These two papers address the challenge of harnessing the most appropriate media technology to help learning and teaching into the next century. "Motivation, Access, and the Media," presents the case for greater access for learners to the various technologies. The paper makes the case for access to be free at the point of use and argues that the education poor must not also become information poor. It gives an overview of the history of the contribution of the broadcast media to adult learning. "Motivation Is Curriculum," argues that a responsive further education system takes motivation as curriculum. The second paper suggests that there is a set of educational skills in negotiating appropriate programs of learning for young people and adults returning to education so that it is a new and exciting experience rather than a return to the scene of disappointment and failure. It contends that there are important alliances to be fostered with local, regional, and national media that are the natural channels of communication for some of the groups currently underrepresented in further education. Examples are given of successful collaboration with the media to widen participation and increase the profile of adult learning. (YLB)
Shows that the government's strategy to stimulate learning in the workplace, based solidly on improving the qualifications of the UK workforce, has failed to change workers' learning preferences. This book reports that the youngest and oldest adult learners are less enthusiastic about training courses than people in their thirties and forties.
Includes research data that indicate that, collectively, adults from Britain's black and minority ethnic communities participate in learning in similar proportions to the general adult population.
This year's survey of adult participation in learning tells a complicated tale. While participation has fallen since 2001, the data shows an overall trend of rising participation in the last six years, while also showing that progress has reinforced the gap between the learning-haves and the learning-have-nots. Adults in professional and managerial groups are more than twice as likely to learn as the poorest, least skilled and retired. The young participate in far greater numbers than the old, and those with jobs are more likely to have access to learning that those without. The survey suggests that there is a need for sustained policies to stimulate demand if we are to create a learning society for all. Launched during Adult Learners' Week 2002, Two steps forward, one step back builds on NIACE's previous surveys of participation in adult learning (The Learning Divide, Sargant et al, 1997, NIACE, ISBN 1 86201 016 1, £20.00 and The Learning Divide Revisited, Sargant, 2000, NIACE, ISBN 1 86201 088 9, £22.95; Winners and losers in an expanding system, Aldridge and Tuckett, 2001, NIACE, ISBN 1 86201 125 7, £6.00)
Over the last five years a sequence of key documents has examined the theoretical and practical aspects of different strategies for recognising and recording the learning outcomes of non-certificated learning. Expert colloquia and further research have refined our understanding of effective practice and, importantly, learners' perspectives as well as those of practitioners and providers have informed this process. NIACE has been commissioned by the Department for Education and Skills (DfES) to scope the territory of debate in England, as it affects learning outside higher education. This paper identifies some key areas of development and consensus, including principles and tenets of effective practice, and a range of issues for further discussion.
Adult participation in the United Kingdom in 2001 was examined through interviews with a weighted sample of 6,310 adults over age 17 across Great Britain with a boosted sample in Wales. The following were among the key findings: (1) for the first time in 20 years, there was a marked upswing in adults' participation in learning from the previous year (29% in 2001 versus 22% in 2000); (2) one in three men participated in learning versus one in four women; (3) people with access to the Internet were twice as likely to be learning; (4) the rise in participation rates among professionals and managers has accelerated steadily from 53% in 1996 to 67% in 2001, whereas participation among the least-skilled and poorest adults has nudged up from 26% to 28%; (5) a substantial majority of individuals aged 17-24 were current or recent participants in learning versus around half of those aged 25-54 and a third of those aged 55-64; (6) participation rates varied significantly by geographic region; and (7) people with recent experience of learning expected to undertake further study in the near future, whereas those who said that they had done no learning since school saw almost no likelihood of future participation. (Contains 16 tables.) (MN)
At first glance the 2004 NIACE survey of adult participation in learning offers few surprises - with almost all the lead indicators very close to last year's totals. The temptation might be to say 'business as usual' and move on. Take the trend since 1996, however, and a more worrying picture emerges. This survey continues the series documenting adult participation in learning in the UK. Using responses of around 5,000 adults in the UK, it offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, socio-economic class, age, employment and the regions. It provides up-to-date data as well as a valuable means for comparison over time.
Using responses of around 5,000 adults in the UK, this survey offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, socio-economic class, age, employment and the regions. It continues the series documenting adult participation in learning in the UK.
Documents adult participation in learning in the UK. Using responses of around 5,000 adults in the UK, this title offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, socio-economic class, age, employment and the regions.
Using responses of around 5,000 adults in the UK, this survey offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, socio-economic class, age, employment and the regions. It provides data as well as a useful means for comparison over time.
Adult participation in education in the United Kingdom in 1999 was examined in a survey during which a sample of 5,054 adults over the age of 17 (2,366 men and 2,688 women) throughout the United Kingdom were interviewed. The following were among the major findings: (1) 23% of adults enrolled in courses were taking computer courses; (2) the rate of participation in education among retired persons decreased from 20% in 1996 to 16% in 1999; (3) the rate of participation among part-time workers increased from 19% to 29% in the same 3 years; (4) the rate of adult participation in education in Wales is 28% (versus the national average of 22%); (5) of all areas of the United Kingdom, Northern Ireland has the lowest rate of adult participation; (6) social class, age, and length of initial education all continue to have powerful effects on adults' participation in education, with older people being less likely to participate than their younger counterparts; and (7) 76% of those interviewed said that they will likely take another course, whereas 87% of those who have not participated in education since leaving school say that they are unlikely to do so in the future. Twelve tables/figures are included. (MN)
Presents the headline findings of a survey carried out by NIACE between 28 April and 9 May 1999. Nearly 4,000 adults were interviewed in this survey to gain a picture of adults' language competence in Great Britain.
The major finding in the 2008 NIACE survey of adult participation in learning in the UK is that participation by groups targeted in the governmentżs learning and skills strategy has actually fallen.Not only has there been a statistically significant drop in overall participation, but several key groups have been affected disproportionately: skilled manual workers, a group whose participation gains of the last ten years have been entirely reversed; fulltime and part-time workers; and 25ż34-year-olds. Further, no increase in participation at all has been secured over the last ten years for those in socio-economic groups DE, the semi-skilled and unskilled workers, unemployed and retired people.The findings pose sharp challenges for government. Despite the real gains of the Skills for Life and Train to Gain Strategies, the very groups identified as key to the achievement of the Skills Strategy and in the Leitch Review are bearing the heaviest burden of the re-balancing of funding. It seems that the price of investment in workplace learning for key groups of adults is being paid by reduced participation by other adults from exactly the same groups.
This book maps the relationship between Matthew's Gospel and the Didache. No consensus regarding the nature of this relationship has yet been achieved, neither has serious consideration been given to the possibility that Matthew depended directly on the Didache. If it may be shown that such was the case, then this infamously enigmatic text may finally be used to answer a series of tantalizing questions: what is the pattern of the Synoptic relationships? How did the earliest Jewish Christians incorporate Gentiles? What was the shape of Eucharistic worship in the first century?
A report on the European Year of Lifelong Learning which looks at participation, learning goals, policies and initiatives to encourage learning in the UK. This is an introduction to the agencies and infrastructure involved in the provision of lifelong learning opportunities.
Using responses of 5000 people, this summary offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, social class, age, employment and the regions. It provides useful data as well as a means for comparison over time.
This survey continues the series documenting adult participation in learning in the UK. Using responses of around 5,000 adults in the UK, it offers key findings, breaking down participation, trends in participation and future intentions to learn by gender, socio-economic class, age, employment and the regions.
It is widely believed that the early Christians copied their texts themselves without a great deal of expertise, and that some copyists introduced changes to support their theological beliefs. In this volume, however, Alan Mugridge examines all of the extant Greek papyri bearing Christian literature up to the end of the 4th century, as well as several comparative groups of papyri, and concludes that, on the whole, Christian texts, like most literary texts in the Roman world, were copied by trained scribes. Professional Christian scribes probably became more common after the time of Constantine, but this study suggests that in the early centuries the copyists of Christian texts in Greek were normally trained scribes, Christian or not, who reproduced those texts as part of their trade and, while they made mistakes, copied them as accurately as any other texts they were called upon to copy.
In this volume Alan Mugridge reviews claims that scribes of New Testament manuscripts altered the text of their copies to further their own beliefs, to stop people using them to support opposing beliefs, or for some other purpose. He discusses the New Testament passages about which these claims are made in detail, noting their context, exegesis, and supporting manuscripts. He concludes that while a small number of such claims are valid, most are doubtful because, unless a scribe’s habits are clear in one manuscript, we cannot know how the changes came about, why they were made, who made them, and when they were made. He argues that the bulk of the erroneous readings in New Testament manuscripts reviewed were made by scribal slips during the copying process, and not in order to further anyone’s personal agenda, adding strength to the reliability of the Greek New Testament text available today, despite the need to refine current editions to be as close as possible to the original text.
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