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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

At this time most young people leave school having had some experience in workplaces either through work placements arranged through their schools or as part-time workers. This paper presents the findings of a research project which examined the different types of learning experienced by students in the different modes of experiencing the workplace. The project also examined whether some students find access to such work experience more difficult than others.

The volumes of collected papers are indexed from TD/TNC 69.351 to TD/TNC 69.353. Individual papers are indexed from TD/TNC 69.354 to TD/TNC 69.445. 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

Purpose – This paper aims to examine the employment and training of mature-aged workers, so that suggestions for improving training for mature-aged workers may be offered. Design/methodology/approach – Six expert interviews were carried out by telephone, and three case studies involving company site visits were completed. Each company case study involved interviews with managers, trainers and mature-aged workers. The study was confined to the manufacturing industry. Findings – Mature-aged workers bring many advantages to workplaces and some employers show a definite preference for them over younger workers; but in some cases training needs to take account of lack of confidence and literacy and health issues. However, there is great diversity among mature-aged workers. Research limitations/implications – The research is confined to shop-floor workers in manufacturing, and does not address training of mature-aged managers and professionals. The research is small-scale but provides new insights, and importantly the voices of the workers themselves. Practical implications – The paper identifies managerial and training practices that can immediately be implemented. Originality/value – The paper identifies some issues that can be taken up at a policy level as well as within companies. For example, the preference for qualification-based training at a national level is not necessarily consistent with what mature-aged workers prefer.

Published abstract reprinted by permission of the copyright owner. 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

There is growing concern among education providers, organisers and tutors in England about the narrowing or closure of programmes for adults in some locations, institutions and curriculum areas in response to policy priorities and targets. As a consequence of actual or expected pressure from their local LSC [Learning and Skills Council], some further education colleges have dropped their 'other provision' while some LEAs [Local Education Authorities] have narrowed the range of programmes they offer adults. This discussion paper considers these developments and their implications. Looking at specific government priorities, such as the Level 2 entitlement and Skills for Life provision, the paper scrutinises the implications on both the curriculum, being distorted and narrowed by pressures to meet particular targets, and the growing neglect of people with the lowest skills levels, as providers feel constrained to recruit learners most likely to reach the required level of qualification. The paper examines the potential additional impact of forthcoming changes in the planning and funding of adult provision, arguing that current developments could be detrimental not only to the overall spread and diversity of learning opportunities but also to the goal of widening participation. Probing the assumptions about 'usefulness' that underlie current priorities, [the author] suggests that the most effective way of achieving national priorities and targets would be to provide a broad and flexible curriculum that responds not to external requirements but to adult learners' own diverse interests and needs.

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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

This is the third thematic paper to be published from the Inquiry into the Future for Lifelong Learning (IFLL). This paper, published on 22 April 2009, is about the implications for lifelong learning of the changing nature of communities in Britain, and especially of the impact of migration (internal and external to Britain) on this. It aims to present as accurate a picture as possible of patterns of migration and community cohesion in Britain, but focuses on the broad trends and what they imply for what individuals and communities need to learn. It argues that adult education can speed up the process of integration into a new community, helping people to quickly become a significant part of their neighbourhood. This is true for people moving within the UK, as well as from other countries, and should include rapid access to first level ESOL (English for Speakers of Other Languages) teaching for those who need it.

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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