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Houghton, Ann-Marie; Bokhari, Raana – Adults Learning (England), 1998
Educational guidance and learner support should be fully integrated into the learning experience for community learners who may not have higher education experience. Student feedback is an essential element. (SK)
Descriptors: Adult Students, Community Education, Educational Counseling, Educational Environment
Howell, John – Adults Learning (England), 1995
According to the chief executive of the South London Training and Enterprise Council (TEC), the key factor in the creation of a dynamic and successful modern economy in Britain is the development of the workforce. Adult learning is the essential component of the modern economy. (JOW)
Descriptors: Adult Education, Adult Learning, Economic Factors, Foreign Countries
Duke, Chris – Adults Learning (England), 1991
A consultation between industry and education representatives in Great Britain explored dimensions of partnerships for the education and training of young people beyond compulsory schooling age. Because lifelong learning was deemed essential, adult continuing education stands to gain much from closer and more effective partnership with industry.…
Descriptors: Adolescents, Continuing Education, Foreign Countries, Job Training
Schuller, Tom – Adults Learning (England), 1990
The dimension of time in adult education needs to be reconceived. The elements of duration, pace, and articulation should be less rigid to achieve a better fit with adult life cycles. (SK)
Descriptors: Adult Education, Articulation (Education), Educational Objectives, Pacing
Alheit, Peter – Adults Learning (England), 1996
Proposes a second, noncommodified sector in which citizens receive wages for socially essential activities. Suggests that those completing two years in the second sector would acquire vouchers for vocational training and further education. (SK)
Descriptors: Adult Education, Biographies, Educational Demand, Learning Processes
Beverley, Hilary – Adults Learning (England), 1997
Interviews of adults with learning difficulties in continuing education revealed that teachers and students had very different definitions of "adult" and of the appropriateness of instructional materials, teaching methods, and classroom management techniques. (SK)
Descriptors: Adult Students, Continuing Education, Learning Disabilities, Student Attitudes
Jordan, Steve; Jackson, Nancy – Adults Learning (England), 2001
Learning for work is the focus of public policy in Australia, New Zealand, and Britain. However, meaningful public debate about the presumed benefits of training and lifelong learning has been stifled by rhetoric about competitiveness and economic survival. (SK)
Descriptors: Economic Factors, Educational Benefits, Foreign Countries, Job Skills
Parrott, Allen – Adults Learning (England), 2002
In contemporary educational discourse, value in relation to lifelong learning can mean a moral/ethical concept, economic or monetary value, or mathematical or numerical value. "Added value" is devoid of ethical/moral meaning; it encourages a view of learning that is purely technical. (SK)
Descriptors: Economics, Lifelong Learning, Moral Values, Values
Taylor, Richard – Adults Learning (England), 2003
Discusses the link between social purpose adult education and the social movements that have arisen in response to national and international problems. (Author)
Descriptors: Adult Education, Foreign Countries, Global Approach, Peace
Mace, Jane – Adults Learning (England), 1993
Open, modular, and distance forms of learning pose a risk to the continuity of the group in continuing and community education. Group sharing of learning and experience is the environment in which adult learning takes place. (SK)
Descriptors: Adult Education, Community Education, Continuing Education, Educational Research
Thorpe, Mary – Adults Learning (England), 1993
Experiential learning is integrated in an Open University distance learning course in two ways: (1) recognizing students' diversity and experience in the content and style of the course and (2) encouraging students to reflect on their experience of learning. (SK)
Descriptors: Adult Education, Distance Education, Experiential Learning, Foreign Countries
Smith, Valerie – Adults Learning (England), 1991
Recounts the experiences of a middle-class woman tutoring male coal miners in study skills. Her feminist viewpoint, opportunities of each side to learn from the other, and the delicacy of a female tutor's position of power in an all-male classroom are addressed. (SK)
Descriptors: Adult Education, Adult Educators, Coal, Continuing Education
Benn, Roseanne; Fieldhouse, Roger – Adults Learning (England), 1995
Current notions of the learning society are dominated by the notion of the learning market--lifelong learning for economic competitiveness. Learning for active citizenship and liberal democracy, once a major purpose of adult education, is being lost in the process. (SK)
Descriptors: Adult Education, Citizenship Education, Economic Factors, Role of Education
Edwards, Richard – Adults Learning (England), 1995
Substantially different meanings are ascribed to the "learning society": (1) an educated society committed to citizenship and democracy; (2) a learning market preparing individuals for the competitive economy; and (3) a learning network supporting a lifelong approach. The learning market currently predominates, but it does not produce a…
Descriptors: Adult Education, Citizen Participation, Competition, Education Work Relationship
Davey, Margaret – Adults Learning (England), 1997
Six adult education experts describe what they hope to see addressed in the British government's white paper on lifelong learning: learning environment, removal of barriers to information technology-supported learning, collaboration, informal learning, adults in higher education, support noneconomic/skill-based forms of learning, and a broader…
Descriptors: Adult Education, Educational Environment, Educational Finance, Educational Policy
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