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a) How can we understand more about the factors that are driving this diversity of activity?
b) What are the conditions that make it easier for learners to learn? How can we support people to be more instrumental in their own learning?
c) How can we support and develop models of self-organised adult education, learning from (for example) the U3A model?
d) How can we improve the connectivity between different kinds of learning episodes, for example by helping people move from watching a TV programme to using the web, to joining a group and then to pro-actively teaching or sharing information with others?
e) How can we further develop the culture of volunteering to support informal adult learning?
f) What are the conditions most likely to foster innovative approaches to adult learning?
a) Whether, and if so how, Government support for informal adult learning can be improved?
b) Whether you agree that, given the diversity of demand, need and type of provision that is made, it would be inappropriate to aim for a common funding system across Government, or a centralised strategy?
c) How can we ensure there is proper recognition and understanding of the wide variety of ways in which Government is supporting informal adult learning?
d) How can we make better use of Government resources, for example better use of premises?
e) Are there areas where Government should be actively removing barriers or creating new flexibilities in order to improve the use of resources?
a) Is the adult education service basically a 1970s model, now overtaken by the developments summarised in Chapter 1? Or is it a successful service that has the potential, with the reforms currently in train, to develop and thrive in the 21st century?
b) How are Local Authorities now organising their adult education services? What are their visions for the future and what are their experiences of different models of delivery today?
c) Have we taken partnership working as far as we can? The scale of the support from other Government departments is important for each partnership to grasp and take advantage of.
d) In terms of using the DIUS safeguarded budget, would it be better in future to focus spend on infrastructure and on the organisation of an effective service, rather than through direct subsidies to providers for putting on courses?
e) Do we need the service to become more learner-led? Would a way of doing that be to explore the possible use of real or virtual vouchers, taking advantage of new technologies? These might build on the Skills Accounts mechanism being phased in, starting in 2010.
a) How can we do better in ensuring that no one is excluded from the benefits of learning? Or from the same opportunities that others enjoy?
b) How well do we understand the barriers to learning as they exist at present, and how they affect particular parts of society? To what extent are the barriers financial? What action would address each of the barriers?
c) What further actions could Government most usefully take to ensure more equal access to informal learning?
d) What further actions could others most usefully take?
e) What more can Government do to overcome the 'digital divide' where the people who could most benefit from new ways of participating in adult learning are the least equipped to take advantage of them?
a) What are the barriers to making the most of technology for learners? How can these be overcome?
b) What do we know about the learning opportunities that will become available utilising new technology over the next 10 to 15 years? What is the best way of identifying these opportunities?
c) What opportunities, if any, are there to make learning a more central consideration in the future of broadband and the digital switchover? And in the development of mobile phone applications?
d) How can we make greater use of interactive television?
e) How can the connectivity between broadcast, physical and virtual resources and informal learning be further enhanced?
f) How can we bring new Information and Communications Technology together with more established teaching and learning models so that there are integrated opportunities to learn?
These discussion points are intended to prompt debate. They are not intended to limit or constrain what needs to be a challenging and innovative consultation. So if you feel that there are other equally important issues which should be addressed, please feel free to do so in the text area below.
Any other comments or suggestions not previously covered?
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