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Adult Learning Pathways - through routes or cul-de-sacs?
Veronica McGivney |
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National targets specifying increases in the numbers of people with level 2 qualifications and of those entering higher education imply the need for the development of more effective progression routes for learners.
But how do learners progress? And how can we improve progression routes to reflect this? For policy and funding purposes, learner progression is often interpreted as a linear process involving engagement in higher or more advanced learning. The evidence in this report, however, contradicts this. It confirms that there is no clear typology of adult learning pathways – learners pursue the routes that are meaningful to them, which may be horizontal, downward or linear progression, and indeed may be interest-based, instrumental, accredited or non-accredited learning. It also highlights that there are still numerous obstacles in the way of those who do want to progress to a higher level of learning.
Drawing on existing and new evidence, this study identifies the kind of learning routes taken by adults and, in the context of current policy, explores and summarises ways in which progression routes could be improved.
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Contents
| Preface | |
| Chapter 1 | Introductory comments |
| Chapter 2 | Tracking learners |
| Chapter 3 | Identifying patterns |
| Chapter 4 | Rates of progression to higher-level learning |
| Chapter 5 | Learning that encourages progression |
| Chapter 6 | Factors that continue to hamper progression |
| Chapter 7 | Helping learners move to level 2 |
| Chapter 8 | Helping learners move to level 3 and higher education |
| Chapter 9 | Concluding comments |
| Chapter 10 | Some further questions to explore |
| References | |
| Annex 1 | the student survey at Kensington and Chelsea College |
| Annex 2 | the questionnaire |
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