Community-Based Adult Learning: A Scottish Case Study in the Time of COVID-19

Autor/in	Tett, Lyn
Titel	Community-Based Adult Learning: A Scottish Case Study in the Time of COVID-19
Quelle	In: Adult Literacy Education, 5 (2023) 1, S.21-35 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adult Education; Community Education; Foreign Countries; COVID-19; Pandemics; Educational Finance; Value Judgment; Well Being; Disadvantaged; Critical Theory; Adult Educators; Teacher Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausland; Bildungsfonds; Werturteil; Well-being; Wellness; Wohlbefinden; Kritische Theorie; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Community-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years. These were: a reduction in funding for CBAL and its undervaluing by other professions; the impact of COVID-19 on learning and teaching; the importance of CBAL in promoting wellbeing. It is argued that these Scottish issues are similar in their impact to other Western countries; negatively because COVID-19 has exacerbated inequalities in the education available to the least advantaged, and positively in that CBAL practitioners have demonstrated the value of their work especially in addressing digital inequalities and mental health issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01