The borderline dimensions of education.

The changes of opportunities of adult learning from the aspect of asmis sion criteria and legal changes

Abstract

The borderline dimensions of education can be examined from various perspectives, including in particular the institutional dimension of adult learning, its participant aspect, its economic and labour market dimension, or even its impact on social mobility.
In the case of adult learning outside the school system, the educational attainment of adults can also be considered a borderline dimension, as a fundamental determinant of participation. In the present study, changes in adult out-of-school learning are examined, spanning the last two decades, with a focus on access to learning and input conditions. The aims of the research were to show the impact of new circumstances generated by changes in the legal environment on adult learning opportunities, through the analysis of statistical data and content codes. The hypotheses were that, on the one hand, the opportunities for learning outside the school system for adults with at most primary education have been reduced and, on the other hand, the learning opportunities for
vocational training have been limited by the legal requirements as well. The aim of the study is to trace the educational dimension of demographic data and the main changes in the characteristics of adult learning since the early 2000s, and to highlight the specificities of the target group.