Search Results

This paper reports on research into community-based men's sheds in Australia, focusing on how regular activity in these sheds impacts on the informal learning experiences of the mainly older men who use them. It leads to an exploration and reflection on how men's learning experiences in such sheds might inform adult and vocational education in community contexts for older men in other national and cultural contexts. Shed-based activity in community settings is found to provide a critically important, positive and therapeutic, male-positive context that satisfies a wide range of needs not currently available to older men in more formal education settings or in typical adult learning providers. Men's sheds in community contexts provide an important and voluntary social and community outlet for older retired men, particularly for working-class men who are less likely than other men and particularly women to participate in adult and community education. The research identifies the likely fruitfulness of more closely examining the role of informal learning in enhancing wellbeing through voluntary participation in community settings in other cultural and national contexts.

Published abstract reprinted by permission of the copyright owner. Show less

Interest in prior learning recognition among Canadian adults is estimated on the basis of a large-scale national survey and illustrated by an account of the development of a prior learning assessment centre and the individual experiences of participants. Both the common principles and the distinctive activities that characterise the prior learning assessment and recognition (PLAR) field are considered. The survey finds widespread interest in PLAR, especially in the employed labour force, and large unmet demand for both adult education courses and PLAR. There are significant demographic differences: younger adults are much more interested in PLAR regardless of their formal educational attainment, as are non-whites and recent immigrants. Those most involved in informal learning activities have the greatest interest in PLAR, most notably young high school dropouts. Policy implications of these findings and experiences for wider application of PLAR are considered.

Published abstract reprinted by permission of the copyright owner. Show less

The Enterprise and Lifelong Learning Committee of the Scottish Parliament has conducted an inquiry into lifelong learning and produced both an interim and final report. The inquiry had a number of strands to it, including a wide-ranging consultation on a number of questions. In this article, the findings of the inquiry itself are not discussed – rather the authors discuss the feasibility of, and constraints intrinsic to, inquiring into lifelong learning. The authors suggest that the evidence base for policy is relatively under-developed and that the research that does exist points to the multi-faceted complexity of lifelong learning as both a means and end of policy. Drawing policy conclusions from the current research evidence base may therefore be premature. This discussion is situated within some of the wider debates about evidence-informed policy and practice.

Published abstract reprinted by permission of the copyright holder. Show less

Over the last six years, the UK government has focused on inspection as a means to drive improvement in the adult education sector. This article examines how far the quality assumptions behind the Common Inspection Framework are adequate and whether it requires further development. The purpose of this study is twofold: first to give a voice to adult education learners; and secondly, to examine whether the interpersonal skills and behaviour of the adult education tutor are a significant factor in determining the quality of teaching and learning, and therefore whether the effectiveness of the Common Inspection Framework as a quality improvement tool is limited by the omission of this factor. This is a qualitative research study using a case study from a local authority adult education service. The study concludes that a tutor’s interpersonal skills and behaviour are significant to learners in determining quality and that the voice of learners can make a meaningful contribution towards quality improvement. It further concludes that, if quality is to improve significantly, the interpersonal skills and behaviour required need to be included in teacher-training programmes, classroom observations and the Common Inspection Framework.

Published abstract reprinted by permission of the copyright owner. Show less

The term illiteracy refers to a multilateral and constantly evolving issue that continues to take on alarming dimensions in the present day. During each modern historical period, the factors responsible for its emergence and maintenance have been diverse and have had no national peculiarities. Illiteracy today presents itself as a particularly persistent problem in Greece, which has consistently concerned international organisations during the last five decades. The present study initially adopts a historical perspective, since it observes, records and diachronically interprets the problem of illiteracy in Greece, while also incorporating a comparative dimension, attempting to approach the issue as it has presented during various historical periods in Greece by making brief examinations of other societies. Finally, the study makes a reference to certain measures taken both through the Greek educational system and by other adult education organisations to confront this problem.

Published abstract reprinted by permission of the copyright owner. Show less

Lifelong education achieves its goals when it improves people’s quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.

Published abstract reprinted by permission of the copyright owner. Show less

The principle of lifelong training seems overtly prescriptive and risks damaging the concept of ongoing education and its humanist, cultural and social development objectives. In this paper, the authors first clarify and situate the principal concepts in question - lifelong education, ongoing education, initial professional education (all schooling before entry into the working world), professional training and continuing professional training - in order to bring out the similarities, but above all to show their particularities in relation to lifelong education and training. Secondly, after presenting their method of analysis, they reveal what seems to be an evolution of practice in France and question the notion of lifelong training within this evolution: is professional training still within the scope of lifelong education? In further analysis they examine several countries in the European Union. They seek to clarify how well the aims and purposes of professional training are being met and its relationship to the larger concept of education.

Published abstract reprinted by permission of the copyright owner. Show less

This article provides a preliminary analysis of issues and challenges associated with a qualitative participatory research project conducted in Auckland, New Zealand. It traces the history of the development of the project in two selected urban areas which entails an investigation of a full range of learning for older adults - formal, non-formal and informal - to provide a benchmark of data on older adults lives and linked learning. The issues emerging in this project so far have been primarily methodological, and these are discussed in the context of working alongside older adults as co-researchers. Challenges for the next phases of the project are identified, including prospects for international comparison of findings and themes.

Published abstract reprinted by permission of the copyright owner. Show less

The increasing older population actually sets the conditions for adult education and its potential for innovation in reception and support for older employees. Therefore it is important to keep in mind the needs older learners have, along with their educational interests and behaviour. This article presents the results of a national representative survey in Germany concerning the educational interests and behaviour of older learners, especially older employees. This survey shows the influence of income status, level of schooling and gender on educational behaviour and so explains the differences within the group of older adults concerning continuing education participation, expectations and barriers. Further modes of delivery of continuing education programs which are a central issue for older employees appear to be more important than the vocational usefulness of continuing education for this target group, and there is noticeable resignation concerning whether improved vocational opportunities can emerge from continuing participation in education.

Published abstract reprinted by permission of the copyright owner. Show less

An international comparison study investigated the organisation and management of continuing higher education (CHE) in Germany, Finland, France, the United Kingdom, Austria and the United States of America. CHE is compared on the system level (boundaries between traditional study programmes and CHE, linking of CHE and vocational training, accessibility openness of the HE system, and recognition of prior learning), the institutional level (type of organisation, cooperation between centralised and decentralised units, and implementation of lifelong learning), as well as on the programme level (use of [European Credit Transfer System] ECTS-credit points, duration of courses, e-learning, and corporate programmes) in order to derive potentials for CHE and to identify decisive factors of success. The main results are reported in this article.

Published abstract reprinted by permission of the copyright owner. Show less