Non-Formal Education as a Resource of Social Inclusion: Intergenerational Approach

Abstract

This article contributes to a better understanding of theoretical models and empirical evidence revealing the impact of social inclusion of non-formal education on professional and personal development in the context of five generations. Based on the typology of peculiar generations in the non-formal education market, including their interest and motivation, we have identified the differences between the benefits and the barriers to social inclusion in order to overcome social inequalities and digital inequities. Due to the fact that all generations use non-formal education, but its contribution to social inclusion differs from generation to generation, our research questions are as following: What is the impact of non-formal education on social inclusion? How do non-formal education practices differ across generations? The article critically engages with non-formal education as a resource of social inclusion highlighting the low level of inclusion of five generations. To show the specificity of five generations’ social inclusion we develop a data collection method including a questionnaire survey of the population based on the typology of generations. As such, the research shows that today inclusion through non-formal education, mobility in the labor market due to retraining, as well as inclusion in new social ties, study groups, adaptation to new challenges do have generational characteristics.