Discerning adult education needs in Birgu (Malta) : a qualitative case study informed by asset-based community development

Abstract

Interdisciplinarity between community development and adult education (AE) is increasingly being leveraged to build local capacity, enhance social cohesion, and promote lifelong learning. Although conventional top-down approaches still dominate globally, participatory, strengths-based approaches are increasingly advocated as ways to reposition communities as active agents in developing learning opportunities that are relevant to local realities. The study informing the writing of this dissertation researched how to fulfil the adult learning needs, employing a combined needs-assessment and asset-based community development (ABCD) approach that considers both community needs and available resources (McKnight & Kretzmann, 1996). Using a qualitative case study methodology the research mapped adults’ educational needs and community resources available to support AE in Birgu, one of the oldest cities in EU-island state Malta; as well as the extent to and ways in which locally driven solutions can be implemented. The qualitative, participatory research design included thematic analysis of a community survey and semi-structured interviews with formal and informal community leaders. Asset mapping revealed a significant cultural history, active voluntary associations, individual skills and available premises. Obstacles included lack of awareness of learning possibilities and of accessibility, and time constraints. Findings show, integrating needs assessment with ABCD promotes sustainable, community-led AE based on local identity and community agency. Community-owned AE can sustain belonging, participation and inclusive development in small urban areas; but AE needs go beyond formal learning, by including multiple literacies, life skills, cultural and civic education, and intergenerational learning. Recommendations include securing adaptable learning spaces and strategic external support, such as partnerships with the local council, NGOs, local community leaders; as well as tapping into intergenerational initiatives and utilising peer-to-peer learning models.