Writing by Megan O'Neil, Communications and Digital Media Officer
Although Jos Niels had a successful career for years as a flower shop owner in the Netherlands, he faced daily challenges unknown even to those closest to him. Jos had unmet literacy needs and struggled with reading and writing in his everyday life.
After decades of avoiding situations that might reveal his literacy challenges, Jos decided to return to education as an adult to improve his reading and writing skills.
"It doesn’t really matter who you are, you matter and your voice counts as well,” says Jos.
Jos was one of two adult learners involved in the Voice of the Learner 2.0 project, which is a partnership between ABC Foundation, CINOP and AONTAS, and funded by Erasmus+. The project involved developing a model for policymakers, educators and education providers across the European Union to implement Learner Voice policies and practices into their work.
Learner Voice is a concept in adult education that means giving learners a say in shaping their educational experience — from classroom decisions to broader policy. Extensive research has shown that involving learners in key decisions about their education can lead to myriad benefits for learners, educators and the education system as a whole.
These evidence-based benefits include improved learner engagement and motivation, development of critical thinking skills, better learning outcomes, and more inclusive and responsive education systems.
However, while the research is clear that listening to learners and involving them in their education leads to positive results, it can be challenging for those involved in adult education to know where to start and how to find best practices related to Learner Voice.
For this reason, the Voice of the Learner 2.0 Model was developed. This interactive framework is designed to support stakeholders at national, regional and education provision levels easily find resources and best practices to improve their application of Learner Voice.
The model demonstrates successful examples of Learner Voice being applied in different European countries — ranging from high-level polices to classroom practices. At the national level, one example included in the model was the AONTAS National FET Learner Forum, funded by SOLAS, which is the state agency in Ireland that oversees FET. The forum gathers learners’ experiences from across the country to strengthen advocacy and improve the FET system.
An example included in the model targeted towards the regional level is UNESCO Learning Cities, an initiative that empowers local residents to actively engage in learning activities and promote lifelong learning.
For the education provision level, one example of best practice given in the model is the Learner Arena held at the Vista College in the Netherlands. This initiative provides learners the opportunity to evaluate their teaching materials, course locations, curriculum and instructors. The recommendations are then used to make changes to improve the learners’ experience and educational quality.
The Voice of the Learner 2.0 Model is a valuable resource for anyone involved in adult education policy or practice. It demonstrates that regardless of an individual’s role or level of influence, we can all take steps to make the voice of learners central to the education system.
“I felt my voice was being listened to and that we as a group of learners can help shape the future of learning,” shared a learner at a recent AONTAS FET Learner Forum held in Carlow.
When learners are given the space to share their voice and shape their education, they become more engaged, confident, and empowered. But the benefits go beyond the individual — they contribute to more inclusive, responsive, and democratic education systems and societies.
Explore the Voice of the Learner 2.0 Model to find inspiration, practical tools, and best practices to bring Learner Voice into your work: Voice of the Learner 2.0 Model.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the granting authority can be held responsible for them.
