This paper has two primary arguments. The first is that ALE both reflects and promotes the human rights of adult learners. The delivery of adult education makes possible the experience of the right to education, in particular lifelong learning, for participants. The results of adult learning – along the dimensions of knowledge, attitudes, skills and behaviors – enhance the capacities of adults to know, claim and enjoy other human rights, such as the right to work and to participate in one’s community. The second argument is that citizenship education – especially programs explicitly intended to promote ‘active citizenship – should be more of an explicit aim for ALE. This is linked with the premise that adult learning can assist participants in developing capacities to actively engage in the life of their community and in ways that promote their human rights and the rights of others. The importance of this aim for ALE cannot be overemphasized for members of vulnerable groups who have not benefited from quality education in their youth.
