Writing by Megan O'Neil, AONTAS Communications and Digital Media Officer
In October of last year, we at AONTAS began a collaboration with partners in the Netherlands on an Erasmus+ project focusing on improving the quality and application of Learner Voice in adult education.
The aim of the project is for policy makers and adult education providers across Europe to have a clear and sustainable framework for how to implement and better use Learner Voice within their own adult education systems.
Through listening to learners’ voices, we can better respond to individual needs and implement policies that enhance the quality and accessibility of education.
This will inevitably lead to greater education participation rates and ultimately higher levels of inclusion and equality within society.
After hosting our partners for a study visit in Ireland earlier this year, we travelled to the Netherlands in June to explore Dutch approaches to Learner Voice.
Voice of the Learner 2.0 Project
This project titled, “Voice of the Learner 2.0,” is in partnership with CINOP, an education consultancy and research institute, and ABC Foundation, an advocacy group that supports people with developing literacy skills. The project seeks to develop a Learner Voice model that can be replicated across Europe. Study visits have been a key aspect of the project as they helped partner organisations to learn about cross-cultural strengths and approaches to Learner Voice. This has informed the development of the model.
During the Dutch study visit to Ireland, the group visited SOLAS and attended the National FET Learner Voice Forum with Cavan and Monaghan Education and Training Board (CMETB). They also visited two community education providers, Longford Women's Link and Warrenmount Community Education Centre. Through each of these meetings, the partners were able to learn about Ireland’s strong history with Learner Voice in the adult education system and how we at AONTAS work to keep it on the national and international agenda.
CINOP and the ABC Foundation then hosted us in the Netherlands in mid-June so that we could learn about Dutch Learner Voice policies and practices – particularly how Learner Voice is anchored in legislation.
Dutch Ministry of Education, Culture, and Science
The first session during our study visit was with the Ministry of Education, Culture, and Science in The Hague, where we met with the Department of Vocational Education and Training (VET) and Adult Education. During this session, the representatives for the Department outlined how VET and adult education are classified separately in Dutch legislation, which creates disparities in funding and application of Learner Voice.
We also discussed the differences between Ireland and the Netherlands in the organisation and management of education and training initiatives. While Ireland has 16 Education and Training Boards across the country, the Netherlands is divided into 35 Labour Market Regions (called “arbeidsmarktregio's”), which are responsible for coordinating education and training initiatives based on the needs of the region. In addition, there are also 355 municipalities (called “gemeenten”), which are responsible for carrying out skills training and community education initiatives locally.
After learning about the structure and organisation of adult education in the Netherlands, we explored their approaches to supporting the country’s 1.8 million individuals who need more support and learning opportunities in literacy. One of the largest literacy programmes in the Netherlands is titled, “Count on Skills” (or “Tel mee met Taal”). As a cooperation between four Government ministries, the programme works with community education centres and libraries to help people improve their skills and literacy.
Taalkracht Adult Education Initiative
Following our session with the Department, we headed southeast to Eindhoven to meet with the adult education initiative, Taalkracht. Based in the “Brainport” region of the Netherlands, this programme focuses on training in literacy and the skills people need in everyday life, to help people better integrate into society and improve their job prospects in the local economy.
Under Taalkracht is a specialised pilot programme titled, “The 800” (or “De achthonderd”), which aims to reach 800 individuals to improve their literacy skills through partnerships with local employers. The programme targets businesses with high rates of employees who are likely to benefit from literacy training. They then work closely with the business to develop tailored learning plans based on the needs of the learner and business. Inge van de Molengraft, a tutor with Taalkracht, explained that reaching learners can be a challenge and that “we have to reach out our hand.”
Taalkracht demonstrated how they incorporate Learner Voice into all aspects of the programme to ensure learners are involved in decisions and can contribute to shaping their own education. One example of how they apply Learner Voice is through their intake process. This involves a Taalkracht staff member meeting with each learner individually to explore their needs and goals, and to make a personalised education plan. Taalkracht also have feedback mechanisms in place, including surveys and impact measurements that enable the organisation to remain responsive to learners’ needs.
During the session, the tutors explained that they view their role as an entry point for adult learners to return to education. In response to a question about learners progressing beyond the programme, Ime van Berloo, a tutor at Taalkracht, said “we hope to start a fire and they will take the next step by themselves.”
National VET Student Representative Organisation (JOB MBO)
Day two of the study visit started with a session with the National VET Student Representative Organisation (JOB MBO) in Utrecht. The organisation’s members are VET student councils, which every VET school in the country has been legally required to have in place since 2011. This Dutch law, which requires that the student councils be established, also entitles student councils to four formal rights, which include a right to advice, a right to initiative, a right to information, and a right to consent.
JOB MBO also takes steps to ensure that students who are not involved in councils can provide direct feedback. Ilse Bruls, Policy Advisor at JOB MBO said, “we want to hear from those students and what their problems are and what we can do to help them.” To achieve this, JOB MBO runs a biennial survey, which is funded by the Ministry of Education, Culture, and Science. The most recent 2024 survey had a participation rate of 50% and gathered comprehensive data related to the experiences, opinions, and circumstances of VET students across the country.
Werkzaak Rivierenland Employment and Training Centre
We then headed to the town of Geldermalsen to meet with Werkzaak Riverienland, an organisation that focuses on facilitating employment and social participation for individuals in the local region. Funded by the Government and local municipalities, the organisation offers a range of services, including job matching, employability training, language and literacy support, and skills development.
During the session, we met Petra, who spoke about her experience taking courses through Werkzaak. She shared how she struggled with writing emails at work and wanted support “writing the correct way in Dutch.” Although her literacy challenges made her feel “ashamed,” Petra shared that the tutors at Werkzaak put “trust” in her and they “emphasised the practical aspects that she needed and building her confidence.”
One unique aspect of Werkzaak is their on-site production areas, where learners can work on actual manufacturing projects that local employers outsource. Learners can gain hands-on experience, boost their confidence, and integrate more smoothly into the workforce.
What’s next for the Learner Voice 2.0 project?
The two study visits provided an invaluable opportunity to learn about the expertise and mechanisms of Learner Voice in each country. The next step is now to compile the insights and knowledge gained to develop a Learner Voice model that can be replicated at a broader EU level.