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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 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] report presents barriers and successful strategies identified from the evidence review, questionnaire data, case studies and data gathered from the consultation events. These are illustrated with case studies. The evidence review, questionnaire data and a detailed description of the methods are to be found in the Appendices. Awareness of many of the barriers to entering training and employment that women encounter, and of the strategies to address them set out in this report, has developed over many years. In more recent times, participation has widened further to include more women facing multiple challenges in their lives, but the barriers they face and successful strategies to address them are not as well documented. This report identifies effective strategies for supporting these women to access and succeed in learning.

Excerpts from publication. Show less

This report continues a series of surveys on adult participation in learning in the UK. Drawing on the responses of 5000 adults aged 17 and over, the report identifies key indicators of participation in learning. It provides information on how adults spend their leisure time; what adults are learning about; their sources of information about learning, the location and length of learning; the role of qualifications; motivations and outcomes of learning; barriers to learning; and the information divide. The 2002 survey reveals a high degree of stability with the surveys undertaken in 1996 (report indexed at TD/TNC 63.411) and in 1999 (report indexed at TD/TNC 65.101). It confirms that the UK still has an enormous job to do to involve all its citizens in the learning society and that the learning divide between the learning-rich and the learning-poor continues to exist. Trend data is provided to show how patterns of participation have changed over time as well as offering a benchmark against which future changes can be measured.

Volume two provides a collection of essays on issues raised by the survey. Show less

'Adults learning' is published 10 times a year and provides a forum for debate on all issues affecting adult learning in the UK. This issue includes the following articles: 'The problem with learning' by Gert Biesta (pp.8-11) which argues for a new language for education which captures the intricacies of the educational process; 'Far from centre stage' by John Field (pp.12-15) discusses the absence of adult learning from the agendas of Scotland's main political parties; 'Taking the lead' by Lynne Sedgmore (pp.16-17), Chief Executive of the Centre for Excellence in Leadership, sets out the Centre's policies and activities on equality and diversity; 'Back to the future' by Linden West (pp.18-21) in which he reflects on changing ideas of social purpose in adult education; 'Putting the pieces together' by Alastair Thomson (pp.22-23) which suggests that Sir Michael Lyons' report on local government in England may have far-reaching implications for the future development of adult learning; 'Languages for life?' by Kate Watters (pp.24-25) argues that all adults who want to learn languages should have access to high-quality teaching and learning at an affordable price; 'A measure of success' by Charmian Walter (pp.26-27) in which the author says that the value of the five-stage RARPA (Recognising and Recording Progress and Achievement in Non-Accredited Learning) is demonstrated in the way it promotes learning that is co-managed by both tutor and learner; 'Schools can be for adults too' by Jenny Townsend (pp.28-29) describes how specialist schools benefit from strong community links through their adult learning programs; 'Still the poor relations' by Sally Hunt (pp.30), General Secretary of the New University and College Union, in which the author says that the Union will stand up for further education and the people working in it, starting with salaries. Show less

This paper focuses on the role adult educators can play in building a more equitable, inclusive world. It looks at the concept of social exclusion and focuses on the concept of education for inclusion, suggesting that lack of access to education is the primary and most obvious form of exclusion, with other exclusionary factors being based for example on race/ethnicity, gender, and social class. The author suggests that it is a challenge to build a democratic and inclusive education system in an unjust and discriminatory society and adult educators have a significant role to play in facing this challenge. Show less

This article reports on a study whose aim was to find out what the attitudes and perceptions of rural and urban women in Nigeria were towards special training programs. The study used a simple descriptive survey research design, which allowed for the assessment or description of certain attributes in a situation at any point in time. The results of the study showed that 96% of urban participants and 95% of rural participants expressed a favourable disposition towards the program. However, it also revealed that participants had varying opinions of the level of women’s involvement in the programs, and that not may women in the area under study had taken advantage of the special skills training programs to better their situations. The findings point to a need for policy formation to ensure an expansion in the program implementation so that more women, particularly those from rural areas, can benefit. Show less

This special issue is a collaborative edition of three journals ('Adults learning', 'Concept', and 'The adult learner'), produced by the National Institute of Adult Continuing Education (NIACE), Community Learning Scotland and AONTAS, the Irish National Association of Adult Education. Contributions from the United Kingdom, Ireland, Scotland, South Africa and Brazil highlight the role of adult education in community education, democratic renewal, citizenship education and the fight against social exclusion. The papers are: Returning to the northern city / Jane Thompson; Contesting citizenship / Ian Martin; Making connections / Ursula Coleman; Learning for active citizenship / Jane Pillinger; The emancipation of hope / Paul Nolan; Scotland's parliament, civil society and popular education / Euring Scandrett; The POWER story / Margaret Martin; Inclusive rhetoric, exclusive reality / Usha Brown; Reclaiming a progressive tradition: a view from South Africa / Jonathan Grossman; Popular education and the Landless People's Movement in Brazil / Liam Kane. Show less

This issue includes the following articles: ‘The battle for hearts and minds starts here’ by Tom Schuller (p. 7), early responses to the main report of the inquiry into the future for lifelong learning have been encouraging but getting the report’s key messages across - to politicians and, most importantly, to the public - will be challenging; ‘Rebalancing the system’ by Tom Schuller and Jenny Williams (p. 8-11), the main report of the inquiry into the future for lifelong learning calls both for a basic rethink of the way we divide up our adult lives and a rebalancing of resources to enable people to take control at every stage; ‘Realising the vision’ by Leisha Fullick, John Field, Teresa Rees and Helen Gilchrist (p. 12-17), the inquiry into the future for lifelong learning proposes a strategy for lifelong learning for the next quarter-century. Here, four of the inquiry’s commissioners - Leisha Fullick, John Field, Teresa Rees and Helen Gilchrist - reflect on some of the report’s key themes; ‘All we are able to be’ by Bob Fryer (p. 18-20), effective citizenship in the 21st century requires that everyone be afforded opportunities, throughout the life-course, to develop their potential. Learning’s role lies in turning the potential into the actual; ‘The family way’ by Tricia Hartley and Julia Wright (p. 21), this month’s learning revolution festival celebrates, among other things, the transformational power of family learning. It’s time its value was recognised across Whitehall, especially in the schools sector; ‘An experiment in adult education’ by Tom Steele (p. 22-25), the Swarthmore educational settlement was founded in Leeds in 1909. A century on, with thousands of students having passed through its doors, it remains an inspiring centre for innovative adult education with a social purpose. Tom Steele reflects on an experiment that has endured against the odds; ‘Resources of hope’ by Joanna Cox (p. 26-28), the Christian church can boast a long - and exceptionally varied - tradition of engagement with adult education. Joanna Cox reflects on the roots of this commitment and describes some of the ways in which today’s church contributes to encouraging adult learning; ‘Perfect weather to fly’ by Ed Melia (p. 29-31), failure to finish university left Hannah Ostermeyer depressed and suicidal. It was only through adult learning that she began to put the broken pieces of her life back together again. Ed Melia meets a remarkable learner as she prepares for university for a second time. Show less

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