This NIACE Survey, focussing on previous years' Adult Learners' Week nominees, examines what impact, if any, there has been on personal health as a result of learning. The majority of respondents reveal positive benefits to mental. emotional and physical health such as increased confidence and self-esteem, being better able to cope with illness, feeling less ill and changing health behaviours. Some also report 'dis-benefits' such as stress, anxiety and relationship difficulties. The responses are both a powerful argument for closer study and a strong justification for the belief that learning can make a difference to individuals, their health and the well-being of their families and friends. Further research is required to identify the extent of health improvement through learning and to find out how those who do not participate can be encouraged to do so.
Illegal Leisure offers a unique insight into the role drug use now plays in British youth culture. The authors present the results of a five year longitudinal study into young people and drug taking. They argue that drugs are no longer used as a form of rebellious behaviour, but have been subsumed into wider, acceptable leisure activities. The new generation of drug user can no longer be seen as mad or bad or from subcultural worlds - they are ordinary and everywhere. Illustrated throughout with interview material, Illegal Leisure shows how drug consumption has become normalised, and provides a well-informed analysis of the current debate.
This book updates the progress into adulthood of the cohort of fourteen-year-olds who were recruited and tracked until they were eighteen years old. Illegal Leisure (1998) described their adolescent journeys and lifestyles, focusing on their early regular drinking and extensive ‘recreational’ drug use. This new edition revisits these original chapters, providing commentaries around them to discuss current implications of the original publication, plus documenting and discussing the group at twenty-two and twenty-seven years of age. Illegal Leisure Revisited positions the journeys of these twenty-somethings against the ever-changing backdrop of a consumption-oriented leisure society, the rapid expansion of the British night-time economy and the place of substance use in contemporary social worlds. It presents to the reader the ways in which these young people have moved into the world of work, long-term relationships and parenthood, and the resulting changes in the function and frequency of their drinking and drug-use patterns. Amid dire public health warnings about their favourite intoxicants, and with the growing criminalisation of a widening array of recreational drugs, the book revisits these young people as they continue as archetypal citizens in a risk society. The book is ideal reading for researchers and undergraduate students from a variety of fields, such as developmental and social psychology, sociology, criminology, cultural and health studies. Professionals working in criminal justice, health promotion, drugs education, harm reduction and treatment will also find this book an invaluable resource.
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.
Presents a survey of over 6,000 adults that reveals that around half of the UK adult population take part in sport or fitness activities. The survey shows that an interest in sport and fitness has led to learning. This report provides a breakdown of who is participating, in which sports, their motivations, and how this links into learning.
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)
A Report of the Findings of a UK-Wide Survey on Adult Participation in Education and Learning Carried Out for NIACE by Research Surveys of Great Britain (RSGB)
A Report of the Findings of a UK-Wide Survey on Adult Participation in Education and Learning Carried Out for NIACE by Research Surveys of Great Britain (RSGB)
Adult learning and social division: a persistent pattern continues a series of surveys on adult participation in learning. Using responses of 5000 adults aged 17 and over in the UK, this report identifies key indicators of participation in learning as well as reporting on how adults spend their leisure time; what adults are learning about; their sources of information about learning, its location and length; the role of qualifications; motivations and outcomes of learning; barriers to learning; and the information divide. The 2002 survey shows a high degree of stability with those undertaken in 1996 (The Learning Divide) and in 1999 (The Learning Divide Revisited), and confirms that the UK still faces an enormous task in involving all its people in the learning society, and that the learning divide between the learning-rich and the learning-poor continues to exist. The report provides trend data to illustrate how patterns of participation have changed over time as well as offering a benchmark against which future changes can be measured.Adult learning and social division: a persistent pattern is absolutely essential for an up-to-date illustration of how adults are taking part in, and how they are being excluded from learning in the UK. Comprehensive data in table form gives researchers, academics and educational managers real ammunition with which to distil important policy imperatives from the analysis. See also: Adult learning and social division: A persistent pattern Volume 2
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.
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 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)
Divided by language is an outcome of a project started in 1999. NIACE carried out a survey of language learning as part of evidence to be provided to the Nuffield Inquiry (2000) into modern languages, which reported that 'capability in other languages is crucially important for a flourishing UK'. Language learning is often seen as the backbone of traditional evening class provision, and NIACE was keen to see how far this penetrated the population as a whole. Research for The Learning Divide Revisited by Naomi Sargant (published by NIACE in 2000) revealed that seven per cent of the UK population were studying foreign languages, with a further one per cent studying English as a foreign or second language. Divided by language demonstrates that there is real interest in language learning in England and Wales, contrary to popular belief. People are able to and do, in fact, use other languages in their daily lives. The report also shows the richness of the diversity of languages used, at all levels, in Britain today. The survey highlights the fact that language learners in Britain's minority ethnic groups have fluency and ability to learn languages.One of the questions which this finding prompts is, 'what can be learned from this, in terms of learning strategies and motivation?' This report is published at the beginning of the European Year of Language Learning. The Year aims to raise awareness of the richness of Europe's linguistic heritage; to make the widest possible public aware of the advantages of competence in another language; to encourage the lifelong learning of languages; and to publicise information about the teaching and learning of languages. It is hoped that this report makes a contribution to these aims.
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.
The Adult and Community Development Project (Project 99) was established to distribute one-time development grants to all local education authorities (LEAs) in England and some voluntary and community organizations for implementation of short-term activities in the adult and community education field. Organizations receiving grants were requested to target their efforts to widen participation in education for members of one of the following groups: blacks, men, families, older adults, disadvantaged individuals, rural residents, adults with learning difficulties, disaffected young adults, and homeless people. Project 99 provided funding for projects in the following areas: country learning; disadvantaged estates; adults with learning difficulties; older and bolder; disaffected young adults; excluded men; black communities; family learning; and sustainable development. Issues raised during Project 99 included the following: creation of opportunities and meeting of needs; additional and future funding; partnership; outreach; venue; the importance of tasters as a way to try something new; progression; accreditation; personal benefits; and areas where funding is most and least successful. An evaluation of the activities conducted with funding from Project 99 confirmed that management of the project was generally successful and efficient. Lists of areas of activity for LEAs and areas of activity for voluntary and community organizations are appended. (MN)
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.
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