Because of the pandemic, learning programmes were adapted to the new circumstances. They continued partly online and partly face-to-face. The terms for the Swedish non-formal adult education, both folk high schools and study associations, have bee...

According to the EAEA member in the UK Learning and Work Institute, there are promising actions on adult education and skills across the UK, but these need to be supported by investment and strategic co-ordination with wider policy. Adult learning...

The COVID-19 pandemic has exacerbated the existing digital gap: those adults that were already digitally competent were able to continue learning in a virtual environment, while those with lower digital skills dropped out or struggled to keep lear...

In Spain, the digital gap has increased during the Covid-19 pandemic and ALE organisations have lost groups of learners. However, the learning provision will not remain hybrid, and the ALE providers have not downsized to smaller premises.

F...

In Slovenia, the digital gap has increased during the Covid-19 pandemic. Adult education providers have lost groups of learners, especially those with low digital skills. Nevertheless, more people now have a good command of digital technologies an...

Covid’s impact on participation in adult learning and education is still evident. In 2021 a total of 631 600 unique participants took part in study circles and long folk high school courses. This means a drop of 208 000 participants compared to 20...

The digital shift has created both opportunities and challenges for learning activities. The digital environment has attracted new groups of learners, but accessibility remains an issue because not everyone is proficient in digital technologies. A...

In Greece, the digital gap has increased during Covid-19 and this has resulted in education providers having lost groups of learners. However, more people now have a good command of digital technologies and can access digital learning activities....

The VÖV mentions that Austria faces a serious shortage of qualified teachers, as many long-standing course instructors have stopped teaching over the course of the pandemic. It is therefore a challenge to find newly qualified teachers. Furthermore...

According to the DVV, Covid-19 has had a lasting impact on ALE provision in Germany. Examples are the decreased funding for ALE since the beginning of the pandemic and the growing digital cap. The shifting learning activities did not attract a new...