A study examined the value of adult learning. It said that adult learning could boost people's life satisfaction in the same way as a £750 per year pay rise. Adult learners also had better health, were less likely to be depressed, and visited their family doctor less regularly.
Source: Paul Dolan and Daniel Fujiwara, Valuing Adult Learning: Comparing wellbeing valuation to contingent valuation, Research Report 85, Department for Business, Innovation and Skills
Links: Report | NIACE press release | WEA press release
Date: 2012-Nov
The report of an expert group examined the most effective and efficient ways of supporting reading literacy in Europe throughout lifelong learning. It said that comprehensive literacy might reduce unemployment and increase income.
Source: EU High Level Group of Experts on Literacy, Final Report, European Commission
Links: Report | European Commission press release
Date: 2012-Sep
An article examined the value of flexibility and free choice in learning, and the increasing recognition of the evolving and wide range of appropriate environments for learning, such as the workplace, the home, the community, and the virtual world. This 'lifeplace learning' concept was ideally placed to satisfy not only the European vision of freeing and equalizing learning and qualification recognition, but also the goals of including more people in education, allowing for flexible and apposite learning, and the development of graduates who were 'fit for purpose'.
Source: Margaret Harris, 'Fulfilling a European vision through flexible learning and choice', European Journal of Education, Volume 47 Issue 3
Links: Abstract
Date: 2012-Aug
A report examined what the introduction of Functional Skills meant for adult learners. Many people viewed Functional Skills as a positive move, in particular the way they would give learners a focus on real-life, everyday problem solving. However, there were also some concerns over whether this would be the best way for all adults to improve their English and maths skills; the extra time it might take learners to complete courses; the speed of the transition from Skills for Life; the 'conceptual leap' that learners would be required to make; and how appropriate Functional Skills were for adults with learning difficulties and those at the lowest levels.
Source: Making English and Maths Relevant: What Functional Skills mean for adult learners, National Institute of Adult Continuing Education
Links: Report | NIACE press release
Notes: Functional Skills are practical skills in English, information and communication technology, and mathematics designed to allow people to work confidently, effectively, and independently in life.
Date: 2012-Jul
A new book examined the contribution of lifelong learning to economic growth and social cohesion across Europe.
Source: Sheila Riddell, Jorg Markowitsch, and Elisabet Weedon (eds), Lifelong Learning in Europe: Equity and efficiency in the balance, Policy Press
Links: Summary
Date: 2012-Jul
A study highlighted the significant value to individuals of taking part in adult learning – on social relationships, volunteering, health, and employment.
Source: Daniel Fujiwara, Valuing the Impact of Adult Learning: An analysis of the effect of adult learning on different domains in life, National Institute of Adult Continuing Education
Links: Report
Date: 2012-Jun
The education inspectorate in Wales said that many education and training providers relied too heavily on anecdotal evidence when assessing the impact of family learning programmes, and focused too much on the 'softer' outcomes such as verbal feedback and improved well-being. Very few schools tracked the longer-term impact of these programmes on the standards achieved by children.
Source: The Impact of Family Learning Programmes on Raising the Literacy and Numeracy Levels of Children and Adults, HM Chief Inspector of Education and Training in Wales
Links: Report | HMCIETW press release
Date: 2012-May
A new book examined the changing role of trade unions in the provision of vocational education, workplace training, and skill development – drawing on a collection of studies relating to the United Kingdom, France, Germany, and Norway (together with Canada, Australia, and the United States).
Source: Richard Cooney and Mark Stuart (eds.), Trade Unions and Workplace Training: Issues and international perspectives, Routledge
Links: Summary
Date: 2012-Apr
An article examined the broad features of three versions of localism ('centrally managed', 'laissez-faire', and 'democratic' localism) and their implications for upper secondary education and lifelong learning. It considered the strengths and limitations of the first two models, and suggested that the third had the potential to offer a more equitable way forward.
Source: Ann Hodgson and Ken Spours, 'Three versions of "localism": implications for upper secondary education and lifelong learning in the UK', Journal of Education Policy, Volume 27 Number 2
Links: Abstract
Date: 2012-Feb
An article examined the characteristics associated with both participation in adult education and the intention to participate in future learning. Participation in later learning was most strongly associated with positive 'learning dispositions' and extended participation in initial, full-time education. Although other socio-economic factors were related to participation in adult learning, the explanatory power of these variables was much weaker.
Source: Patrick White, 'Modelling the "learning divide": predicting participation in adult learning and future learning intentions 2002 to 2010', British Educational Research Journal, Volume 38 Number 1
Links: Abstract
Date: 2012-Feb
The education inspectorate in Wales said that learners over the age of 65 did not have enough access to education or skills development opportunities that would help to improve their quality of life.
Source: Skills for Older Learners: The impact of adult community learning on the wellbeing of older learners, HM Chief Inspector of Education and Training in Wales
Links: Report | HMCIETW press release | BBC report
Date: 2012-Jan
An audit report said that apprenticeships for adults offered a good return for the public money spent on them overall: but the government could improve value for money significantly by targeting resources on areas where the greatest economic returns could be achieved.
Source: Adult Apprenticeships, HC 1787 (Session 2010-2012), National Audit Office, TSO
Links: Report | NAO press release | DBIS press release | AOC press release | NIACE press release | SFA press release | BBC report | Public Finance report
Date: 2012-Jan
