Researching learning cultures in communities – new book from NIACE Tuesday, July 2, 2013 - 11:48

The connections between social and educational inequalities in the UK and how these impact on local communities and individuals, particularly those who left school with few or no qualifications, is explored in the first of a new series of publications from NIACE into the Impact of Adult Learning.

Researching Learning Cultures and Educational Identities in Communities uses life-histories to explore early educational experiences and their effect on identities in adult life, alongside perspectives on learning and the impact of learning cultures. This book highlights why mainstream provision does not always succeed in re-engaging and retaining adults who left school without qualifications and who live in communities often defined as social excluded.

The author, Carrie Birch, said:

“Mainstream programmes of lifelong learning are expected to engage adults who left school without qualifications.  However, some adult learning programmes do not always succeed in attracting socially-excluded adults.  In fact, current policy, practice and research may serve to increase the exclusion of some adults who are already marginalised by reason of their early experiences of compulsory formal education. 

“This book is able to draw on unique data to illuminate the social impactof adult lifelong learning from the perspective of residents within communities. Practitioners constantly search to explore ways of improving access to learning for under-represented groups and to retain learners. By considering this research and its implications for practice, it may help to further develop their understanding of these groups and the implications for their practice.”

Penny Lamb, Head of Policy Development at NIACE, said:

“Periods of austerity and complex change impact on employers, communities and individuals. Adult learning and skills are critical for sustainable economic growth and social wellbeing for all of these groups. As new ways of working in local areas are being explored this publication is a timely reminder of the importance of reflecting on in-depth research evidence as it emphasises a shared responsibility to those whose needs are not met through traditional learning provision.

“This book highlights the complex patterns of participation and non-participation and their links to educational identities. It provides key messages on the need to support learning transitions throughout life, on the impact of appropriate curriculum design and pedagogy to meet the learning needs of groups of adults who are not ‘visible’.”

The Impact of Adult Learning series from NIACE will offer a variety of perspectives and share research evidence gathered from different methodologies.  These short publications add a new dimension to the debates on the impact of adult learning and provide a contribution to those exploring concepts of what counts as evidence for policy-making.