Informal Adult Learning - Shaping The Way Ahead

Foreword

 

All forms of good adult learning are valuable. Whether vocational, or simply for personal enlightenment and fulfilment, adult learning contributes immeasurably to the well-being and health of our society.

Our country enjoys a rich and diverse history of adult education. Much of today’s learning has its roots in sources as varied as Victorian philanthropy, the trades union movement, faith groups, local councils and the technical institutes established by manufacturers.

One of the most profound changes has been the expansion of the state’s role in funding the education that leads to skills and qualifications for the working age population. Through my Department, Government is increasing spending on adult learning by some £600 million over the next three years, to £4.8 billion. Between 1997/98 and 2006/07, FE funding increased by 52% in real terms and spending on higher education rose by 23% in real terms. This investment is essential if we are to remain competitive and prosperous and if we are to ensure that every citizen has the chance to enjoy rewarding work and family security.

We continue to value informal adult learning within this significant investment. As this document sets out, informal learning is supported by DIUS and many other Government departments.

Today’s adult learning is no less diverse and no less rich than in the past, but it has changed. Some is classroom taught at a fixed time – a successful approach that would have been recognised a hundred years ago. But adult learning may as easily be stimulated by a television programme prompting a museum visit, an internet search and the bringing together of a group of like minded learners.

Far more adult learning is being designed and developed by learners themselves. More people want to choose what, where, when and how they want to learn. New technologies make new ways of learning accessible, but the most radical possibilities are only just beginning to be understood. Major voluntary organisations are now significant education providers.

The emphasis the Government has rightly given to adult vocational educational has led some to suggest that informal adult education is not valued. Nothing could be further from the truth. This consultation document starts a discussion that will lead to a new vision for informal adult learning for the 21st century. To do so, it will be important to understand all the changes that are currently taking place, all the ways that Government and other organisations support adult learners and, most importantly, what learners from all parts of our society actually want.

I hope that everyone with an interest in the future of informal adult learning will help us shape that vision and identify the most appropriate support that Government can give.

JOHN DENHAM
Secretary of State for Innovation, Universities and Skills

January 2008