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Some file on this page are PDF files. Inquiry calls for evidence on lifelong learning and poverty reduction
Despite a wide range of policies over the past decade to tackle inequality, the potential of lifelong learning for supporting the fight against poverty and social exclusion has yet to be fully recognised. In view of this, the Independent Commission of Inquiry into the Future for Lifelong Learning - sponsored by NIACE - is putting out a public call for evidence on lifelong learning and poverty reduction. Interested individuals and organisations are invited to submit written evidence to the Inquiry by 8th May 2008.
Commissioner Leisha Fullick, Pro Director at the Institute of Education, said:
“The Labour government that took office in 1997 inherited levels of poverty and inequality that were unprecedented in post war Britain. Since then an impressive range of policies have been designed, in particular, to tackle child poverty, worklessness and area and neighbourhood deprivation. While tax credits and increasing employment rates have been used to tackle poverty, government has also looked beyond income poverty to notions of a wider social minimum through the focus on social exclusion and deprived neighbourhoods.
She continued:
“Improving educational opportunities for adults have featured in a number of these approaches most notably through the Skills Strategy and the National Strategy for Neighbourhood Renewal, but also within strategies focussed on support for families, such as Sure Start. It could be argued, however, that the potential of lifelong learning for supporting the fight against poverty and social exclusion not yet been fully recognised or exploited in any of these strategies.”
In particular, the Inquiry invites evidence on the following areas:
 | What does the evidence tell us about the relationship between lifelong learning and poverty reduction? What do we know about the effectiveness of particular lifelong learning policies and initiatives which have sought to tackle poverty and social exclusion? |
| Where are the gaps in evidence in relation to this theme? |
| What key messages for the Inquiry we should extract? |
| What approaches to poverty reduction might we take in the future, particularly in the context of debates on definitions of poverty and the “social minimum”, and what might the role of learning be within these? |
Related Links:
| Independent Commission of Inquiry into the Future for Lifelong Learning |
| Call for evidence on lifelong learning and poverty reduction |
Source: NIACE Press Release: "Inquiry calls for evidence on lifelong learning and poverty reduction" - [PDF] Released On 28/03/2008
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Opportunity to comment on informal learning for older people
In response to the Government’s consultation on Informal Learning, NIACE is providing opportunities for learners, practitioners and organisations to discuss the implications before officially responding. A NIACE conference – to take place on Wednesday 9th April in London - focuses particularly on the implications of informal learning for older people.
The conference - Older People and Informal Learning – will include input from John Gibson from the Department for Universities, Innovation and Skills (DIUS) who will outline the paper and the process of the consultation. Professor Stephen McNair, NIACE’s Associate Director for Older Learners, will discuss the potential this consultation raises for older people and examine both informal and formal current provision.
Stephen McNair says:
“This consultation paper is a radical attempt by the Government to review how it supports adult learning, including learning for older people. It suggests that Government needs to focus its funding for adult learning strategically, to ensure the maximum value for limited resources. This conference, and others of its kind, will help organisations make an informed response to help protect this important kind of learning provision.”
Source: NIACE Press Release: "Opportunity to comment on informal learning for older people" - [PDF] Released On 27/03/2008
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Faith leaders, workers and volunteers successfully complete pilot community leadership course
On Wednesday 19th March Government Ministers Parmjit Dhanda and Bill Rammell visited the Pakistan Muslim Centre in Sheffield to celebrate the graduation of students from the first ever Government recognised and fully accredited course in community leadership for the faith sector.
Ministers announced this course in April 2007 as part of a package of measures aimed at building more cohesive communities. Leaders from all faith communities told Government that they wanted to get better at building relations and engaging with their local communities.
The course aimed to equip the participants with skills in leadership, negotiation and team building, particularly in their work with young people and the wider community.
On behalf of the project NIACE has delivered:
| a new qualification, available through NOCN in September |
| a team of trainers ready to roll out this new course |
| a course which was developed through a 'bottom up' model (in consultation with learners from a wide range of faiths in different parts of the country) |
Alan Tuckett, Director of NIACE, said:
“NIACE was pleased to be commissioned by DIUS and CLG to develop and deliver this exciting new qualification in community development for faith leaders, workers and volunteers. We have years of experience working with adult learners in the voluntary sector but working in partnership with faith organisations has been a wonderful opportunity for us in developing this new qualification.”
He continued, “We are pleased to meet with Ministers today to celebrate the achievements of these learners and to mark a significant step in building capacity in the faith sector. It is clear from the feedback we have received that the outcomes are far more varied than the simple qualification. We have demonstrated that the process is as important as the content and that a multi-faith approach is by far the most successful in building robust and resilient communities."
Source: NIACE Press Release: "Faith leaders, workers and volunteers successfully complete pilot community leadership course”" - [PDF] Released On 19/03/2008
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Government “erodes commitment to lifelong learning”
The Machinery of Government (MoG) proposals - announced today - to replace the Learning and Skills Council with new bodies for young people and adults after 2010 risk the further erosion of the Government’s commitment to lifelong and lifewide learning in England, claims the National Institute of Adult Continuing Education (NIACE). These proposals – according to NIACE - also threaten to marginalise the interests of adults as learners outside Higher Education.
Alan Tuckett, Director of NIACE, said:
“Since the incorporation of colleges, every change to the institutional infrastructure has initially resulted in damage to provision for adult part-time students. The experience of NIACE is that any measures that set the needs of one group of learners against another generally results in adults losing out.”
He added, “Further Education colleges are used overwhelmingly by adults but are driven by the needs of younger full-time students preparing for entry to the labour market. In spite of this they have been outstandingly effective in widening participation and achievement for all. NIACE is concerned that the new arrangements may inhibit colleges from continuing to meet the needs of learners from all sections of society to realise their aspirations and ambitions through learning.”
He continued, “For the Government’s proposals to succeed, Whitehall departments, local government and new funding bodies and agencies will need to display greater levels of flexibility and willingness to work across organisational silos than has occurred in the past. The challenge for local authorities in working together and with others is considerable.”
He ended, “The absence of a planning role for the proposed Funding Agency for Skills will lead to more confusion. A demand-led funding system needs to respect the full range of adult demand, not simply that prioritised through Government’s Public Service Agreements. While local authorities are not to be the most appropriate bodies to lead on the entire skills agenda, they do however understand the needs of the communities they serve.”
To better safeguard adult learners’ interests, NIACE proposes that Government should give local authorities a statutory duty to advise and comment on the plans of the Skills Funding Agency with regard to the adequacy and sufficiency of local arrangements for the education and training of adults - within their areas - in the welfare of communities.
Source: NIACE Press Release: "Government “erodes commitment to lifelong learning”" - [PDF] Released On 17/03/2008
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Integrating technology into teaching and learning
A major event examining how advances in technology are having a significant impact on how adults learn is taking place in Manchester on Thursday 13th March 2008. Organised by NIACE and supported by the Quality Improvement Agency (QIA) the E-Guides National Event 2008 will celebrate the progress and innovation of technology being used in the delivery of adult education.
The E-Guides National Event 2008 will look at issues around virtual classrooms, digital inclusion, working with offenders and mobile learning. The event will also celebrate the fact that over 2000 E-Guides have been trained since 2004, reaching over 15,000 learners.
Mary Moss, NIACE Development Officer for ICT and Learning, said:
“This one-day event will offer an extensive programme of workshops for E-Guides, e-learning practitioners and those responsible for implementing e-learning strategies. This year’s programme is jam-packed with speakers who will bring you up-to-date on key themes and issues in e-learning and CPD. Workshops will offer hands-on opportunities to improve your skills with creating learning materials, using learning platforms and communications technologies.”
Markos Tiris, Programme Director of QIA’s National Teaching and Learning Programme (NTLCP), said:
“The E-Guides programme continues to go from strength to strength and has been highly successful in helping practitioners embed the use of technology in teaching and learning. We are delighted that it is now being offered as part of the NTLCP.”
Angela Sanders, Development Officer at NIACE who has directed the E-Guides programme since its inception, said:
“E-Guides have had tremendous impact on moving the adoption of technology forward in their organisations and many have powerful stories to tell about the benefits this has brought about for learners.”
One E-Guide who trained recently described the programme as “like having your own guardian angel”. Another commented on how the training had “enhanced teaching and learning across all curriculum areas” including beauty courses where learners apply make-up to digital images of faces, and yoga, where learners monitor their own progress from digital images. An E-Guide who is a deputy manager in a prison explained why the training had been important for her: “Our learners are often hard to reach but will have a go on the computers so anything we can do to encourage learning has to be taken up.”
Learn more about the E-Guides National event here
Source: NIACE Press Release: "Integrating technology into teaching and learning" - [PDF] Released On 13/03/2008
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Commission of Inquiry calls for evidence on lifelong learning and technological change
The Independent Commission of Inquiry into the Future for Lifelong Learning, sponsored by NIACE, is putting out a public call for evidence on lifelong learning and technological change. Interested individuals and organisations are invited to submit written evidence to the Commission by Thursday 17th April 2008.
Commissioner Nick Stuart said:
“The rapid and accelerating pace of technological change is reshaping people’s lives in may ways. Yet society remains divided by both access to, and understanding of, information and communication technologies. Greater understanding is needed of how education and training can make most use of the varying technological skills that different learners bring with them. And of how the benefits of increasing the use of technology in learning can be shared equitably to overcome the digital divide.”
In particular, the Commission invites evidence on the following areas:
| What does the evidence tell us about the relationship between lifelong learning and technological change? |
| Where are the gaps in evidence in relation to this theme? |
| What key messages for the Inquiry we should extract? |
| What are the implications of the access to, and use by, young people of information and communication technologies? |
Source: NIACE Press Release: "Commission of Inquiry calls for evidence on lifelong learning and technological change" - [PDF] Released On 10/03/2008
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10 New Quick Reads launched for World Book Day
These books transform lives
Adults who improve their literacy levels show remarkable changes in confidence and self-esteem; boost their job prospects and transform their home, family and working lives.
From a survey by NIACE of adult learners and tutors teaching over 30,000 people in almost 2,500 literacy groups, 90% of adults using Quick Reads said that improving their reading has made them feel better about themselves
Other findings include -
| 83% of learners feel improving their reading has helped with their family lives |
| 79% feel more confident at home after using Quick Reads |
| 69% feel more confident with friends |
| 57% of these learners had never read a book since school and 90% of them said that, following Quick Reads, they now enjoyed reading. |
| a remarkable 57% said they felt their job prospects had improved |
The Quick Reads initiative provides short, exciting books specifically as an aid to learning for adults who struggle with reading (and for avid readers wanting a short, fast read).
Kim, from Widnes, said:
‘I am hoping to get a new job and I started these classes to build my confidence. I used to work with children and I want to go back. I have never been confident about reading but my spelling is improving through reading the books, and I am finding the forms for the Jobcentre easier too.’
And Sylvia from Roehampton, said:
‘They’re blimmin’ brilliant! I keep saying to David [Sylvia’s tutor] “Have we got any new ones? I’ve read them, have you got any new ones?”’
Gail Rebuck, CEO of Random House and Chair of Quick Reads comments:
‘Publishers have always believed that books can transform people’s lives. Quick Reads are having an extraordinary effect on reluctant readers and are a great example of publishers, authors and book retailers working together with the public sector to deliver the message that reading can be fun and rewarding.’
Minister for Skills David Lammy commented:
‘The Quick Reads initiative is fun, exciting and thought provoking. Anything that encourages adults to read is great news. Regular reading helps enrich our lives.’
Find out more about Quick Reads on the Quick Reads Website
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Quick Reads Podcasts
Former Welsh and British Lion Rugby International Scott Quinnell talks to Ed Melia, NIACE Press Officer, about his Quick Read, The Hardest Test which details his illustrious playing career and his struggle with dyslexia.
Listen to the Scott Quinnell podcast here
(MP3 file - 2MB)
Gilda O’Neill grew up in the East End of London. She left school at the age of fifteen but later returned to education as an adult learner. She talks to Ed Melia, NIACE Press Officer, about her Quick Read East End Tales
Listen to the Gilda O'Neill podcast here (MP3
file - 2MB)
For many people Quick Reads are not only the first book they ever finish reading, but books they really enjoy reading. This can be after trying all sorts of books for many years. In a special report, Ed Melia, NIACE Press Officer, talks to people with dyslexia about how Quick Reads have transformed their lives.
Listen to the Dyslexia and Quick Reads
podcast here (MP3 file - 2MB)
(If the podcasts do not start playing in you browser,
right click and save them onto your computer and then play them back through
your usual media player)
Subscribe to NIACE podcasts here
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Disabled staff face widespread discrimination - Commission finds
There has been a systemic failure to take disabled staff working in lifelong learning seriously, which has led to widespread institutional discrimination. That is the headline finding of the NIACE-led Commission for Disabled Staff in Lifelong Learning in its final report to be published today, Wednesday 5th March 2008.
The report – From Compliance to Culture Change – illustrates how many disabled staff members are reluctant to disclose impairments because they fear discrimination. 20 per cent of the adult population have a disability, however the disclosure rate among staff in lifelong learning is only 4 per cent.
The Commission was struck by the ‘fatalism’ of many disabled staff about promotion and career progression. There is a culture of low aspiration among disabled staff, exacerbated by a systematic failure to address their requirements and a lack of consistency in employment practice. Few organisations employ disabled people in senior or strategic positions. This leads to a waste of talent and untapped potential and a lack of role models throughout lifelong learning.
The Commission recognises how well institutions have responded to student needs which makes the treatment of staff all the more striking.
However the Commission did encounter evidence of good practice and of ‘reasonable adjustments’ in recruitment, induction, employment and promotion practices. Practical support for disabled staff would include funding ‘reasonable adjustments’ from a central budget and trained disability equality officers or staff with a responsibility for disability equality.
Above all, the Commission found a lack of consistency in the lifelong learning sector – in terms of recruitment, induction, employment and promotion of disabled staff – that amounts to institutional discrimination.
The first recommendation of the Commission is that a disability equality implementation group should be convened and serviced by Lifelong Learning UK (LLUK) to ensure disabled staff are treated as fairly as students in lifelong learning.
Leisha Fullick, from the Institute of Education and Chair of the Commission, said:
“There is a clear problem about the under-representation of disabled staff in lifelong learning. And we saw little evidence of organisations adopting a strategic approach to current and future disabled staff. At the very least this represents a huge loss of potential and is not a sound business approach. It is also an indication that, 10 years on, the legislation designed to reduce discrimination against disabled people in the workplace is not having a sufficient impact on employment practice in lifelong learning. This is in marked contrast to the very evident and positive changes that have taken place for learners and students in the sector over the same period.”
Peter Lavender, Deputy Director of NIACE, said:
“We've not done well by disabled staff in lifelong learning. We found a confused picture: reluctance to disclose disability, hesitant management support and little real disability equality. This report helps unpick the problem and suggests ways to change the picture to improve disability equality.”
Aisling Lyon, Policy Advisor, Equality and Diversity, at Lifelong Learning UK said:
“Lifelong Learning UK commends the extremely valuable work of the Commission and welcomes the chance to oversee implementation of its recommendations across the lifelong learning sector in the coming months. I personally am very pleased that NIACE initiated the establishment of this Commission and am delighted that disability equality is finally getting the recognition that, in my opinion, has been long overdue.”
| Purchase the Full Report online here (Priced £18.95) |
| Download Summary Report for free here |
| Find our more about the Commission for Disabled Staff in Lifelong Learning here |
Source: NIACE Press Release: "Disabled staff face widespread discrimination - Commission finds" - [PDF] Released On 05/03/2008
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Ministers urged to re-think the value of adult learning
The infrastructure of adult learning is disappearing. Nearly one and a half million adults have been lost from state-funded educational provision since 2005. A collection of essays Not Just the Economy – published by NIACE – illustrates why policy makers need to re-think urgently on the wider value of adult learning beyond education for access to employment and workforce development.
Not Just the Economy is authored by experts from across the adult learning sector including Chris Humphries, Chief Executive of the UK Commission for Employment and Skills; Nick Pearce, Director, Institute for Public Policy Research; and Tom Schuller the former Head of the Centre for Educational Research and Innovation, OECD. Through a series of wide-ranging essays - around adult literacy learning, social justice, the global economy and the wider benefits of learning - they present powerful and provocative arguments on the high public value of adult education.
Colin Flint OBE, co-Editor of Not Just the Economy, said:
“This book arose out of the concern that the infrastructure of adult learning is being destroyed. 1.4 million fewer people are now engaged in structured learning in colleges and local authority provision - it's either no longer there, or it's beyond their means. The Government is making determined effort to address the nation's skills shortages, but it has got this wrong. We need an educated, critical, tolerant citizenry. It's not just the economy.“
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