Scientific Coordinator: Thanasis Karalis
Timeline: March – September 2026
The investigation of adult participation rates in educational programs, along with the factors that motivate or hinder such participation, constitutes one of the most widely explored fields in adult education and lifelong learning research. This is hardly surprising, as these participation rates serve as a key indicator of the effectiveness of adult education and lifelong learning policies.
This is particularly true for general adult education—that is, education not directly linked to profession, employment, productivity, or the economy. In this area, participation is especially critical, as it is typically voluntary, while the cost of implementing such programs is relatively low—certainly much lower than that of continuing vocational training. As a result, participation in adult learning may be the most reliable indicator of the extent to which lifelong learning and adult education have become socially embedded.
Internationally, for more than sixty years, participation has not been measured through census-type surveys, but rather through opinion-based research conducted on the general population. According to studies by official bodies, Greece has consistently recorded extremely low participation rates, ranking among the lowest within the European Union. However, research conducted by private and civil society organizations presents somewhat higher—though not dramatically higher—figures.
Within the framework of this project, which focuses on diagnosing and promoting participation, a comprehensive review will be carried out based on all available data from the past decade. These sources include participation surveys conducted by Eurostat (i.e. the Hellenic Statistical Authority), as well as studies by UNESCO and the OECD, alongside research undertaken by social partners. Where data on participant characteristics are available, a more detailed analysis will be conducted to capture participation intensity, motivations, and barriers among specific groups (such as low-qualified learners or the unemployed), to identify those groups requiring particular attention. The introduction of the study will also provide the necessary conceptual clarifications to define and delineate general adult education, which constitutes its primary focus.
One of the study’s key objectives is to develop a typology or classification of general adult education providers, so that the educational nature of the work carried out by many organizations can be more clearly recognized. In addition, an effort will be made to map as many providers as possible across three types of programs: those addressed to older adults, reading clubs, and libraries. Finally, the study will formulate policy recommendations aimed at increasing participation, as well as specific measures to promote engagement among broader segments of the general population.
