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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

This article reports on how continuing professional development (CPD) has come to be recognised as an important means of progression. The author notes that we are currently living in the knowledge society - or as it is sometimes called, the learning society - and that it is a time in which one must continuously be learning in order to keep up with, and stay ahead of, changes in our working lives. New structures of learning and thought are needed to cope with these changes, and lifelong learning is especially useful as it goes beyond the traditional 'education for work' concept, and emphasises personal as well as professional development. Questions are raised about how CPD relates to organisational learning, and the point is made that effective ways of measuring and assessing learning still must be found. The article does not provide answers to these issues, but is instead intended as a means of prompting discussion and thought. It concludes with the author's scenario for learning in the future. 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 article reflects on young people and adult education from two perspectives: that of a human right and that of human development. The first perspective suggests that access to education is a basic human right. The author discusses this in the context of Brazil, where, it is suggested, the political process has impeded the concrete expression of this right. The article details the international position on this aspect of human rights, with adult education being affirmed by the international community as a fundamental human right. It points out that while the educational rights of young people and adults are assured by law in Latin American countries, people are still being excluded because of gender, race, poverty, special needs and rural or remote location. From the perspective of human development, in Latin America development is considered to be economic growth, anchored in technological development. This does not produce change in social or educational inequality. The author suggests new model for development, one that includes not only economic growth but also takes into account human development, in which equality and access to education play a key role. 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

Workplaces have always been sites of learning and every workplace creates its own unique version of a learning environment. In these environments, learning takes place in a range of different ways along a continuum that stretches from formalised activity at one end, for example, a supervisor showing an apprentice how to change the settings on a machine on the factory floor, through to a group of employees discovering the answer to a problem by informal discussion round the water cooler. This paper discusses the ways in which learning at work might be better organised and facilitated for the benefit of individuals and organisations, and as a contribution to lifelong learning. 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 for the Department of Business Innovation and Skills (BIS), argues that boosting the capacity of third sector organisations will have a positive impact on the long term futures of young people who are not in education, employment or training (NEET). For the purpose of this report, the third sector is defined as: non-governmental organisations that are value-driven and that principally reinvest their surpluses to further social, environmental or cultural objectives. The third sector includes voluntary and community organisations, charities, social enterprises, co-operatives and mutuals. Young people NEET are defined as those in the 16-24 age group who are eligible for but not participating in education, employment and/or training. Third sector organisations provide a mixture of support including: information, advice and guidance (IAG) in relation to education, volunteering and employment; practical support for jobs and apprenticeships; support centred around confidence building and personal development through a variety of activities; informal learning opportunities; and opportunities for volunteering.

Excerpts from publication. 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

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