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This document reports on the first comprehensive study of adult and community learning (ACL) in England which occurred as the Learning and Skills Council took responsibility for ACL. A survey of all Local Education Authorities (LEAs) was undertaken in January 2002 and was followed by in-depth case studies between March and July of 2002 in 15 LEAs selected to capture a diversity of contractual arrangements for delivery of ACL and of extents of local deprivation. The study provides a comprehensive picture of the emerging ACL sector and offers discussion of the advantages and disadvantages of the three main approaches to delivery of ACL: direct delivery, contracted delivery and a blend of the two. The research concludes that the complexity of the ACL sector and the different approaches adopted by LEAs reflect differences in socio-economic environments as well as LEA traditions. While the development of national frameworks has raised the profile of ACL it is important that the diversity of provision be maintained. ACL provides benefits other than those directed to vocational learning and employment. Health and social benefits including active ageing and citizenship should also be acknowledged and valued. Show less

This publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programs available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the program, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required. Show less

The aim of this research was to assist in the development of impact measures for adult and community learning (ACL). It provides a detailed profile of the characteristics of learners representing ACL in Local Education Authority (LEA) provided adult education, community and voluntary provision, and information and communications technology (ICT) related provision in England. It also measures the impact (direct and indirect benefits) of learning. The findings are presented under the following headings: Learner profile; Patterns of learner activity; Details of the 2001/2 course; Impact of the 2001/2 course; Future plans. The main findings indicate that: most learners are older and female; 71 per cent have undertaken some other form of learning apart from adult and community learning since leaving continuous full-time education; 35 per cent had a disability or long term illness compared to 21 per cent of the general population; 56 per cent either had no qualifications or qualifications at level one on leaving compulsory full-time education; 66 per cent of learners went on to do further learning in 2002/03.; ICT learners are the most likely group to be aiming to achieve qualifications; and the main non-economic benefits LEA learners get relate to mental and emotional well being. Show less

The University for industry (Ufi), through the learndirect adviceline and the network of learndirect provision, aims to improve the employability of individuals and the productivity and competitiveness of organisations as well as to increase the number of companies providing learning opportunities to employees and improving the quantity and quality of provision. This evaluation assess the strategic learning, the provision of learning opportunities and the consequent outcomes to individuals, organisations and learning provision of learndirect. The five main messages that emerge from the study are: (1) learndirect has so far had more of an impact on individuals than organisations; (2) learndirect contributes to lifelong learning by engaging new learners and by widening participation by reaching out to traditionally disadvantages groups; (3) learndirect leads to further learning progression; (4) learndirect is helping some learners enhance their employability; and (5) learndirect is contributing to the expansion and diversification of the learning market. However, the evaluation also identified some challenges. Engaging new and disadvantaged learners in accessible and attractive learning is not necessarily the best way to seek to enhance organisational productivity. The emphasis on learning progression might also pose some problems of reconciliation for Ufi between allowing learners to learn at a pace that suits them and in a way that is non-threatening but which also provides a route to the acquisition of qualifications. There also seem to be unresolved difficulties around virtual learning. Finally, the evaluation looks at the benefits and risks of Ufi’s more specialised and tailored approach. Show less

This document sets out the Department for Education and Skills (DfES) and Learning and Skills Council (LSC) joint strategy for reforming further education and training through partnership within the learning and skills sector both regionally and locally. The strategy, designed to build a more effective and responsive learning and skills sector, will be implemented in a phased approach over the next three years and supported by the UK government’s largest ever investment program in this sector of education. The strategy will be underpinned by the four key principles of public sector reform: expanding choice; promoting devolution and delegation to the front line; providing flexibility and incentives for success; and an underpinning platform of high standards and accountability. The reform strategy comprises four elements: (1) meeting needs and improving choice by improving the responsiveness and quality of provision in each area to meet learner, employer and community needs; (2) establishing a new Standards Unit to identify and disseminate best practice to guide learning and training programs; (3) developing human resources through setting targets for training qualified teachers and developing strong leadership and management through a new leadership college; and (4) developing a framework for quality and success through the creation of a planning, funding and accountability system. The document sets down the goals for each of these four areas and the implementation plan for the strategy. Show less

This is the final report produced for the National Evaluation of Learning Partnerships. It provides a final assessment after three and a half years of development and looks to the future and the role of learning partnerships in lifelong learning. At the core of the evaluation process is a set of longitudinal case studies undertaken with 20 learning partnerships. The case studies involved discussions with the chairs, directors, managers and co-ordinators of learning partnerships, with key partners and stakeholders from all sectors and were complemented by analyses of the national learning targets, discussion with government offices and regional evaluators, assessment of partnership plans, evaluations and progress reports and performance data. The study found that progress had been slower in some areas than others and the failure to lock the program firmly into the national policy context encouraged perceptions of the program to be a failed and forgotten initiative. Some of the partnerships felt from the beginning that as voluntary organisations they were not able to deal with the more strategic roles they were initially given. The main barriers encountered were around clarity of purpose, capacity to deliver and stakeholder credibility. However, the vase majority of learning partnerships have been able to demonstrate aspects of added value by increasing the level and amount of working and information sharing across partner organisations and sectors.

Other related reports are indexed at TD/TNC 68.196, TD/TNC 69.278, TD/TNC 69.279 and TD/TNC 69.280. Show less

This report provides an evaluation of an initiative to develop adult residential provision aimed at widening the participation of hard-to-reach learners. The initiative was coordinated by a team from the Adult Residential Colleges Association (ARCA) and was designed to contribute to the UK government objective of 'widening participation in learning as a route to promoting social inclusion'. The ARCA project involved widening participation of individual learners in existing ARCA provision and attracting groups of hard-to-reach learners through specifically designed provision including outreach and residential learning. Overall, 472 learners were drawn from particular socially excluded groups and hard-to-reach learners including adults with learning difficulties and disabilities. The two-stage evaluation involved collecting survey data from all participants and five case studies of selected programs to provide a detailed evaluation and analysis of specific courses. The evaluation investigated the effectiveness of the programs, the added value of residential provision for learners, and the costs of residential provision. The overall conclusions offer a summary and recommendations for future initiatives in relation to generic themes identified in the evaluation. These are: program design; target groups; recruitment, advice and guidance; learning benefits; added value of residential provision; and progression. Show less

Learning Partnerships were set up across the United Kingdom (UK) in early 1999 to promote a new culture across the school, further education (FE) work-based learning, and adult and community learning sectors to rationalise the range of existing local partnership arrangements covering post-16 learning. This is the fourth of six reports. It provides an update of the progress that Learning Partnerships have made nationally and is based upon an analysis of Learning Partnerships' performance as reported by the partnerships themselves, 20 national case studies, and a review of five regional evaluation reports. The contents are: Introduction; Purpose and focus; Learning Partnership activities; Relationships; Area inspections; Impact; Added value; Conclusions and Recommendations.

The other reports are indexed at TD/TNC 68.196, TD/TNC 69.279 and TD/TNC 69.280 and the final report is indexed at TD/TNC 75.237. Show less

This guide will inspire and enthuse people who are committed to consulting adults and communities about learning provision in their area. The text states the importance of consultation with all adults and highlights issues and challenges of working with particular groups such as young adults, members of minority ethnic communities and people with learning difficulties. Policy blends with theory to give the reader a broad context for consultation and provide examples of good practice. The guide is easily accessible with a list of ‘talking points’ at the end of each section highlighting issues and challenges for consideration. Activities and exercises can be lifted for your use and there are a number of contact details of useful organisations and projects.

Published abstract reprinted by permission of the copyright holder. Show less

In September 2001 the Pathfinder Extension program of innovative educational courses for adults was launched. An evaluation of the program was carried out and the brief for this overview report was to provide a concise, non-technical synthesis of findings. It offers interpretations of the findings which cut across the various parts of the evaluation. These interpretations are based on all the different kinds of evidence which the evaluation produced. The first section introduces the study and describes the parameters of the overview. The next two sections describe and place in context the Pathfinder Extension program and the evaluation. Section four describes what kinds of people came on the Extension programs, focusing particularly on what disadvantages or difficulties they faced, and explaining why these are important both for policy and for the evaluation. Section five talks about how the program was planned and delivered by the teachers, while section six tells how the courses were experienced by the learners, and also by employers. Section seven focuses on the primary question of the evaluation: Did the program make a difference to the education and employment outcomes of the participants compared with going on a traditional basic skills course? It describes the impacts of the program in terms of both education and employment. Finally, section eight sums up what has been learned from the evaluation. The Pathfinder Extension program reached more people with disadvantages in terms of ill-health and dyslexia and other learning difficulties. Both learners and teachers responded favourably to the Pathfinder Extension program indicating that there is a readiness to accept innovation in basic skills provision.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: the report of Stage 1 of the evaluation is indexed at TD/TNC 75.222; the report of Stage 2 of the evaluation is indexed at TD/TNC 75.223; and the final report of the evaluation is indexed at TD/TNC 75.224. Show less