Adult Learning: challenges and opportunities in the recognition of prior and achieved learning.

Abstract

The European Union has responded to the pandemic crisis with the Next Generation EU (NGEU), a European program of unprecedented scope, which provides for investments and reforms to achieve a series of challenging objectives, including improving the training of female and male workers and of adults. The PNRR has hooked up the community objectives and channeled them into missions and programs that will specifically deal with grafting a series of innovations into the national context, where the theme of adult education is transversal. The time would therefore seem ripe for a more authentic integration between the skills needs of adults, with labor policies, overcoming, it is hoped definitively, the completely artificial separation between training policies and active labor policies.

The contribution specifically analyzes the National Research and Resilience Plan with the lens of Adult Learning, identifies some key points and identifies their links with the National Strategic Plan for the development of adult skills (2021), the IVC systems and the instances of evaluative research, with a particular focus on the characteristics of diagnostic evaluation and summative evaluation calibrated on the peculiarities of an adult subject.