Vulnerable Workers and the Demise of Adult Education in England

Autor/inn/en	Wallis, Emma; Nacua, Lizel; Winterton, Jonathan
Titel	Vulnerable Workers and the Demise of Adult Education in England
Quelle	In: Education & Training, 64 (2022) 2, S.244-258 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallis, Emma) ORCID (Winterton, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-07-2021-0257
Schlagwörter	Foreign Countries; Adult Education; Educational Policy; Educational History; Job Skills; Employment Qualifications; Job Training; Access to Education; Politics of Education; Lifelong Learning; Unions; Community Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Berufsqualifizierender Bildungsgang; Access; Bildung; Zugang; Bildungszugang; Educational policy; Life-long learning; Lebenslanges Lernen
Abstract	Purpose: This paper reviews changing government policy on adult education in England over the past 20 years and the funding regimes affecting adult and community learning and union-led learning, which play a major role in learning opportunities for socially excluded adults. Design/methodology/approach: A review and analysis of extant literature, informed by previous involvement in the sector and ongoing collaborations. Findings: Two decades ago, adult education in England provided a variety of learning opportunities for people who either had limited qualifications or who needed to reskill for whatever reason. Access to those opportunities has been reduced just when it is most needed. Research limitations/implications: This is a review and viewpoint paper based on experience in England, the limitations of which are discussed in the concluding section. Notwithstanding the institutional specificities of adult education in England, many of the implications are generic and have wider relevance beyond this country context. Practical implications: Economic recovery post-coronavirus (COVID) and Brexit will require more access to adult education so people can prepare for labour market re-integration. The practical implication of extending provision in adult education to support labour market integration of vulnerable workers is relevant to most countries. Originality/value: This paper takes a holistic view of adult education, with particular attention to adult and community learning and union-led learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01