Adults Learning is essential reading for adult education practitioners and policy makers, offering an informed mix of news, analysis, expert commentary and feature writing, dedicated to adult learning. Published 4 times a year in print and digitally, each issue is filled with in-depth and topical articles written by leading practitioners and experts in the field.
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Contents of current issue (Autumn 2012):
The future is flexible
In March, a special issue of Adults Learning brought together voices from across the higher education sector to discuss the crisis in mature and part-time recruitment to HE. Here, universities minister David Willetts gives his response, identifying what he sees as the key challenges to embedding flexible learning in higher education
An agenda for action on vocational learning
First-class adult vocational education and training demands both a ‘clear line of sight to work’ and greater collaboration between employers and providers, argues Jenny Williams
'It's about getting people to talk to each other'
When the WEA in Northern Ireland launched its first anti-sectarian education project in Belfast in the early nineties, little attention was given to the role of adult
education in improving community relations. Now it is recognised as one of the key strands of the work, helping give people both a sense of where they have
come from and hope for a better future. Paul Stanistreet reports
A plan for professionalism in the further education sector
The government has approved plans for a new guild for the further education and skills sector. David Hughes, who chairs the steering group which has developed the guild, explores some of the issues raised by the development
Career review: what works for older adults?
The Mid-life Career Review project will pilot and evaluate new approaches to reviewing life and career. With life expectancy rising and expectations of work
and life changing, it is more important than ever that people get the support they need during key life transitions. Stephen McNair and Jane Watts report
Time to change: a participatory approach to inclusion
Hackney’s Roma community is one of the most isolated in the borough, with few adults speaking English fluently or engaging with support organisations. A local authority adult learning project found that giving them the time and space to think about what they wanted to learn was critical in breaking down barriers. Alice Robson explains
Adult learning for the world we want
Adult learning has a critical role as a catalyst to the achievement of a range of social policy goals in countries around the world. Yet it is almost invisible in debate about wider development priorities and we face an ongoing challenge in ensuring that its role is recognised, locally, nationally and internationally, writes Alan Tuckett
Finding our own voice
Seva Mandir has been engaging the people of rural Rajasthan in literacy and community learning for more than 40 years. Since the 1990s the organisation has distanced itself from government and focused its efforts on strengthening the voices of communities, helping them see themselves as agents of change, says Ann Creed
Quantifying the unquantifiable
Quantitative evidence of the value of adult education that goes beyond success rates and satisfaction scores is difficult to obtain. However, a Social Return on Investment study at England’s four adult residential colleges shows that it is not impossible. Jill Westerman gives a brief background to the work, while Jonathan Schifferes and Rosie Maguire describe their research and what they learned
'Real opportunities for social benefit'
Margaret Thatcher's death prompted many to reappraise her contribution to different areas of public policy, education among them. Few considered adult education, but her attitude to the sector, first as Secretary of State and later as Prime Minister, tells us a good deal about her education priorities and the struggle ministers face in making a case for adult education in times of cuts, writes Paul Stanistreet
Participation in the arts can make a huge impact on the lives of people with profound and multiple learning difficulties. The challenge for practitioners is to support them in making artworks that are authentically the creation of the artist, says Melaneia Warwick
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