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Continuing education in Bangladesh is a mass education program. Its primary aim is to develop participants’ skills to help them increase their income. The program targets neo-literate people; those who became literate by completing a basic literacy course. It is a lifelong process involving several components. Participants start by consolidating their literacy skills and social awareness. This is followed by skills training and backed up by support to apply training to real life. The program involved the help of non-governmental organisations in establishing over 7000 community centres to combine basic and non-formal education to facilitate the engagement of adults in income-generating projects and community building. This article describes the continuing education delivery method used in Bangladesh from the author’s experience of the implementation of the program. The outline of the concept and methodology of the program provide useful information for mass educators in other countries. Show less

The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings. Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research.

This guide shows how digital technologies can be used to enhance teaching and learning in Skills for Life provision. It provides readers with practical tips and ideas for using ICT in their teaching. These ideas can be transferred within different curriculum areas and teaching contexts. Chapters include: M-learning; Mind mapping; Using Tablet PCs; Using online games in family learning; Web Quests; Using social networking; and Voting technology.

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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 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.

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This collection of essays examines some of the issues arising from the NIACE Adult Learners’ Survey 2002. Drawing on the responses of 5000 adults aged 17 and over, the survey identifies key indicators of participation in learning in the UK. The survey data is reported in ‘Adult learning and social division: a persistent pattern: volume 1’ (indexed at TD/TNC 74.137). The essays are: Research agendas: present and future / Naomi Sargant; Participating in adult learning: comparing the sources and applying the results / Steve Leman; The benefits of learning / Tom Schuller; Social capital and lifelong learning: survey findings on the relationship between sociability and participation / John Field; Lifelong learning trajectories in Wales: results of the NIACE Adult Learners’ Survey 2002 / Stephen Gorard; Changing and persisting patterns: the public and lifelong learning in Scotland / Maria Slowey; Learning in adult life in Northern Ireland: the turning of the tide? / John Field; Match or mismatch: do the findings reflect the qualitative evidence? / Veronica McGivney. Show less

This paper presents an analysis of individuals’ experiential learning through their work as entrepreneurs. In particular, it examines women’s learning as a ‘working-through’ of discursive conflicts of subjectivity. The paper is grounded in a poststructural frame that understands subjectivity to be continuously constituted through engagement with cultural discourses and learning to occur at the interstices of negotiating positionality and identity amidst contradictory discourses. The data under analysis is drawn from a qualitative study examining the learning and development of women entrepreneurs across Canada. Interviews explored the process of work learning and personal change reported by these women after at least four years running their new business, their challenges and personal needs in work, the practices they chose to engage, and their meanings of both learning and success. This analysis focuses on the discursive contexts of entrepreneurship, examining the competing images and messages which implicate women, and the various ways women business-owners learn to appropriate or resist these messages to negotiate subject positions and craft their own meanings of success and work. Implications for educators are presented at the conclusion.

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The ‘NIACE lifelines in adult learning’ series, funded by the Department for Education and Skills (DfES) and managed in partnership by NIACE and the Basic Skills Agency, aims to develop widening participation in adult learning. It provides background information and examples of best practice for practitioners involved in adult and community learning. Social exclusion and poverty are major problems in Britain. This guide focuses on community education and neighbourhood renewal. It explains the current government strategies for neighbourhood renewal, the impact they will have on community education, and what community education has to offer learners in deprived communities and neighbourhoods. It also includes a glossary and useful contacts and networks. Show less

This research examines local accountability through an in-depth case study with Kirklees Council's Adult Learning team and a sample of the local neighbourhood learning providers who are involved in community-based adult learning. The providers shared experiences of working with the council and of working together to ensure local accountability for learning and skills.

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The 'Professional Practices in Adult Education and Lifelong Learning' series examines questions and matters relating to the field of adult education and lifelong learning.

Experiential learning has an important role to play across all educational sectors. This book examines five perspectives of experiential learning, providing elementary explanations and critically examining theories surrounding experiential learning. The author also explores various pedagogical strategies and the role of the educator within the practice of experiential learning. Chapters in this book include: Why a book about experiential learning?: introduction and background; What is the theoretical base?: different conceptions of experiential learning; How and what do people learn from experience?; Critiques and debates; So what?: roles for adult educators; Now what?: approaches for educational practice; and What's next?: further research about experiential learning. Show less

The purpose of this report is to present to the Skills Funding Agency a snapshot picture of how providers are making use of the facility to offer the recognition of prior learning (RPL) within the Qualifications and Credit Framework (QCF). The NIACE research team identified four key issues for providers and awarding organisations (AOs) in making an effective RPL offer: (1) a confusion about terminology related to RPL; (2) lack of awareness of funding rules related to RPL; (3) the costs of supporting RPL; and (4) guidance and support for the RPL process. Some positive messages about RPL within the QCF were that: there is a high degree of commitment from providers to making an RPL offer to learners, and a clear understanding of the benefits that such an offer has for many different kinds of learner; it seems that the initial intention of creating a regulatory obligation on awarding organisations (AOs) and centres to make an RPL offer is beginning to bear fruit in practice; a number of providers are making an RPL offer because they believe that Agency funding rules require them to do so; some AOs are making a concerted effort to promote RPL through their centres; where the funding rule is understood, RPL is seen as valuable by providers in establishing a fair and equitable offer for learners; and other providers noted the potential of RPL to meet employer needs and to respond quickly to changing skill needs in the workforce.

The conclusion is that, despite the problems identified through the report about the operation of Skills Funding Agency funding to support RPL, and the indication that it remains an under-utilised part of the QCF, relevant to a minority of learners, there is clearly sufficient commitment and enthusiasm from some providers about the RPL concept to justify continuing support from the Skills Funding Agency for providers to make an RPL offer. Indeed, if funding arrangements can be clarified, and a clear definition of RPL can take root in both providers and AOs, there is every opportunity to expand the RPL offer in the future. The report sets out clearly some of the barriers to that happening as well as providing some simple steps which the Skills Funding Agency might make to help spread the practice more widely.

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