Themes and Evidence

Other Evidence - Background

Lifelong learning: debates and discourses
The purpose of this paper is to survey the emergent terms, themes or discourses that seem to possess sustained or recent resonance with those responsible for conceptualising lifelong learning. It attempts to summarise the work of some of those who have dedicated their work, thinking and energy to conceptualising lifelong learning. Their views on recent developments and of what could be signs of stable trends for the coming years are presented in the paper.

A summary of the issues raised in NIACE policy responses in the last decade
This paper is a summary of NIACE policy responses to proposals made by Government and its agencies in the last decade. More detailed policy work undertaken by NIACE is covered in policy papers and research reports which should be reflected in the literature reviews the Commission will be receiving.

“Quality” in post compulsory education and training in England and Wales
This paper attempts to summarise, with some commentary, strands of government policy and strategy concerning the ‘quality’ of post-compulsory education and training in particular and higher education in England, with some reference also to post-compulsory education and training, and higher education, in Wales. These last areas, being less familiar, have been covered in less depth.
Summary of Quality paper

Funding Lifelong Learning: a working paper, by Stephen McNair
The Inquiry has been developing proposals for a more effective “system” of lifelong learning, in which one key element must be mechanisms for funding.

This working paper is designed to stimulate discussion and to help the Inquiry to clarify the policy options on this. It has been produced following an expert seminar and discussion with key informants. However, it represents only the views of its author, and the Commissioners have yet to discuss these issues.

The paper is primarily concerned with the use of public money, although one key purpose of public investment in lifelong learning is to secure the maximum investment from other sources (individual, employer, third sector and charitable sources). It makes no assumptions about the total sum available for public investment in lifelong learning. This will change over time, sometimes in unpredictable ways, and one of the aims of any public funding model should be to maximise private investment. However, it is concerned with the balance between investment for different purposes, and especially between learning to develop human, social and identity capital.

Please send comments to lifelonglearninginquiry@niace.org.uk