Statistics showed a marked increase in participation rates for both young people and adults in further education and work-based learning in England in 2006-07. But the number of adults attending evening classes fell by more than one-fifth.
Source: Press release 18 December 2007, Learning and Skills Council (0870 900 6800)
Links: LSC press release | BBC report
Date: 2007-Dec
An article examined the costs of community-based approaches to engaging non-traditional learners in south Wales. Although relatively expensive institutional responses – like free provision with childcare in the community – had eliminated many of the barriers that created financial costs for learners, there was less evidence of success in reducing barriers that created emotional costs for learners.
Source: Duncan Holtom, 'What are the true costs of community-based learning?', Contemporary Wales, Volume 20 Number 1
Links: Abstract
Date: 2007-Nov
An article examined how education and training policy percolated down through many levels in the learning and skills sector in England, and how these levels interacted, or failed to interact. It criticized the new government model of public service reform for failing to harness the knowledge, goodwill, and energy of staff working in the sector, and for ignoring the central importance of the relationship between tutor and students.
Source: Frank Coffield et al., 'How policy impacts on practice and how practice does not impact on policy', British Educational Research Journal, Volume 33 Number 5
Links: Abstract
Date: 2007-Oct
The education inspectorate in Scotland said that there was too much variation in the overall performance of authorities and their partners in community learning and development; and also variation in performance within national priorities.
Source: Making a Difference in Scotland's Communities: A five year review of community learning and development in Scotland, HM Inspectorate of Education in Scotland (01506 600200)
Links: Report | HMIE press release
Date: 2007-Sep
A report examined the impact of changes to fee policies on recruitment to adult education. Little proof was found of a link between the 30 per cent increase in fees recommended by the government and the decline in numbers enrolling for publicly subsidized courses in colleges.
Source: Richard Boniface et al., The Impact of Fee Policies on Recruitment to LSC-funded Provision, Learning and Skills Council (0870 900 6800)
Links: Report | Guardian report
Date: 2007-Jun
A study found that the number of adults participating in learning had fallen by half a million in the previous year. No significant progress was being made to encourage those adults who left school earliest, and those who were among the poorest in society, to engage in learning.
Source: Fiona Aldridge and Alan Tuckett, The Road to Nowhere? NIACE survey on adult participation 2007, National Institute of Adult Continuing Education (0116 204 4200)
Links: Guardian report
Date: 2007-May
The government announced that adults in England under the age of 25 (instead of 18) would be able to get free tuition to obtain a first, full level 3 qualification (equivalent to two A levels), from August 2007.
Source: Press release 22 May 2007, Department for Education and Skills (0870 000 2288)
Links: DfES press release | TUC press release | Guardian report
Date: 2007-May
A report said that workers were wrongly branded as low-skilled because the national qualification system did not recognize the excellent training schemes many undertook at work.
Source: Shaping up for the Future: The business vision for education and skills, Confederation of British Industry (020 7395 8247)
Links: CBI press release
Date: 2007-Apr
A report examined the characteristics of people who returned to learning to take level 2 qualifications, and their pathways to progression. Adults who gained a level 2 qualification were more likely than those who did not to have been engaged and relatively successful in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence, and undertaking courses leading (and not leading) to qualifications during adulthood. Socio-economic constraints in adulthood might be less of a barrier to progression than was often believed, and less influential than other factors.
Source: Ricardo Sabates, Leon Feinstein and Eleni Skaliotis, Determinants and Pathways of Progression to Level 2 Qualifications: Evidence from the NCDS and BHPS, Research Report RCB01, Department for Education and Skills (0845 602 2260)
Links: Brief
Date: 2007-Mar
Researchers examined the impact of information, advice, and guidance (IAG) on adults in work or education, and in particular the relative impact of more in-depth careers support over that of information provision. IAG was generally more effective when experienced as part of an ongoing process, rather than as an isolated event. In-depth support was positively associated with a range of observable learning and career outcomes.
Source: Emma Pollard, Claire Tyers, Siobhan Tuohy and Marc Cowling, Assessing the Net Added Value of Adult Advice and Guidance, Research Report 825A, Department for Education and Skills (0845 602 2260)
Links: Report | Technical paper | Brief | IES summary
Date: 2007-Feb
A report evaluated the Skills for Life programme (designed to improve the literacy, numeracy, and language skills of adults). After two years, Skills for Life courses had a positive impact on: participation in education and training; attitudes towards education and training; self-esteem; health; and net earnings.
Source: Pamela Meadows and Hilary Metcalf, Evaluation of the Impact of Skills for Life Learning: Longitudinal survey of learners, wave 3, Research Report 824, Department for Education and Skills (0845 602 2260)
Date: 2007-Feb
The government said that over 1.5 million people had gained basic skills qualifications through the Skills for Life strategy, hitting a target set in 2001.
Source: Press release 21 February 2007, Department for Education and Skills (0870 000 2288)
Links: DfES press release | Guardian report
Date: 2007-Feb
A think-tank report said that the adult learning system risked widening the gap between the skilled and unskilled. Because those with the lowest skill levels were also the least likely to benefit from education and training, the government's efforts to raise skills levels ran the risk of having limited impact.
Source: Grahame Broadbelt, Kate Oakley and Duncan O'Leary, Confronting the Skills Paradox: Maximising human potential in a 21st century economy, Demos, available from Central Books (020 8986 5488)
Links: Report | Summary | Demos press release
Date: 2007-Jan
Researchers studied a sample of adults in the Labour Force Survey between March 2001 and February 2003 who held or gained a vocational level 2 qualification. The most commonly reported motivations for gaining the qualification were to improve work-related skills (62 per cent), to prepare for further study (28 per cent), and to adapt to new technology (22 per cent).
Source: Eileen Goddard and Charley Greenwood, Level 2 National Vocational Qualifications: The characteristics of those who obtain them, and their impact on employment and earnings growth, Research Report 821, Department for Education and Skills (0845 602 2260)
Date: 2007-Jan
