A report provided a theoretical framework, together with empirical evidence from the National Child Development Study, on the role of identity and the wider context in encouraging engagement in both adult learning and civil society.
Source: John Preston, Identity, Learning and Engagement: A qualitative inquiry using the NCDS, Centre for Research on the Wider Benefits of Learning/University of London (020 7612 6291)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Dec
An audit report said that the government had made a 'good start' to its long-term strategy to improve the levels of adult literacy and numeracy in England. The Basic Skills Agency cast doubt on claims that 4 in 5 adults needed help with literacy and/or numeracy skills.
Source: Skills for Life: Improving adult literacy and numeracy, HC 20 (Session 2004-05), National Audit Office (020 7798 7000) | Press release 15 December 2004, Basic Skills Agency (0870 600 2400)
Links: Report (pdf) | NAO press release | BSA press release | DfES press release | TUC press release
Date: 2004-Dec
The annual report for 2003-04 of the chief inspector of adult learning for England said that inspections were helping to drive up the standard of work-based training - failure rates had halved since 2001-02. But learners with the greatest needs were getting a 'uniformly raw deal', including prisoners and those with learning difficulties or physical disabilities.
Source: Annual Report of the Chief Inspector, 2003-04, Adult Learning Inspectorate (0870 240 7744)
Links: Report | ALI press release (pdf) | Guardian report
Date: 2004-Nov
A report said that many learners had excellent experiences of adult and community learning. But many providers found it difficult to measure progress by learners on non-accredited provision. Few providers had managed to establish coherent provision in their areas.
Source: Making an Impact on Individuals and Communities: The effect of adult and community learning provision today, Adult Learning Inspectorate (0870 240 7744)
Links: Report (pdf)
Date: 2004-Nov
A paper reported on research into the employment effects of lifelong learning for a cohort of British women. Adult learning which led to a qualification substantially increased the likelihood that a woman would return to employment.
Source: Andrew Jenkins, Women, Lifelong Learning and Employment, Discussion Paper 39, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Paper (pdf)
Date: 2004-Oct
Researchers assessed the impact of the 'university for industry' (or learndirect). It was found that learndirect encouraged participation in learning, particularly among those without a recent learning history or higher level qualifications; complemented other forms of learning, and was an important bridge to more formal methods of study; and helped individuals to gain confidence and skills.
Source: Claire Tyers and Alice Sinclair, Tracking Learning Outcomes: Evaluation of the impact of Ufi, Research Report 569, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Sep
A longitudinal survey tracked individual learning paths over time.
Source: Dawn Snape, Alice Bell and Abigail Jones, Pathways in Adult Learning Survey: (PALS) 2003, Research Report 559, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jul
A report said that disadvantaged people aged 19-24, especially those from ethnic minorities, felt like a 'lost generation' when it came to employment and learning opportunities. Those classified as 'rejectors' of learning lacked clear motivational goals, sought to avoid repeating negative school learning experiences, and often looked for instant gratification in their life choices. This group constituted 16 per cent of the adult population, and included certain young adults, mothers of young children, and people over 50. They often experienced both practical and emotional barriers to taking the first steps into learning opportunities.
Source: First Steps into Learning, Campaign for Learning (020 7930 1111)
Links: CFL press release
Date: 2004-Jul
A booklet set out early thinking by the qualifications and curriculum authority on a new 'responsive and coherent' framework for recognising qualifications and achievement for adults. The backbone of the framework would be a range of qualifications that genuinely qualified people in particular occupations, or signified their competence. Flexibility would be built in, so that achievements from appropriate employer and private training programmes could be formally recognised.
Source: New Thinking for Reform, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf) | QCA press release
Date: 2004-Jul
Researchers sought to establish a profile of users of adult and community learning services, as a basis for measuring their impact. The traditional older (mainly female) learner undertook learning for stimulus and as a rewarding way of spending free time. Younger learners divided broadly into those who were gaining a foothold (in the sense that they had below Level 2 qualifications, and were less likely to have achieved what they wanted to do since leaving school); and those who might not have clear progression motives but for whom increased confidence was an important by-product of their learning.
Source: Judy Morrell, Rezina Chowdhury and Ben Savage, Progression from Adult and Community Learning, Research Report 546, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jun
A report said men and women exhibited 'clear differences' in their motivation to learn, and in their patterns of participation in learning. It explored the reasons why many men were reluctant to learn outside the workplace, and suggested ways in which they might be persuaded to enter other forms of learning.
Source: Veronica McGivney, Men Earn, Women Learn: Bridging the gender divide in education and training, National Institute of Adult Continuing Education (0116 204 4200)
Links: NIACE press release (pdf)
Date: 2004-Jun
An inspectorate report said that the overall quality of provision by the Workers Educational Association was 'not adequate to meet the reasonable needs of those receiving it'. In particular WEA s leadership and management of the provision were 'unsatisfactory', and its approach to quality assurance was 'very weak'.
Source: Workers Educational Association, Adult Learning Inspectorate (0870 240 7744)
Links: Report (pdf) | ALI press release (pdf) | Guardian report
Date: 2004-May
A report said that fewer than a fifth of adults said they were doing some sort of learning, the lowest figure since before Labour took office in 1997.
Source: Fiona Aldridge and Alan Tuckett, Business as Usual?: The NIACE survey on adult participation in learning, National Institute of Adult Continuing Education (0116 204 4200)
Links: Summary | Guardian report
Date: 2004-May
Researchers explored the relationships between adult learning and attitudes which might be conducive to social cohesion. Adult education was found to have positive effects on racism and political cynicism.
Source: John Preston and Leon Feinstein, Adult Education and Attitude Change, Research Report RCB02, Department for Education and Skills (0845 602 2260)
Links: Brief (pdf)
Date: 2004-May
A report said that trade union learning representatives were working well with employers to increase learning take-up in many organisations. Workers in junior positions, many of whom tended to be suspicious of learning and training initiatives, were gaining the most.
Source: Trade Union Learning Representatives: A change agenda, Chartered Institute of Personnel Development (020 8971 9000) with Learning and Skills Council and Trades Union Congress
Links: Report (pdf) | TUC press release
Date: 2004-Apr
A discussion paper contained three contributions to the debate on the adult skills strategy. The first explored how 'narrow' official guidance on funding and priorities risked distorting national policy. The second proposed that the achievements of learners at all levels (not just the highest levels) should contribute to the national target, and that there should be a national target for participation. The third analysed the progress made in identifying national standards and tools of assessment.
Source: Peter Lavender, Jay Derrick and Barry Brooks, 'Testing, Testing ' 1 2 3: Assessment in adult literacy, numeracy and language, National Literacy Trust (020 7828 2435)
Links: Summary | Contents list
Date: 2004-Apr
A discussion paper examined the contribution of poor literacy skills to social exclusion. It identified the key drivers that would have the greatest impact on improving the literacy skills of those of all ages at risk.
Source: Viv Bird, Literacy and Social Inclusion: The policy challenge - Discussion paper, National Literacy Trust (020 7828 2435)
Links: Report (Word file)
Date: 2004-Apr
A report warned that people would be expected to make an increased contribution to the costs of their education after the age of 18 primarily for university undergraduate courses and adult further education and to take more personal responsibility for investing in their own learning.
Source: Saving for Learning in the UK, Learning and Skills Development Agency (020 7297 9144)
Links: LSDA press release (pdf)
Date: 2004-Mar
Updated statistics were published on the level of highest qualification held by people of working age in England. Attainment figures were broken down by sex, age, geography, ethnicity, disability and economic activity. 76.1 per cent of young people aged 19 had a qualification at level 2 or higher, an improvement of 1.3 percentage points since 2002. 71.2 per cent of economically active adults were qualified to at least level 2, an increase of 0.8 percentage points from Autumn 2002: this represented an increase of 209,000 adults towards a target of 1 million more adults with a level 2 or better in 2006.
Source: The Level of Highest Qualification Held by Young People and Adults: England 2003, Statistical First Release 03/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-Feb
The Scottish Executive announced plans for a new individual learning account scheme. 'ILA Scotland' would be administered through a personal virtual account, which would allow the learner to claim up to 200 per year to fund a course of their choice. Learners would be required to contribute a minimum of 10 for each course they undertook. The new scheme would be available from summer 2004, and initially be offered to people on incomes of less than 15,000 per year. A universal scheme, focused initially on basic information technology skills and qualifications, would be rolled out from April 2005.
Source: Press release 27 January 2004, Scottish Executive (0131 556 8400)
Links: SE press release
Date: 2004-Jan
A paper examined evidence of regional differences in skill formation and learning opportunities for adults, and considered whether adults behaviour and experiences tended to reinforce regional patterns apparent among young people.
Source: Andrew Jenkins and Alison Wolf, Regional Variations in Adult Learning and Vocational Training: Evidence from NCDS and WERS 98, Discussion paper 37, Centre for the Economics of Education/London School of Economics (020 7955 7285)
Links: Report (pdf)
Date: 2004-Jan
