Supplementary Papers

A - Z of Inquiry Published Papers

Collaborative Local Learning Ecologies: Reflections on the Governance of Lifelong Learning in England, by Ann Hodgson and Ken Spours
This paper is an attempt to use ecological concepts that have been developed across a number of different areas of human and natural activity to think about approaches to governance in the complex area of lifelong learning.  The ecological metaphor helps us to recognise important features of the diverse, dynamic, complex, evolving, fragile spaces and entities that constitute adult learning.  This paper uses these tools to reflect upon strategies for building effective, inclusive and collaborative local learning ecologies, capable of meeting the needs of all learners in a locality.

Crime, by Professor Tom Schuller
Written by Professor Tom Schuller, Director of the Inquiry, this is the fifth of the Inquiry’s thematic papers published on 15 September 2009. Crime and punishment cost us all a huge amount, economically, socially and personally. Prison populations have soared, taking us down a road from which it is difficult to retreat. Prisons are full of offenders with very low educational levels. Investing in better education and training opportunities gives hope, and makes good economic as well as social sense. However, despite some advances, this positive investment is currently not adequate, in quality or size. This paper argues that if lifelong learning is to have a reasonable chance of improving the crime situation it needs to be linked to other and broader social policies.

Demography and Lifelong Learning, by Stephen McNair
This is the first of the Inquiry’s thematic papers, published on 20 January 2009. It reviews the evidence on demographic change which shows that the normal lifespan is increasing; the population is ageing and becoming more diverse. Alongside this it identifies globalisation, technological and social change as key factors meaning that most people will experience, during their lifetime, more change than any previous generation. It argues that if people are to lead satisfying and productive lives, they will need to learn throughout this extended lifespan, constantly building and maintaining their employability, engagement with society and their autonomy and identity capital.

FE Colleges in a New Culture of Adult and Lifelong Learning, by Ursula Howard
This paper explores how further education (FE) colleges can make the best contribution to a renewed system and culture of adult and lifelong learning in the future, 15–20 years from 2009.  It argues that FE colleges have learned since their incorporation in 1993 to work with more, and more diverse, adult learners than ever before, although their work is currently hindered by narrowly cast policies and inequitable funding regimes for adult learning.  The paper draws on FE colleges, past and present, to propose their future contribution.

The Impact of Lifelong Learning and Poverty Reduction, by Ricardo Sabates
This paper summarises research-based evidence about the impacts of lifelong learning on poverty reduction. It is a contribution to an empirically based understanding of the complex mechanisms through which education impacts on poverty reduction.

It starts by providing a definition of poverty and sets the scene for learning opportunities for poor people in the UK. It reviews literature on the income effects of adult education, the impact of financial literacy, the employment and health effects of adult learning, basic skills and health literacy and the impact of lifelong learning on reducing child poverty.

A Learning City Perspective, by Ian Sandbrook
This paper outlines what a learning city is, what a learning city needs and sets out a vision for lifelong learning.  Specifically, the paper explores the experience of the inception of Southampton as a unitary authority in 1997 with its bold declaration to be a Learning City.

Learning Though Life (Inquiry into the Future for Lifelong Learning: Summary (English)

Dysgu Gydol Oes (Ymchwiliad i'r Dyfodol ar gyfer Dysgu Gydol Oes) Crynodeb (Cymraeg)

Lifelong Learning and Crime: A Life-course Perspective, by John Bynner
This paper addresses the financial and other benefits to society to be gained from lifelong learning as an antidote to crime. It starts by setting out the evidence on the benefits of lifelong learning in relation to crime and offending and shows the potential benefits are high, but that current policy and practice does not enable them to be realised. It makes a case for a life-course approach to analyse the effects of learning. Finally, it adds a critique of how cost – benefit analysis is used and urges for a broader approach.

Lifelong Learning and Crime: An Analysis of the Cost-effectiveness of In-prison Educational and Vocational Interventions, by Matrix Knowledge Group
This paper addresses the question of how far learning can contribute to a reduction in crime. It investigates the efficiency of one form of lifelong learning – in-prison educational and vocational interventions – in reducing offending. Specifically, by using cost- benefit analysis, it attempts to answer the question: ‘is in-prison education a cost-effective use of public resources, and what types of intervention are most efficient for which offenders?’

Lifelong Learning and the Early Years, by Margaret Lochrie
Much writing and thinking about lifelong learning relates to a purely adult constituency and how they can expect to capitalise on the benefits of an investment of learning within the span of their own lives. Less attention has been given to the benefits of learning for adults for the very youngest members of society, in particular those whose lives are compromised by structural disadvantage. The possible intergenerational benefits of a revitalised system of lifelong learning provide the focus of this paper.

A Lifelong Learning, Local Authority, by Tim Brighouse
This paper examines the role and different contexts of any local authority determined to take lifelong learning seriously.  The paper has three sections. The first highlights the importance of identity and context, and explores the key strategic role of the local authority in acting as guardian of its local community.  The second focuses on the various internal practices a local authority can take to ensure lifelong learning internally is effective.  The third argues for creating an accessible and changing bank of interesting practice.

Lifelong Learning and the Future of Higher Education, by David Watson
This short paper is based upon the discussion at the IFLL seminar on Higher Education (HE) held in October 2008 and at the North of England Education Conference in Chester in January 2009. It is structured around ten propositions and explores issues such as the position of part time students, student support and entitlement, and credit.

Lifelong Learning and Well-being: An Analysis of the Relationship Between Adult Learning and Subjective Well-being, by Matrix Knowledge Group
This paper addresses the question of how far learning can contribute to improving well-being. It studies the impact on a person’s well-being of engaging in lifelong learning, and uses this relationship to estimate the economic value of lifelong learning.  It suggests that undertaking part-time education, or having done so in the last year, is associated with an increase in well-being. However, having obtained a formal qualification at a later than conventional age results in a lower level of subjective well-being compared with obtaining a formal qualification at the conventional age.

Migration, Communities and Lifelong Learning, by Stephen McNair
This is the third thematic paper to be published from the Inquiry into the Future for Lifelong Learning (IFLL). This paper, published on 22 April 2009, is about the implications for lifelong learning of the changing nature of communities in Britain, and especially of the impact of migration (internal and external to Britain) on this. It aims to present as accurate a picture as possible of patterns of migration and community cohesion in Britain, but focuses on the broad trends and what they imply for what individuals and communities need to learn. It argues that adult education can speed up the process of integration into a new community, helping people to quickly become a significant part of their neighbourhood. This is true for people moving within the UK, as well as from other countries, and should include rapid access to first level ESOL (English for Speakers of Other Languages) teaching for those who need it.

Northern Ireland Perspective
The Inquiry covers the UK and considers its four constituent nations. This paper, written by Paul Nolan, considers the differences in policy and provision with respect to lifelong learning in Northern Ireland when compared to other parts of the UK.

Poverty Reduction, by Leisha Fullick
This is the sixth of the Inquiry’s thematic papers, published on 15 September 2009. Written by Leisha Fullick, one of the Inquiry’s commissioners, the paper argues poverty contributes to inequality and social exclusion, which affects us all and that lifelong learning has an important contribution to make to poverty reduction. Research shows that individuals who engage in lifelong learning are more likely to have better employment opportunities, higher incomes, better health and greater ability to manage their money. This paper recommends ways in which lifelong learning could be more effective in its contribution to poverty reduction, including its integration with other policy measures.

The Private Training Market in the UK, by Lindsey Simpson
This is the second of the Inquiry’s sector papers, published on 26 May 2009. The paper examines the nature of the private training market in the UK. It focuses on training purchased by employers rather than by individuals. Whilst there is a body of statistical and other evidence in relation to publicly funded training aimed at employers, there is lower awareness among policy makers of the nature of the private sector market and how it operates. The report examines the market dynamics and the implications for learning and skills policy in the UK.

Schools as a foundation for lifelong learning, by Guy Claxton and Bill Lucas

This is the first of the Inquiry’s Sector Papers, published on 24 February 2009. It explores the role of school as a foundation for lifelong learning through four themes:

Scottish Perspective
The Inquiry covers the UK and considers its four constituent nations. This paper, written by Jim Gallacher, considers the differences in policy and provision with respect to lifelong learning in Scotland when compared to other parts of the UK.

Technological Change, by Simon Mauger
This is the second of the Inquiry’s thematic papers, published on 20 March 2009. It starts from the perspective that given the increasing ubiquity of computers everyone will be affected by their presence. It argues, therefore, that those engaged with lifelong learning in any capacity need to better understand the implications of this, so that future societies are the ones we seek rather than the ones we end up with. It highlights some key implications and challenges for the lifelong learning system, and argues for more attention to be paid to the cultural, as well as the technical implications of technology, in particular the ways it is fundamentally changing the behaviours that we associate with teaching and learning.

Well-being and Happiness, by John Field
This is the fourth of the Inquiry’s thematic papers, published on 2 June 2009. Written by Professor John Field, a commissioner for the Inquiry, the paper argues that education has a measurable impact on well-being, through all the stages of life. That impact takes place at different levels: education has a direct effect on well-being, by helping people develop capabilities and resources which influence their well-being; it has an indirect effect, leading to outcomes that in turn allow people to thrive and increase their resilience in the face of risk; and it can have a cumulative effect, by influencing the social and economic environment in which people spend their lives. And the effects on well-being themselves can be collective as well as individual. The paper considers the challenges for learning providers to make more of their contribution to well-being; for policy-makers and providers to promote well-being through collaboration across policy areas such as health, employment, social policy, culture and the arts; and the need to develop well-founded approaches to measurement.