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Latest News: November 2005
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NIACE to hold high level enquiry into ESOL
Because of the difficulties currently facing ESOL (English for Speakers of Other Languages) provision, NIACE will officially launch a high level Enquiry into ESOL at a meeting in Birmingham today (Wednesday 30th November).
The Enquiry into ESOL – to be chaired by Derek Grover CB, a former Director of Adult Learning at the DfES and a former director of the NHSU – will consider the major challenges that ESOL faces. OfSTED and the Adult Learning Inspectorate (ALI) regard the quality of provision as poor in many places and, unlike literacy or numeracy learning, there is no evidence of the quality improving.
In addition, there is a shortage of teachers and those currently in post are sometimes unqualified and work part-time, which leads to professional development challenges and limited career opportunities. There are also waiting lists of students in some colleges, particularly in London and other urban areas, with demand exceeding supply for the first time in some rural areas.
Derek Grover, the Chair of the Enquiry into ESOL, said:
“ESOL is one of the biggest challenges we face. The demographic shift means that there is greater demand in the labour market for migrant workers. The enlargement of the European Union means that there are important new client groups to be catered for. This Enquiry will review existing evidence on the provision of ESOL in England, with particular emphasis on the quality and quantity of provision and staffing. The Enquiry will also identify the extent and nature of the current demand for ESOL provision. The role of ESOL in its wider context, including how it relates to citizenship and the connection it has to employment and social justice will also be discussed.”
He continued, “We will be trying to identify clearly what can be done to improve ESOL work including the quality of teaching, learning and achievement and to make recommendations on how, as a nation, ESOL should be paid for. The Enquiry aims to provide realistic and helpful recommendations to policy makers, funders, providers and practitioners for the future good of ESOL provision in this country.”
Dr Jane Ward, NIACE Development Officer, said:
“This is a great opportunity to make a difference to adults learning English, and to support ESOL practitioners. We will want to hear from ESOL learners, teachers and managers in colleges, adult education services, prisons and the voluntary sector, who will have valuable insights about what needs to be done and what can be achieved. We will be creating a website to seek views and report progress.”
Source: NIACE Press Release: "NIACE to hold high level enquiry into ESOL" (PDF file) Released On 30/11/2005
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Engaging young adults in literacy, language and numeracy
There are currently 1.1 million young adults in the UK aged 16 to 24 who are not in employment, education or training. Young adults in this group are far more likely to experience difficulties relating to literacy, language and numeracy, and consequently can find themselves further marginalised from formal opportunities. A conference from NIACE to explore routes to re-engaging young adults in literacy, language and numeracy learning is being held in London next month and will include personal testimony from young adults about their experiences.
The Success factors in informal learning Conference - to be held at the Institute of Education at the University of London, on Wednesday 14th December 2005 and organised by NIACE with the support of the National Research and Development Centre (NRDC) - will explore effective approaches to engage and motivate young adults in literacy, language and numeracy, with a particular focus on the significant contribution informal and community based learning can provide.
The Conference will also discuss the importance of learners’ voices in shaping learning; working with young people in custody; making reading exciting for young adults; exploring creative activities for developing emotional intelligence; gaining confidence through recognising achievement; and effective strategies for embedding literacy, language and numeracy in innovative and relevant learning programmes.
Bethia McNeil, NIACE Project Officer for the Young Adults Learning Partnership, said:
“This conference will provide an opportunity for practitioners and policy makers to reflect on and explore the potential ways of engaging young adult learners in literacy, language and numeracy provision. The voices of learners will be at the heart of the day, and delegates will have the opportunity to hear from young adults about the approaches and strategies that supported them in achieving their personal learning goals.”
She continued, “Young adults are not necessarily resistant to learning itself, but may strongly resist provision that they perceive as being related to formal, school-like learning situations, and unrelated to their own lives, experiences and interests. Many of these young adults feel that ‘learning is not for them’, and feel that education has nothing to offer their lives. This conference will provide an opportunity to share experiences and successes, and enable practitioners to build networks and develop their practice more confidently and creatively.”
Event details and application form
Source: NIACE Press Release: "Engaging young adults in literacy, language and numeracy" (PDF file) Released On 24/11/2005
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Awards for organisations who open doors to learners
The search for nominations continues for the Adult Learners’ Week Awards 2006 -part of the biggest celebration of learning in the UK. NIACE is not only keen to hear about inspirational adult learners, but also wants to celebrate the originality, creativity and excellence demonstrated by organisations that provide encouragement for adults to learn.
The Opening Doors to Adult Learners Awards are open to organisations across the UK that meet the challenge of delivering learning opportunities which provide clear routes of progression for, and have a positive impact on, their learners. Each winning organisation will receive a certificate and £1500.
An Opening Doors to Adult Learners Award winner from this year, Catherine Fisher, Co-ordinator of the Sheffield Gypsy and Traveller Driving Theory Project, said:
“Winning the award meant a great deal to the students on the project, as it was a recognition of their hard work and allowed positive press coverage around gypsies and travellers which is always well needed. The award money has enabled more people to access the project as laptops are being taken onto site and are providing essential training.”
Rachel Thomson, Senior Campaigns Officer at NIACE, said:
“For many adults, - particularly for those whose memories of school make them think learning isn’t for them - returning to learning can be daunting. But up and down the country, a whole range of organisations are providing more and different opportunities for adults to learn – whoever and wherever they are. The Opening Doors to Adult Learners awards celebrate creative schemes of learning that have a track record of success for their adult learners - ones that really ignite a spark of enthusiasm that can lead to whole new lives for learners and benefit whole communities.”
If you think your organisation has had this kind of positive impact then the Adult Learners’ Week Awards are a fantastic opportunity to receive the recognition you deserve. Please call NIACE’s Campaigns and Promotions team on 0116 204 4200 for a nomination form – or download a nomination form here - and you could be receiving a national award next May.
Source: NIACE Press Release: "Awards for organisations who open doors to learners" (PDF file) Released On 23/11/2005
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Future of Adult Learning in FE – Report published
Eight in Ten, Adult Learners in Further Education is the official report into the findings of the Committee of Enquiry into the current state of Further Education in England. Led by NIACE, the focus of the Committee's work examined the effects of current funding strategies and the level of commitment to adult learning in Further Education.
The Report draws attention to the effects of Government policy on provision for adults that is not regarded as priority, but which - in the view of members of the Committee - includes important "first steps" provision.
Some work with disadvantaged adults and those with learning difficulties also falls into this category.
Although the Committee supports the Level 2 Entitlement for adults, it believes it should include all work up to and including Level 2, with more liberal interpretation of eligibility.
The report proposes three key strands for adult learning in colleges: access to employability, workforce development, and creating and sustaining cultural value. It suggests that colleges and the LSC should organise provision on this basis.
It also believes there should be a new strategy for lifelong learning, early introduction of a credit-based qualifications system and stronger statutory endorsement of the wider benefits of learning for all.
Thousands of copies of the Report of the Eight in Ten, Adult Learners in Further Education, have been distributed to key further education stakeholders and policy makers.
If you would like a hard copy of the report, priced £9.95, ISBN - 1 86201
278 4 - please contact -
Publications Sales, NIACE, 21 De Montfort St, Leicester, LE1 7GE
Tel - 0116 204 7068/2804
Fax - 0116 204 4276
Email - orders@niace.org.uk
If you would like to feedback your opinions on the Committee’s findings, please email: mala.dhakk@niace.org.uk
Further information about the Committee of Enquiry
Saving Adult Learning - A conference to examine the role of colleges and the effects of funding priorities
Posted: 24/11/05
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Maintaining the momentum of reform
In November 2004, the Qualifications and Curriculum Authority (QCA) launched its proposals for a new Framework for Achievement (FfA) with support from both the Learning and Skills Council (LSC) and the Skills for Business (SfB) network. NIACE supported these proposals enthusiastically, believing they put forward proposals for the reform of our qualifications system that would have great benefits to learners, to providers and to employers. One year later NIACE is concerned that the impetus for implementation of the FfA proposals seems to be losing some urgency. We therefore wish to reiterate our position of support for the QCA proposals, and to share our views on the importance of developing a new qualifications system with other stakeholders in the reform process.
NIACE Position on QCA's Framework for Achievement
Posted: 23/11/05
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Realising the Potential - a NIACE Comment
NIACE gives a warm welcome to Sir Andrew Foster’s report Realising the Potential – a review of the future role of further education colleges. Given that eight in ten college students are adults, we particularly welcome the report’s recognition that listening to the voices of learners of all sorts must be a central part of reform.
We are also pleased that Sir Andrew has identified as crucial the need to develop the college workforce to meet the challenges ahead, although we are disappointed that he does not consider how this is to be resourced.
Our main concern with the report lies in its failure to acknowledge the scale of the demographic dimension of the skills challenge the country faces. Up to a million adults are set to lose college places simply because of the numbers of young people set to enter the sector by 2009. This is because the current legislative framework has the effect of making adults second-class students. This is economically shortsighted and should not have been left unchallenged.
NIACE supports Sir Andrew’s recommendation that further education colleges should focus their mission on employability and economically valuable skills. We note though that the text of the report states that this should not mean an abandonment of colleges’ existing role in combating social exclusion and individual development. The skills agenda cannot be achieved without recognising that colleges are also an engine of social justice and mobility.
NIACE hopes that stronger links will be developed with local authorities and schools, universities, voluntary and private sector providers as a result. This would ensure that all publicly-supported learning for personal, academic and community development dovetails with the college sector so that learners of every age can be offered opportunities to learning and develop skills of all kinds.
Sir Andrew Foster makes clear a desire to see poor quality performance by colleges tackled swiftly and firmly. NIACE notes also that he is equally robust in calling on the Department for Education and Skills and the Learning and Skills Council to create a stable agenda for development that does away with excessive regulation and micro-management. Both changes will be welcome.
The acid test of the report’s success will be in the extent that it increases and widens the participation and achievement of all students – and NIACE looks forward to continuing to help further education colleges realise their potential.
NIACE Conference on Foster's Report
Posted: 15/11/05
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A Single Inspectorate for Children and Learners
NIACE is unconvinced that Government proposals for a single inspectorate for children and learners from 2007 are in the interests of adult students. We believe that retaining a distinctive and separate Adult Learning Inspectorate would make better educational sense. The danger is that the interests of children would dominate a single inspectorate and that adult learning would be pushed to the margins.
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The full consultation can be found
here on the DfES Website |
| Read the full NIACE response here |
Posted: 04/11/05
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Dyslexia Awareness Week, 7-13 November
Did you know that 10% of the UK population is thought to be dyslexic, 4% severely?
November 7th – 13th is Dyslexia Awareness Week. This is a national event, co-ordinated by the British Dyslexia Association, with the aim of raising awareness of dyslexia in both children and adults.
Because dyslexia is so common, every group of adult learners, from a beginner’s literacy class to a group of post-graduate students, is likely to contain a dyslexic learner. So if you work with adult learners, then you need to know about dyslexia to ensure all your learners can fulfil their potential.
Dyslexia is associated with particular strengths as well as weaknesses. For example, people with dyslexia are often creative thinkers, who are good at problem solving. Dyslexic people learn best, as we all do, when they are taught in a way that enables them to make the most of their particular strengths.
For more information about dyslexia or to find out more about NIACE’s work in this area, please contact Rachel Davies, Development Officer (Dyslexia) on Tel: 0116 2046989 or email: rachel.davies@niace.org.uk
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Test your knowledge with our quick quiz on Dyslexia. |
Posted: 04/11/05
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Say What You Like!
What are the barriers and triggers to learning? That’s the question NIACE will be asking as part of a major project funded through the Skills for Life Strategy Unit which aims to investigate why and how adults are motivated to learn.
“Say What You Like!” will encourage people to tell us what they like about what they are learning and what has made the difference. A do-it-yourself action research booklet has been produced to help providers, practitioners and volunteers to stimulate discussion with learners in literacy, language and numeracy groups about what has made the difference to them in their learning. Say What You Like! is keen to encourage learners, with the help of tutors and volunteers, to tell their own stories in words and/or pictures, in ways that might be useful to others in similar situations.
The campaign will add considerably to the research evidence already available in this area because it will include rich, qualitative data produced in partnership with practitioners and learners themselves.
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| More information on the Say What You Like! Campaign can be found here. |
Posted: 03/11/05
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V&A Museum launches its annual competition for adult learners
Inspired by... is a national competition run by the Victoria and Albert (V&A) Museum in London and supported by NIACE - organisers of the largest celebration of adult learning in the UK, Adult Learners’ Week – to encourage part-time adult learners to make works of art inspired by the V&A Museum’s collections.
Entries are judged by relevant curators and education officers and the selected artworks are exhibited at the V&A each year during and beyond Adult Learners' Week (20 –26 May 2006). Entry to the competition is free and open to part-time students at all stages of learning. Winning artworks in their category will receive a prize.
Manchester Art Gallery and Tyne and Wear Museums are collaborating with V&A South Kensington and Theatre Museum, Covent Garden for the second year to run the competition regionally. The organisers are hoping to reach a range of inspired artists from different backgrounds, each one of them benefiting from adult education in their own individual way.
Emmanuelle Cirier, from the V&A Museum, said:
“Inspired by… actively promotes the relationship between adult learners and museums - like the V&A - that results in a positive exchange of benefits. All you need to do is visit one of the museums participating in the scheme, decide on an exhibit you find particularly inspirational, then create a piece of work based on it.”
Anyone wishing to take part in the competition should contact one of the advisers below for details on how to enter. All applications should be sent no later than 17th February 2006 (V&A and Tyne and Wear Museums) or 3rd March 2006 (Manchester Art Gallery).
Source: NIACE Press Release: "V&A Museum launches its annual competition for Adult Learners" (PDF file) Released On 02/11/2005
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Funding for Adult Learning
The Learning and Skills Council document, Priorities for Success: Funding for Learning and Skills summarises very well the Government's priorities for the Learning and Skills sector. NIACE supports the broad outcomes that these policies are intended to achieve but fears that the document may become one more missed opportunity to integrate the skills agenda with the wider role that adult learning plays in cross-cutting public policy (see for example the ODPM/SEU report Improving Services, Improving Lives, October 2005, which recognises the need for personal capacity-building and the well-researched positive link between adult learning and social capital, health and family life).
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Read NIACE's initial response to "Priorities for Success" here. |
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NIACE Conference on Funding [Extra Event] |
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A Broad and Flexible Curriculum is Essential for adults, says NIACE
The current funding pressures on further education colleges and local education authorities to adapt to Government policy priorities and targets is causing a narrowing or closure of many thousands of learning opportunities for adults. A discussion paper considering these developments and their future implications has been published by NIACE.
Keeping the Options Open, by Dr Veronica McGivney, NIACE Principal Research Officer, summarises the concerns of many people working in, or on behalf of, adult education. A major concern is the way in which the curriculum is being distorted and narrowed by pressures to meet particular targets, especially those related to Government priorities, such as Skills for Life and the Level 2 entitlement. While these priorities have generated some impressive results - aided by huge Government investment - the paper argues that current targets and funding changes could be detrimental, not only to the overall spread and diversity of learning opportunities, but also to the goal of widening participation.
For example, providers of Skills for Life often feel constrained to recruit learners most likely to reach the required level of qualification, rather than those with lower attainment levels who are traditionally excluded. Higher charges for adult and community education and the loss of popular courses that act as stepping stones back into learning, could also have a negative impact on the possibility of achieving the Level 2 target.
Dr Veronica McGivney, said:
”Keeping the Options Open explores the assumptions about ‘usefulness’ that underpin current priorities. The paper suggests that the most effective way of achieving national priorities and targets is to provide a broad and flexible curriculum that responds, not to external targets and requirements, but to adult learners’ own diverse interests and needs.”
Keeping the Options Open is available to purchase from our online book shop, priced £8.95.
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Lifelong Learning Bulletin
As part of its remit from the Local Government Association, NIACE has produced a bulletin for elected members in local authorities, 22,000 copies of which have been sent to every councillor in England.
The bulletin's message is that adult learning runs like a vein through many local government agendas, and that it makes sense for local authorities to engage their own adult learning services in their delivery.
The bulletin is an excellent prompt for initiating discussions around the direction of adult learning and the benefits for local authorities of having an adult learning plan.
Extra copies of the bulletin are available from neil.goodall@niace.org.uk - or the bulletin can be downloaded below in PDF format
 How do I open a PDF file? |
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