in ed. & tr.
Undergoing big changes that will affect adult education
Definition of learning outcomes making length and
institutions matter less
The development of qualification frameworks making
results of education and training more transparent and
transferable
The high importance of vocational ed. & tr.
What should be the role of different players: Employers,
companies, trade unions, schools, other ed. providers
New technic f.ex. E-learning

47. The relationship
between theory
and practice
The wide variety of education
and training for adults should
make an impact on research and
building up effective models /
theories about practice with the
possibility of turning the egg
timer around and making the
opposite happen

48. Collaboration
Collaboration more needed than ever before
Researchers bring knowledge of theory and research
in their field
Practitioners bring their direct experience of helping
adults to learn
Collaborative decision making process ensures the
most useful questions (NCSALL)
Should we develop a Nordic model of evidence based
AE system?