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Engaging adults in higher learning, and opening up more opportunities for them to study part-time in ways that fit around their work and family circumstances, are critical both to economic growth and to social mobility. The National Institute of Adult Continuing Education (NIACE) has long argued that higher education should not be viewed in isolation but as part of a wider framework of lifelong learning. It is vital that in formulating policy for the sector the Government takes into account all aspects of the system that support adults into learning, and recognises their interconnectedness. Achieving a better articulation of the way in which the different elements of the system relate to each other is critical both to social mobility, a key concern of the Government which is also an important aspiration of the 2011 White Paper 'Higher education: students at the heart of the system', and to boosting economic competitiveness. The main messages of this reply to the White Paper are summarised under four themes: fairer funding; quality and information; a diverse and responsive sector; and social mobility. Concern is expressd that the unintended consequences of some of the Government's reforms to higher education could prevent adults from playing their full part in economic and social renewal. Show less

The purpose of this policy discussion paper is to identify barriers to equal access to learning opportunities for older people aged 50 years and over in the United Kingdom. The paper includes a background description of demographic factors, outlines National Institute of Adult Continuing Education (NIACE) survey research into older learners' participation in formal and informal learning, and discusses why the barriers to older people's access to learning should be urgently addressed. A range of examples of good practice and settings and sectors of education provision, including local authorities, further education, higher education and the voluntary sector, are described. Distance learning is ideal for older people and making provision for learning through information technology and broadcast media is discussed. A series of new government initiatives, including the Better Government for Older People program, are outlined. A number of major issues which influence the access to and participation in learning programs of older people, including discrimination, disability, curriculum relevance, the learning environment, and funding of learning, are discussed and recommendations are made as to how these factors might be changed for the better. Show less

This policy discussion paper addresses the role of adult education in fostering greater public knowledge and understanding in science and technology. It contributes to the national agenda in the United Kingdom for increasing lifelong learning opportunities for all, emphasising the need for adult learners to have better access to learning programs and experiences as a pre-requisite to engaging with the public's interests and concerns about science and technology. The paper aims to encourage policy makers and practitioners in the field of adult education to widen participation in this area and includes a set of recommendations to this end. Show less

The number of young people commencing apprenticeships and traineeships whilst at school, and monitored by their school, has grown considerably, encouraged by State and Federal governments, since the first participants began in 1997. There has as yet been little research into the nature of the training given to, and learning experienced by, such young people; most published literature has related to organisational issues. This paper reports on a research project funded by the National Research and Evaluation Committee [NREC] into learning and training in school-based new apprenticeships (SBNAs). A questionnaire was sent to a large sample of all SBNAs in three States: Queensland, Victoria and South Australia, using a survey instrument adapted from a previous NREC study, 'School students' learning from their paid and unpaid work' (report indexed at TD/TNC 68.01). The results present an overview of SBNA employment, training and learning practices which will provide an important basis for development of policy and practice in this area.

Published abstract.

The collection of papers is indexed at TD/TNC 73.601. Individual papers are indexed from TD/TNC 73.602 to TD/TNC 73.621. Show less

This article examines the obstacles facing older employees working in the metal industry in Brazil, and is the result of a study on the image of elderly workers in the metal industry. The article gives background information on the Brazilian economy, the general situation of elderly workers and the roles that such workers are likely to fill within the metal industry. The second part of the article focuses on the design and characteristics of a computer course that was developed specifically for elderly workers in the metal industry, and the positive outcomes of a pilot exercise that was undertaken using the designed course. Show less

This report presents the findings of the 2001 National Institute of Adult Continuing Education (NIACE) survey on adult participation in learning. It shows, that for the first time in 20 years, there has been a marked increase in participation. The survey provides information on participation, trends in participation and future intentions to learn by gender, social class, age, employment and region as well as access to the Internet. Show less

10 years after its implementation, we explore the equality reach of the 40 per cent Norwegian gender quota regulation for boards of public limited companies (PLCs) using a multi-strategy approach (administrative data and interviews with women directors) to capture interrelated macro and meso changes. We employ Acker's (2006) inequality regimes as our analytical framework, augmented by the 'equality reach' concept. We found strong compliance with the 40 per cent Quota. However, there was little evidence of voluntary spillover to limited companies as envisaged by Quota proponents; instead Quota coverage reduced as some PLCs changed status to avoid the Quota requirement. We reveal that positive equality reach in one of the most equal countries in the world is confined to a PLC 'quota silo', which has shrunk over the life of the Quota. Moreover, we suggest that PLC high levels of compliance may be a defensive strategy seen as necessary in the regulatory/high sanction context of the Quota. We demonstrate the need for further political and organisational interventions to improve equality reach beyond the quota silo. We also show the value of the equality reach concept for research on equality interventions and warn of the dangers of an intervention leading to an equality silo.

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This issue includes the following articles: 'It's about employment and social cohesion' the Government's rhetorical shift away from a utilitarian vision of skills is an invitation to think again about the role of literacy, language and numeracy in developing social inclusion as well as employability, writes Carol Taylor (p.7); 'The very big numbers game' the Government has been making encouraging noises about funding for adult learning and skills, but the numbers tell a different story, says Alastair Thomson (pp.8-9); 'Second-chance learners lose out once again' under Government funding plans students embarking on a second degree will face almost certainly prohibitive fees - whatever happened to the Government's commitment to widening participation and lifelong learning, asks Sally Hunt (pp.10-11); 'Forward into the past' there is a role for the past in the future of adult and community learning services, writes Sarah Housden (pp.12-13); 'We're giving businesses a choice' as it enters its second year, Train to Gain, the Government's flagship training programme, is succeeding in meeting the needs of businesses across the country, says LSC Skills Director David Way (pp.18-19); 'My stammer doesn't have to stop me' for the first time ever, an adult education college has been awarded the prestigious Queen's Anniversary prize - Rachel Everard explains why City Lit's work with adults who stammer has won recognition and why the adult education setting is ideally suited for the work (pp.20-22); 'Gateway to improvement' quality is not being improved throughout the adult learning sector in the way it needs to be - that's why the Quality Improvement Agency has decided to make its thousands of case studies and good practice guides accessible in one online service, writes Andrew Thomson (p.23); 'Storybook soldiers' Paul Stanistreet reports on a project that uses storytelling to maintain and stengthen links between British soldiers away on operations and their families (pp.24-26); 'Building family capital' Penny Lamb opens up the debate over could the concept of family capital offer a way of expressing outcomes of family learning not captured by qualifications? (p.27); 'The independent learner' realising the potential for learning of information and communication technology depends on individuals becoming independent learners, argues Alan Clarke (pp.28-29); and 'There's some good news...' adult learning and skills provision is showing signs of continuing improvement according to Ofsted's Annual Report for 2006-7 - but there is still some way to go, writes Kate Watters (pp.30-31). Show less

This book is an updated version of 'Making sense of training reform and competency-based training' [available in VOCEDplus at TD/TNC 54.08], which was published in 1997 by the same authors and was intended to explain the vocational education and training (VET) sector to those involved in it, or about to enter it, as practitioners.

The book examines the growth and change in the VET sector in terms of a number of tensions, including the interests of government and the interests of industry, the interests of the Commonwealth Government and those of the states, the interests of individuals and those of industry and the interests of industry and those of organised labour. It facilitates understanding of the VET sector by describing the complex issues of training reforms and the nature of VET curriculum in simple terms.

Part one of the book provides an overview of the evolution of VET in Australia, the reasons why large scale reform of the system was undertaken and a description of the major features of the VET system, including the most recent changes. Part two focuses on curriculum issues: the nature of competency based training and the way in which training packages are developed and delivered. In part three the implications of VET policy and VET curriculum for teachers and trainers are considered. Show less

Steve Davis interviews a collection of presenters from two panel discussions at the 29th National Vocational Education and Training Research Conference 'No Frills', held on 7-10 July 2020. Topics covered in the lively discussion include new directions in skills planning, digital technology and the role it plays in aged and community care, insights from the Longitudinal Surveys of Australian Youth (LSAY), and the role of parental influence in taking on apprenticeships. Speakers are Professor John Buchanan, The University of Sydney; Ms Anne Livingstone and Dr George Margelis, Australian Aged Care Industry Information Technology Council; Mr David Redway, Australian Government Department of Education, Skills and Employment; and Professor Erica Smith, Federation University.

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