Lifelong learning in a Fourth World setting

This study analyzes the effects of low-threshold informal learning activities for persons socially excluded due to poverty. First, a framework in which poverty is based in relation with economic growth and technology is provided. The settings in which lifelong learning is situated, formal, non-formal and informal education, are defined. Next, an NPO project that offers learning activities for the poorest and lowest educated members of society in Belgium is discussed. This Fourth World NPO reaches out to persons in poverty to help them regain a place in society through building self-esteem and acquiring necessary competencies such as ICT skills by means of informal lifelong learning. The qualitative analysis of interviews with the project coordinators, volunteers and participants clarifies that low-threshold learning helps the participants to evolve from passive audience to active project volunteers and independent instructors. These moves are a first step toward social inclusion, i.e. improved self-confidence and practical skills that increase opportunities for employment. Although the participants do not receive any certification for the acquired knowledge, in areas such as cooking, health and ICT competencies, these skills will in the long run help to alleviate the burden on society owing to a decreased dependence on social welfare, health services and unemployment benefits.