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News |
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Commentary:Listen
and learn |
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Building on success
As the testbed learning community initiative comes to an end, there are
signs that many TLCs will endure long after initial funding has run out,
writes Martin Yarnit |
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Becoming a testbed learning community
Jan Novitzky talks to Lesley Rudd, Director of Barnsley
Learning Partnership, and Rebecca Speight, Barnsley Neighbourhood
Learning Net Co-ordinator, about the centrepiece of Barnsley’s testbed
learning community |
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After the flood
The Institute for International Cooperation of the German Adult Education
Association (IIZ/DVV) and its partners responded to the tsunami disaster by
helping devastated regions to rebuild. Hanno Schindele reports on some
stories of hope |
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Bringing order from chaos
Marion Gibson has spent much of her professional life helping
people learn to cope in the aftermath of tragic events. Here she relates her
own learning journey – one which led her to the tsunami-battered coast of
Thailand |
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Saving adult learning
The current gloomy prospect for adult learning stems, above all, from the
lack of a comprehensive vision setting out its roles in economic development
and social inclusion as parts of a coherent picture, argues Martin Tolhurst |
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Learning the wrong things
There is a mismatch between the skills employers say they want and those
the education system delivers, argues Geoff Mulgan |
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The new extramural?
Open educational resources hold out the prospect of innovation, and of
refashioning the relationship between teaching and learning, writes Tom
Schuller |
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Is the Government serious about widening
participation?
Single mother Cheryl Bucci returned to higher education as a mature
student to pursue her dream of becoming a teacher. Now saddled with debts of
around £20,000, she feels adults in her position are being unfairly treated |
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What can teenagers do for adult learning?
The funding squeeze on adult learning is due not so much to teenagers
staying on in education as to earlier priorities set for early years, schools
and higher education, says Simone Delorenzi |
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Guiding principles
Where IAG (information, advice and guidance) is effective it is because,
at its best, it starts from where the learner is, writes Helen Plant |
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We need a refocused Skills for Life strategy
Making a success of Skills for Life demands a redefined target audience,
independent verification of success claims, more diverse opportunities and a
better balance between supply and demand, says Alan Wells |
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Read all over
With the launch of Quick Reads on this year’s World Book Day, there has
never been a better time for adult literacy practitioners to integrate reading
for enjoyment into their work with learners, writes Genevieve Clarke |
