We wanted to enhance the quality of adult education in general by listening to the learners’ voices. Next to this we wanted to ensure that adult education is (more) learner centred and learner led using the concept of ‘learner voice’ as a mechanism for informing and improving policy, educational design and educational practice. By reaching these objectives the profile and accessibility of adult learning for learners would be able to enhance educational barriers reduced. We wanted to bring together available experience and expertise from the Netherlands and Ireland. This in order to give recommendations for a better use of the voice of the learner within the Dutch and Irish context of adult education, as well as the rest of Europe. Besides this, we wanted to take steps in convincing policymakers at ministerial level (Education) of the importance of the learners' voice and how they can include this voice more in determining policy and the content of adult education. We wanted to do that by giving them concrete tools in what learner voice can look like and how at different levels stakeholders can do something in it. In doing so, we focused on influencing the policy of these ministries, as they have a guiding role.
We applied for this project to help integrate the learner’s voice in adult education. Unlike other sectors, adult education lacks direct learner input, leading to mismatched programs. This project aims to create a structure where learners actively shape educational content and quality. The key need addressed is making adult education more responsive to diverse learning needs. While Dutch policy supports lifelong learning, practical opportunities for learner feedback remain limited. This initiative builds on prior studies and recommendations to foster a participatory approach. Adult learners can play various roles, from recruitment to content evaluation. This project focused on empowering them as "participating learners," directly influencing education. Internationally, Ireland’s AONTAS model demonstrates success in learner involvement, though it lacks national legislation. With this cooperation we sought to develop a sustainable framework where learner participation is embedded in adult education, ensuring quality and relevance. This project is a follow-up on a research performed regarding the needs of these stakeholders: to get an idea on why, how and what to do in order to integrate the learner's voice in adult education.