Jump to: A
B C D
E F G H I J K L
M
N O P Q
R S T U V
W X Y Z
Adult Learning
and Demographic Change
Drawing on IPPR’s recent research on demographic analysis and
migration integration, this paper sets out data on migration flows
and the qualifications profiles of different migrant communities. It
argues that the current learning and skills system is not well
placed to meet the diverse needs of different migrant groups, and
highlights in particular unmet demand for ESOL courses.
Adult Learning and
Mental Well-being
This paper provides a background analysis of research into the
relationship between adult learning and well-being. It notes that
there is a general paucity of rigorous research that focuses
specifically on this topic. Studies covered in the review include
both those which examine the effects of adult learning upon factors
that are directly relevant to well-being (such as self-efficacy,
confidence, or the ability to create support networks), and those
that address factors that are indirectly associated with well-being,
such as earnings or employment. It argues that evidence from current
research suggests that adult learning appears to have a positive,
albeit qualified, effect on attitudes and behaviours that affect
people’s mental well-being.
Adult
Learning and Unions
The TUC’s submission to the NIACE inquiry focuses on the role of
learning and skills at work and how developments in this area can
best lead to an adult learning strategy that supports economic
success, social justice and personal fulfilment.
Adult Learning in Northern Ireland: an overview of current policies
and practice
This paper provides an overview of current adult learning policies
and practice in Northern Ireland and explores how the vibrant and
diverse culture of adult and community education, which was such a
sustaining force in the dark days of the Troubles, is being replaced
by a truncated form of provision. A radical initiative is required
if the new discourse is be opened up to challenge.
Adult Learning
in Rural Areas
The paper argues that the ‘rural proofing’ of government policy in
England has failed to protect formal learning opportunities in rural
areas. It argues the case for adult learning in rural areas for
work, personal development, community development and
sustainability, delivered through both statutory and voluntary
effort.
Adult Learning in the
Workplace - explaining current patterns and their outcomes
This submission argues that the ‘skills crisis’ that the Skills
Strategy and the Leitch Review aim to resolve in reality does not
exist (at least in the terms that public policy currently describes
it). Despite this, or perhaps because of it, there is very little
sign from the government that either the policy or the analysis that
supports it is open for discussion and amendment.
Adults in Further
Education: A Policy Overview
Policy on FE is aimed at tackling social exclusion and contributing
to economic efficiency. This paper identifies several measures that
have contributed to increasing both participation and achievements
of adults. However, the paper also argues that the needs of many of
the most disadvantaged adults remain unmet.
Top of page
Britain’s Ethnic
Diversity and Recent Migration from A8 Countries
This contextual paper sets out evidence from available quantitative
data on the changing ethnic profile of the UK population. It looks
at the impact of subsequent episodes of migration, and focuses in
detail on migration from A8 countries.
Top of page
Call for evidence:
Lifelong learning and poverty reduction
Call for evidence:
Lifelong learning and technological change
Call for evidence:
Lifelong learning, citizenship and belonging
Call for evidence:
Lifelong learning, crime and social exclusion
Call for evidence: Migration
and communities
Call for evidence on
adult learning and demographic change
Call for evidence on
Lifelong learning and sustainable development
Call for evidence on workplace
learning
Call for evidence: the
impact of lifelong learning on happiness and well-being
Citizenship & Belonging: a summary of discussions at the expert seminar and
Commissioners’ meeting
This note summarises the key points and issues for further consideration by the
Inquiry that were raised during the Citizenship & Belonging Expert Seminar on 02
July 2008
Top of page
Dementia and Lifelong
Learning
This paper considers evidence on the role of education in preventing
dementia. It argues that much more research is needed in this area,
but some early findings are suggestive. Whilst people with higher
levels of education experience the onset of dementia later than
others, their condition also progresses more rapidly, and this has
been linked to their greater capacity to mask and cope with their
illness. Lifelong learning after diagnosis may also have a role to
play in helping people to deal with their condition.
Demography
and Adult Learning: a discussion paper for the NIACE Commission of
Inquiry
This is a thematic paper prepared to support the NIACE Commission of
Inquiry into a strategy for lifelong learning. It maps out the
demographic changes which are taking place in the UK, and makes some
suggestions about their implications for the future design of
lifelong learning. Respondents are invited to comment on this
draft - particularly on the implications of demographic change for
lifelong learning policy and practice, and on the accuracy and
completeness of this account of the issues.
Top of page
The
effects of adult learning on social and economic outcomes
This review considers research-based evidence on the benefits of
adult learning, focussing on both economic and non-economic benefits
and quantitative evidence mainly from the UK. Reviewed studies
include those on income, employment, health, civic engagement and
attitude change, educational progression and intergenerational
transmission of adult education.
ESOL: the context
and issues
Drawing on research and evidence from NIACE’s independent Commission
of Inquiry into ESOL provision in England, this paper explores a
range of key policy concerns. Issues covered include: the needs of
different learner groups; ESOL for employability, for community
cohesion and for civic and democratic participation; the teaching
workforce; and funding. It argues that the shifts in learner
population and demand require radical solutions, so that adults
develop English language skills in ways that enable them to gain
greater independence and control over their own lives.
Expert Seminar on Lifelong
Learning in Wales
This note summarises key points from the seminar, and indicates
policy messages and insights from the Wales context which could be
further explored through the Scotland and Northern Ireland seminars
where appropriate. These findings will feed back into the Inquiry’s
overall thinking about the features of a UK strategic framework.
Expert Seminar
on Lifelong Learning in Northern Ireland
This note summarises the key points and issues for further
consideration by the Inquiry that were raised during the Northern
Ireland Expert Seminar on 09 September 2008.
Top of page
Global
Perspectives and Education for Sustainable Development for Lifelong Learning
This paper aims to summarise the importance of including the recognition of
globalisation and the global dimension within the debates on education for
sustainable development in the context of adult learning. It builds on research
the author has completed on global skills, global and sustainability issues with
the engineering profession and engagement with the Decade on Education for
Sustainable Development and the Earth Charter. Central to the message of this
paper is the need to see education for sustainable development in the context of
globalisation and global perspectives and as an opportunity to promote learning
that encourages making connections to quality of life and social and political
engagement in society.
Top of page
The Impact of
Lifelong Learning on Well-being and Happiness
This review considers research-based evidence on the impact of
lifelong learning on health and well-being. It focuses on the notion
of well-being as an outcome of learning, and looks in particular at
subjective and psychological well-being, and at the impact of
learning on reducing the risk of depression. A range of
methodological and definitional challenges are highlighted. Findings
suggest that the evidence is variable. There are some clear positive
effects, but also indications that job dissatisfaction increases
with higher levels of education.
The Impact of WEA Courses
on Well-being and Happiness
Drawing on the experiences of learners on WEA projects and courses,
this paper sets out qualitative evidence to show the impact of adult
learning on well-being and happiness. It includes examples from each
of the WEA’s three strands of provision: Second Chance to Learn;
Cultural Studies; and Community Involvement.
Improving the Impact of Learning Technologies at Work: lessons
from businesses and their employees.
This paper provides a number of insights into how learning
technologies are currently being used by businesses to deliver
skills in the workplace, how adult learners respond to learning
technologies in the context of work, and the lessons that can be
learned to improve the impact of learning technologies in the
workplace. The observations are based on the Towards Maturity
research project carried out by e-skills UK. Research participants
included over 200 businesses and organisations and 1,000 learners.
The study suggested that the effective and appropriate use of
learning technology benefits both learners and the organisation
itself.
Top of page
Learning at work:
towards more 'expansive' opportunities
Workplaces have always been sites of learning and every workplace
creates its own unique version of a learning environment. In these
environments, learning takes place in a range of different ways
along a continuum that stretches from formalised activity at one
end, through to a group of employees discovering the answer to a
problem by informal discussion round the water cooler. This paper
discusses the ways in which learning at work might be better
organised and facilitated for the benefit of individuals and
organisations, and as a contribution to lifelong learning.
Learning,
Communities and Performance
This Report presents the main results to emerge from an innovative
survey of the social context in which learning takes place and its
impact on performance (known as the Communities of Practice Survey,
CoPS). It is based on a survey of 1,899 employees interviewed about
their relationships at work, their learning experiences and how they
rate their own work performance.
Lifelong Learning and Technological Change
This discussion paper aims to set out the current situation and
highlight what the evidence suggests are some of the major issues to
be considered in the use of technology in education. It argues that,
whilst technology could make a significant contribution to
participation and achievement in learning, and thus to economic
growth, social cohesion, and personal development and prosperity, it
has not always been deployed as effectively or creatively as it
might be. A range of proposals are made to address this problem.
Lifelong Learning,
Citizenship and Belonging - A Briefing Paper
This wide-ranging briefing paper explores the three concepts of
lifelong learning, citizenship and ‘belonging’. ‘The aim of the paper is to
explore some key links and possible relationships between these three themes,
and especially those that obtain, or have been advocated, between lifelong
learning and citizenship. It is intended to provide a stimulus to further
debate.
Following examination of the challenges and complexities attendant on an
exploration of this difficult terrain, the paper looks in more detail at the
theories and arguments involved in the development of the ideas of citizenship
and of identify and belonging. Belonging’, is considered partly through the
prism of the other two, and also in relation to the closely related notion of
‘identity’. It then examines why citizenship and lifelong learning, as well as
the challenging issue of belonging, appear to have become pressing matters
today. A range of characteristics often shared by citizenship and lifelong
learning, and sometimes by belonging and identity as well, are then explored,
and suggested as offering a simple analytical framework for the issues under
review.
The paper’s final section brings the issues raised in debates on citizenship
and belonging into an interface with the ‘promise’ of lifelong learning. It sets
out some questions and principles for consideration that might underpin policy
and practice in lifelong learning’s contribution to the promotion of active,
participative, deliberative and responsible citizenship. The principles outlined
here are also aimed at providing a suggested approach to identity and belonging
that opens the way to genuine pluralism, greater mutual tolerance and increased
opportunities for a celebration of diversity, within a broader common humanity
and an agreed framework of shared norms and values.
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.
Lifelong learning for
ecological sustainability and environmental justice
This paper locates discussion for lifelong learning and sustainable
development within the context of the global environmental justice movement. It
argues that the dominant discourse of lifelong learning as skills development
for business competitiveness, and of sustainable development as an adjunct to
this economic agenda, means that the demands of social and environmental justice
are being ignored. Lifelong learning needs to be able to respond to the learning
needs of groups engaged in struggle, as well as generate dialogues with these
groups, expert knowledges and wider societal learning.
Top of page
Migration and
Communities a summary of discussions at the expert seminar and
Commissioner's meeting
This note summarises the key points and issues for further
consideration by the Inquiry that were raised during the Migration
and Communities Expert Seminar on 31 January 2008.
New
migrants and lifelong learning: impacts, gaps and opportunities
This paper explores the education and aspiration profile of new
migrants in the UK, with a specific focus on asylum seekers and
refugees. It examines the types of lifelong learning they have
accessed in the UK; their reasons for participation in learning; the
main barriers they face to access and achievement; and the kinds of
initiatives that would enable them to access appropriate provision.
Top of page
Poverty
Reduction: a summary of discussions at the expert seminar
and Commissioner's meeting
This paper is a summary of the key issues raised during rich and
wide ranging discussions at the Poverty Reduction Expert Seminar on
1 May 2008.
The Public Value
of Adult Learning: Skills and Social Productivity
In this paper, we provide an overview of the findings of the Centre
for Research on the Wider Benefits of Learning on the benefits of
adult learning. We set out an overview of the conceptual work
undertaken, so as to clarify in a single, general framework the
mechanisms for achievement of the wider benefits of learning. We
describe within this framework the empirical findings on the
benefits of adult learning, particularly with respect to adult
health. Finally, we set out the possible barriers for why, despite
substantial evidence that adult leaning is very important for
people’s lives and that the skills people developed through wider
forms of educational provision are key for a large number of health
and social outcomes, there is not greater investment in adult
education.
Top of page
“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
Top of page
Review of recent adult
learning policy in Wales
This paper contains key statistics on adult learning, recent
political developments, key themes and an evaluation of those key
themes in recent adult learning policy in Wales.
Top of page
Skills in Context (opens a new window)
The paper reviews the importance of skills in terms of explaining
the moderate productivity performance of the UK.
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.
Sustainable Development: a summary of discussions at the expert seminar and
Commissioners’ meeting
This note summarises the key points and issues for further consideration by the
Inquiry that were raised during the Sustainable Development Expert Seminar on 31
July 2008
Top of page
Technological Change and Lifelong Learning: perfect storm or
tornado
This paper focuses on the implications for pedagogy of the
introduction of new technologies to support learning. It draws on
evidence from the past 10-15 years of activity in the use of ICT in
higher education and informal learning, and in particular on
experiences from the Open University. The development of abroad
range of new technologies is considered, from Virtual Learning
Environments to Moodles and Web 2.0, and their use by and meaning
for learners in different contexts. The potential for new
technologies to transform the practice of learning, pedagogy and the
ways in which learning is organised Is stressed.
Technological change: a summary of discussions at the expert seminar
and Commissioner's meeting
This note summarises the key points and issues for further
consideration by the Inquiry that were raised during the expert
seminar on 7 April 2008. This was a wide ranging and stimulating
seminar which offered creative challenges to established thinking.
Technology and Learning: some observations
This paper provides some observations regarding the role and
influence of ICT, and in particular the internet, on the ways in
which adults will access and manage learning in the coming twelve to
fourteen years. The wide-ranging discussion covers areas including:
the influence and impact o technology; individual, organisational
and ‘network’ behaviour; learning and place; barriers to the
‘transformational’ technology; and embedded technology. It also
suggests a range of emerging ‘behaviours’ associated with the use of
ICT, and considers how these illuminate learners’ interactions with
technology.
Top of page
Well-being and
Happiness: a summary of discussions at the expert seminar
and Commissioner's meeting
This note summarises the key points and issues for further
consideration by the Inquiry that were raised during the Well-being
and Happiness Expert
Seminar on 22 January 2008.
Workplace Learning: a summary of discussions at the expert seminar
and Commissioner's meeting
This paper is a summary of the key issues raised during rich and
wide ranging discussions at the Workplace Learning Expert Seminar on
21 November and the Commissioners’ meeting on 27 November. It is
inevitably selective, but seeks to identify some of the main
messages and challenges from the discussion and to highlight
pointers for further research.
Top of page
Young
Adults
This paper provides an overview of key education and labour
market policies affecting young adults during the period 1997-2007.
The period has witnessed a plethora of policies and initiatives
designed to tackle youth unemployment, increase participation rates,
improve achievement and address the changing skills needs of the UK
labour market.
The
Inquiry into the Future
for Lifelong Learning 
PDF Help - All documents on this website are PDF files (unless
otherwise stated)