The government announced (following consultation) changes to the inspection arrangements for services relating to children, young people and adult learners. The existing education inspectorate (Ofsted) would be enlarged to become the (provisionally named) Office for Standards in Education, Children s Services and Skills, bringing together the children/young people remits of the Commission for Social Care Inspection, Children and Family Court Advisory and Support Service, Her Majesty s Inspectorate of Court Administration, and Adult Learning Inspectorate.
Source: A Single Inspectorate for Children and Learners, Department for Education and Skills (0845 602 2260)
Links: Report | Hansard | DfES press release | ALI press release
Date: 2005-Dec
A report evaluated the strategy of the Learning and Skills Council for widening adult participation in learning.
Source: Successful Participation for All - Widening Adult Participation: Stocktake at 18 Months, National Institute of Adult Continuing Education (0116 204 4200)
Date: 2005-Dec
A report said that learning brokers could increase demand, participation, and success among non-traditional adult learners; and could also influence colleges and training organizations to make what they offered more accessible and engaging. (Brokers act as 'matchmakers' between individuals and organizations providing education or training.)
Source: Martin Yarnit, Darshan Sachdev and Rosie Zwart, Understanding Learning Brokerage, Learning and Skills Development Agency (020 7297 9144)
Links: Report | LSDA press release
Date: 2005-Dec
The Adult Learning Inspectorate published its annual report for 2004-05. It called the Skills for Life scheme (designed to encourage more adults to develop their abilities in English and maths) a "depressing" failure.
Source: Annual Report of the Chief Inspector 2004-05, Adult Learning Inspectorate (0870 240 7744)
Links: Summary | ALI press release | NIACE press release | Guardian report
Date: 2005-Dec
Two linked reports evaluated the 'Skills for Life' programme, aimed at improving the basic skills of those aged 16 and over.
Source: Hilary Metcalf and Pamela Meadows with Nick Coleman, Jo Wapshott and Hannah Carpenter, Evaluation of the Impact of Basic Skills Learning: Report on Wave 1, Research Report RW50, Department for Education and Skills (0845 602 2260) | Hilary Metcalf and Pamela Meadows, Evaluation of the Impact of Skills for Life Learning: Report on Sweep 2, Research Report 701, Department for Education and Skills
Links: Report RW50 | Report 701 | Brief 701
Date: 2005-Nov
An audit report said that Ufi (established in 1998 to deliver learning in new ways and help address the skills gap in the workforce) had done a good job establishing the learndirect service in a relatively short period, and had pushed the boundaries of learning methods.
Source: Extending Access to Learning through Technology: Ufi and the learndirect service, HC 460 (Session 2005-06), National Audit Office, TSO (0870 600 5522)
Links: Report | NAO press release
Date: 2005-Nov
A report said that employees with poor basic skills and few qualifications were the least likely to take part in learning activities at work, despite having the greatest needs.
Source: Peter Bates, Will Hunt and Jim Hillage, Learning at Work: Strategies for widening adult participation in learning below Level 2 via the workplace, Learning and Skills Development Agency (020 7297 9144)
Links: Report | LSDA press release
Date: 2005-Nov
A report set out the findings of a scoping study into initiatives, methods and approaches designed to encourage wider adult participation in learning via the workplace below 'level 2'.
Source: Peter Bates, Will Hunt and Jim Hillage, Learning at Work: Strategies for widening adult participation in learning below Level 2 via the workplace, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf)
Date: 2005-Oct
A report said that the target of increasing the number of economically active adults qualified to at least 'level 2' (five GCSEs at grades A*-C or equivalent) would mean an additional half a million adults 100,000 each year until 2010 - would need to achieve 'level 2' qualifications, roughly doubling existing trends.
Source: Deirdre Macleod, Modelling Progress Towards the Level 2 Target, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | LSDA press release (Word file)
Date: 2005-Oct
A report proposed three key strands for adult learning in further education colleges: access to employability, workforce development, and creating and sustaining cultural value. It also suggested a new strategy for lifelong learning, early introduction of a credit-based qualifications system, and stronger statutory endorsement of the wider benefits of learning for all.
Source: Eight in Ten: Adult learners in further education, National Institute of Adult Continuing Education (0116 204 4200)
Links: Report (pdf)
Date: 2005-Oct
A systematic review sought to identify effective strategies for widening adult participation in learning.
Source: Sue Taylor, Deirdre Macleod, Nicholas Houghton, Rosie Zwart and Darshan Sachdev, A Systematic Review of Effective Strategies to Widen Adult Participation in Learning, Institute of Education/University of London (020 7612 6050)
Links: Report (pdf)
Date: 2005-Sep
A survey estimated that 39 per cent of full level 2 adult learners in further education in 2003-04 were working towards a first full level 2 qualification. Another 21 per cent of full level 3 learners did not already have a level 2 or higher qualification and so, if successful, would pass the level 2 threshold.
Source: IFF Research Ltd, Prior Qualifications of Adult Learners in Further Education, Research Report 677, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2005-Aug
A study sought to understand the motivations for, and experience of, undertaking a level 2 vocational qualification, the range of returns from attaining a level 2 vocational qualification, and the way level 2 vocational qualifications were viewed in different business and skills sectors.
Source: Rosalind Tennant, Richard Brown and William O?Connor, Level 2 Adult Vocational Learning: A Qualitative Study of Motivations, Experiences and Outcomes, Research Report 664, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2005-Jul
An inspectorate report said that there had been good progress in implementing an initiative to improve adult literacy and numeracy in Scotland.
Source: Changing Lives: Adult literacy and numeracy in Scotland, HM Inspectorate of Education in Scotland (01506 600200)
Links: Report (pdf) | HMIE press release (Word file)
Date: 2005-Jun
A study examined how family centres could encourage learning and understanding within the family. (Family centres are community resources providing local support to parents and children.)
Source: Stewart Ranson and Heather Rutledge, Including Families in the Learning Community: Family centres and the expansion of learning, York Publishing Services for Joseph Rowntree Foundation, available from York Publishing Services Ltd (01904 430033)
Links: Report (pdf) | JRF Findings 0205
Date: 2005-May
A survey report said that the social groups that would benefit most from adult education remained the least likely to try it. High-income groups were roughly twice as likely to be pursuing adult education as unskilled workers and people on limited incomes (socio-economic groups D and E).
Source: Fiona Aldridge and Alan Tuckett, Better News This Time?, National Institute of Adult Continuing Education (0116 204 4200)
Links: Summary | NIACE press release (pdf) | Guardian report
Date: 2005-May
A new book examined inequalities in learning opportunities among older people.
Source: Alan Tuckett and Alec McAulay (eds.), Demography and Older Learners, National Institute of Adult Continuing Education (0116 204 4200)
Links: Summary
Date: 2005-Feb
The adult learning inspectorate published an in-depth review of equality of opportunities for learners over 16. During the first year of inspections (2001-02), 40 per cent of learning providers were unsatisfactory or very weak in their approach to equal opportunities.
Source: Talisman magazine February 2005, Adult Learning Inspectorate (0870 240 7744)
Links: Magazine | ALI press release (pdf)
Date: 2005-Feb
A report highlighted the role that a variety of professionals played as 'learning brokers' - making links between individuals and a wide range of organizations. It called for better recognition of their role in encouraging adults and young people many of them marginalized from society to take their first steps back into education.
Source: Liz Thomas et al., Learning Brokerage: Building bridges between learners and providers, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | LSDA press release (pdf)
Date: 2005-Feb
