A report identified the high level of support for adult learners provided by museums, archives and libraries in England. 84 per cent of responding museums, archives and libraries had some type of outreach or promotion to help reach adults with basic skills needs.
Source: Anthony Barzey, Mapping the Territory: A baseline study of the ability of museums, archives and libraries to contribute to the government s targets for adult basic skills in England, National Literacy Trust (020 7828 2435)
Links: Report (pdf) | Summary | NLT press release
Date: 2003-Dec
Researchers evaluated the 'UK Online' centres, launched in 2000 with the aim of improving information technology skills and awareness among disadvantaged groups. Over 60 per cent of the centre users were from the programme s six socially excluded target groups, and 74 per cent were 'digitally excluded' by lack of access to computers and the internet and/or lack of skills. Most respondents (84 per cent) to the initial user survey said that they had learned new skills they would not have gained otherwise. Six months on, users experience with various information technology activities had improved markedly. A second report evaluated the centres in rural areas: this found that rural centres played a broader community role than purely as a technology resource, providing a meeting place that encouraged social interaction. A great deal of emphasis was placed on providing outreach services and tailored courses to reach the most socially excluded groups within rural communities.
Source: Jeremy Wyatt et al., Evaluation of CMF Funded UK Online Centres - Final report, Research Report 502, Department for Education and Skills (0845 602 2260) | Connecting the Countryside: Evaluation of Capital Modernisation Funded UK online centres in rural areas, Countryside Agency (0870 120 6466) and Department for Education and Skills
Links: Report (pdf) | Brief (pdf) | Rural report (pdf) | Countryside Agency press release
Date: 2003-Dec
Researchers evaluated the adult guidance pilots. Nearly 1 in 10 clients had improved their qualification level since their first contact, and gains were particularly marked amongst those who began with no qualifications - 27 per cent of this group had subsequently gained a qualification of some kind. Over a quarter of those who had been unemployed for less than six months were in work following contact with a pilot. Of those unemployed for more than six months, around 17 per cent had found a job. (The pilots were launched in November 2001, aimed at exploring the potential additional value of offering in-depth guidance to disadvantaged individuals on work and learning opportunities.)
Source: Claire Tyers, Jane Aston, Robert Barkworth, Rebecca Willison and J. Taylor, Evaluation of Adult Guidance Pilots, Research Report 491, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | Links to individual pilot reports
Date: 2003-Nov
A report used scenario techniques to describe and examine a range of alternative futures for the learning and skills sector in 20 years' time. It highlighted key choices around different levels of public investment and different degrees of regulation of the labour market.
Source: Richard Worsley and Michael Moynagh, Learning from the Future: Scenarios for post-16 learning, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | LSDA press release
Date: 2003-Nov
The Adult Learning Inspectorate identified overall improvements in the sector in 2002-03, but said that work-based learning continued to show weaknesses.
Source: Annual Report of the Chief Inspector: 2002-03, Adult Learning Inspectorate (0870 240 7744)
Links: Report (pdf) | ALI press release (Word file)
Date: 2003-Nov
The 'first definitive national profile' of adult literacy and numeracy skills was published. The government said the survey demonstrated early success in its drive to increase the numbers of adults with basic skills: but 15 million adults lacked the numeracy skills expected at a lower grade GCSE (General Certificate of Secondary Education).
Source: BMRB Social Research, National Needs and Impact Survey of Literacy, Numeracy and ICT Skills, Research Report 490, Department for Education and Skills, TSO (0870 600 5522) | Press release 30 October 2003, Department for Education and Skills (0870 000 2288)
Links: Summary (pdf) | DfES press release | Guardian report
Date: 2003-Oct
A study into the working practices of England's network of 'learning partnerships' (non-statutory bodies funded by learning and skills councils) recommended that they be subject to greater regulation to help them develop their role in regeneration.
It also called for close integration of their strategies with those of local strategic partnerships, local authorities and other key agencies.
Source: Learning Partnerships: Maximising the contribution of learning to local regeneration, National Institute of Adult Continuing Education (0116 204 4200)
Links: Report (pdf) | Background note (pdf)
Date: 2003-Oct
A report said that new ways were needed of motivating adults to become active learners, if the goal of getting more people involved in education or training were to be achieved. It said the main barriers to learning included negative attitudes towards education, often gained through poor experiences at school; lack of confidence, lack of motivation and peer group influence; geographical isolation and difficulties of access; financial problems (affording fees or difficulties with the benefits system); difficulties with childcare and other family factors; anxieties about large institutions and the way in which learning was provided; and lack of knowledge about the different kinds of learning available.
Source: Deirdre Macleod, Widening Adult Participation: Review of research and development, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | LSDA press release
Date: 2003-Oct
An action plan was published, aimed at enhancing the role of public libraries in the promotion of reading and informal learning; increasing access to digital skills and services, including e-government; and supporting measures to tackle social exclusion, build community identity and develop citizenship.
Source: Framework for the Future: Action plan 2003 06, Resource (Council for Museums, Archives and Libraries) (020 7273 1444)
Links: Report (pdf) | Summary (pdf) | Resource press release
Date: 2003-Sep
An inspectorate report said that the government s adult basic skills strategy was being hampered by weaknesses in the initial assessment of students and unsatisfactory teaching.
Source: Literacy, Numeracy and English for Speakers of Other Languages: Survey of current practice in post-16 and adult provision, HMI 1658, Office for Standards in Education (07002 637833) and Adult Learning Inspectorate
Links: Report (pdf) | OFSTED press release
Date: 2003-Sep
A report highlighted the 'vital but underdeveloped' contribution that education organisations (particularly further education colleges and local authority adult education services) were making to revitalising deprived communities.
Source: Sue Taylor and Lisa Doyle, Learning and Skills for Neighbourhood Renewal: Final report to the Neighbourhood Renewal Unit, Learning and Skills Development Agency (web publication only)
Links: Report (pdf) | Summary (pdf) | LSDA press release (pdf)
Date: 2003-Aug
The government said that a pilot 'adult learning grant' would offer an allowance of up to 30 per week to young adults (aged 19-30) on low incomes studying full time for a first full level 2 qualification (5 GCSEs or equivalent), or for young adults studying full time for a first level 3 qualification (2 A-levels or equivalent). The pilot would take place in ten areas across England from September 2003. (GCSE = General Certificate of Secondary Education; A-level = Advanced Level)
Source: Press release 12 .8.03, Department for Education and Skills (0870 000 2288)
Links: DfES press release | Background
Date: 2003-Aug
The government published a White Paper outlining its strategy for enhancing adult learning and skills. There would be free learning for any adult who did not already have a good foundation of skills for employability, to help them achieve a full 'Level 2' qualification; there would be a new 30 weekly grant for adult learners in priority groups to support them in studying full-time courses in further education; and the age cap for modern apprenticeships would be lifted so that people over the age of 25 could learn skilled trades. A new Skills Alliance partnership would be formed between the government, the Confederation of British Industry, the Trades Union Congress, the Small Business Council, and key delivery partners. (GCSE = General Certificate of Secondary Education)
Source: 21st Century Skills - Realising our potential: Individuals, employers, nation, Cm 5810, Department for Education and Skills, TSO (0870 600 5522) | House of Commons Hansard, Debate 9.7.03, columns 1161-1174, TSO
Links: Report | Hansard | DfES press release | NATFHE press release | NIACE press release | IPPR press release | CBI press release | TUC press release | Guardian report
Date: 2003-Jul
A baseline study of adult and community learning in England was the first comprehensive survey of its kind. It was carried out in the period 2001-03, as Learning and Skills Councils were taking responsibility for ACL provision.
Source: Jonathan Winterton and Ruth Winterton, Early Impact of the New Arrangements for Adult and Community Learning with the Learning and Skills Council, Research Report 428, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Jun
A study found that, among adults aged 16 and over, participation by minority ethnic communities in adult education was slightly higher than that by the adult population in general, although this masked marked variations between different minority ethnic groups. The study was based on an analysis of the 2001-02 English Local Labour Force Survey.
Source: Fiona Aldridge and Alan Tuckett, Light and Shade: Participation in adult learning by minority ethnic adults, National Institute of Adult Continuing Education (0116 204 4216)
Links: Summary
Date: 2003-Jun
A study identified the kind of learning routes taken by adults and, in the context of current policy, explored and summarised ways in which progression routes could be improved. It said there was no clear typology of adult learning pathways.
Source: Veronica McGivney, Adult Learning Pathways - Through routes or cul-de-sacs?, National Institute of Adult Continuing Education (0116 2044 216)
Links: Contents list
Date: 2003-May
A survey found that the number of adults learning in 2003 had fallen back to the levels reported in the mid-1990s. Just 39 per cent of those aged 17 and over said they were recent or current participants in learning, compared with 42 per cent in 2002, and a peak of 46 per cent in 2001.
Source: Fiona Aldridge and Alan Tuckett, A Sharp Reverse - NIACE survey on adult participation 2003, National Institute of Adult Continuing Education (0116 2044 216)
Links: Contents list | Press release
Date: 2003-May
A survey found that fewer than two thirds of further education colleges had special services for students with a mental health problem. Most were unaware of the national service framework for mental health.
Source: Access to Adult Education for People Diagnosed with Mental Health Problems, National Institute of Adult Continuing Education (0116 204 4200) and National Institute for Mental Health England
Links: Findings (Word file) | Community Care article
Date: 2003-May
Researchers investigated the effects of adult learning on social and political attitudes, civic participation, health behaviours (smoking, alcohol consumption and exercise), self-reported life satisfaction, and the onset of (and recovery from) depression. It was found that participation in adult learning had positive effects on a wide spectrum of health and social outcomes.
Source: Leon Feinstein, Cathie Hammond, Laura Woods, John Preston and John Bynner, The Contribution of Adult Learning to Health and Social Capital, Research Report 8, Centre for Research on the Wider Benefits of Learning/Institute of Education/University of London (020 7612 6291)
Links: Report (pdf) | IOE press release
Date: 2003-May
A paper highlighted the need to focus on adults from minority ethnic groups and sub-groups who are under-represented in learning, particularly Pakistani and Bangladeshi communities, as well as women from a number of minority ethnic groups.
Source: Fiona Aldridge and Alan Tuckett, Light and Shade, National Institute of Adult Continuing Education (0116 2044 216)
Links: Summary
Date: 2003-May
A report explored different strategies for recognising and recording the outcomes of non-certificated learning. It identified some key areas of development and consensus, including principles and tenets of effective practice, and a range of issues for further discussion.
Source: Alan Tuckett and Cheryl Turner, Catching the Tide, National Institute of Adult Continuing Education (0116 2044 216)
Links: Contents list
Date: 2003-May
The Parliamentary Ombudsman reported on two complaints that the government's individual learning accounts scheme had been open to misuse and fraud. (The scheme was set up in September 2000 to promote lifelong learning by subsidising the cost of training courses, and abolished in 2001.) The Ombudsman found that the Department for Education and Skills had been guilty of serious maladministration.
Source: Individual Learning Accounts, HC 633 (Session 2002-03), Parliamentary Ombudsman, TSO (0870 600 5522)
Links: Report (pdf) | Ombudsman press release
Date: 2003-Apr
A committee of MPs said that the government's individual learning accounts scheme (abolished in 2001) had not been well thought through or tested, and had been implemented in too short a time.
Source: Individual Learning Accounts, Tenth Report (Session 2002-03), HC 544, House of Commons Public Accounts Select Committee, TSO (0870 600 5522)
Links: Report
Date: 2003-Apr
A report presented the results from the National Adult Learning Survey 2002 (the fourth in a series, used by the government to evaluate the effectiveness of adult learning policies). It was found that the national learning target for adult participation had been met in 2002, with 76 per cent of adults aged 16-69 (outside continuous full-time education) having taken part in learning over the previous three years - an increase from 74 per cent in 1997. Participation levels were considerably lower than average among certain groups, including people aged 70 and over (28 per cent), those with no qualifications (29 per cent), those with basic skills difficulties (52 per cent), and adults living in the most deprived areas (67 per cent).
Source: Rory Fitzgerald, Rebecca Taylor and Ivana LaValle, National Adult Learning Survey (NALS) 2002, Research Report 415, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Apr
A consultation document suggested a new, planned approach to widening adult participation in education and training. It sought to identify ways in which more adults could be attracted into learning, and also how they could be positively engaged and retained in the learning process.
Source: Successful Participation for All: Widening adult participation strategy, Learning and Skills Council (0870 900 6800)
Links: Report (pdf) | Summary (pdf)
Date: 2003-Mar
Researchers examined the potential role of non-traditional providers in the arts and cultural sectors in offering adult learning opportunities. They recommended that providers should identify specific interest groups and community organisations which can help them extend their reach to additional users.
Source: Anne Lines, David Sims, Robat Powell, Parminder Mann, Louise Dartnall and Thomas Spielhofer, Bigger Pictures, Broader Horizons: Widening access to adult learning in the arts and cultural sector, Research Report 394, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Feb
The Scottish Executive published its first ever lifelong learning strategy. The Scottish Higher and Further Education Funding Councils would be merged, and education maintenance allowances introduced to help around 40,000 young people stay on at school or college. Initial plans were announced at the same time for a new 'individual learning account' scheme (the first United Kingdom scheme was closed in December 2001).
Source: Life Through Learning; Learning Through Life, Scottish Executive, TSO (0870 606 5566) | Press release 11.2.03, Scottish Executive (0131 556 8400)
Links: Report (pdf) | Report | Summary (pdf) | Summary | Press release
Date: 2003-Feb
The Welsh Assembly government announced the reintroduction of individual learning accounts in Wales (following their suspension in 2001 throughout the United Kingdom, owing to allegations of fraud).
Source: Press release 26.2.03, National Assembly for Wales (029 2082 5111)
Links: Press release
Date: 2003-Feb
Researchers concluded that 'learning partnerships' have achieved added value in a significant number of localities. (In 1999, 101 partnerships were established to encourage key agencies and organisations involved in lifelong learning to improve co-operation and co-ordination.)
Source: John Rodger, Georgina Cowen and James Brass, National Evaluation of Learning Partnerships: Final report, Research Report 391, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Feb
The government launched a new programme ('Skilled for Health') designed to help people improve their basic skills and to link learning to health - for example, some seven million people who have difficulty reading the label on a medicine bottle. The programme will be run jointly by the Department of Health and the Department for Education and Skills
Source: Press release 24.1.03, Department of Health (020 7210 4850)
Links: DH press release
Date: 2003-Jan
