Literacy,adult education and plans for England in education sector

          According to UNESCO, the literacy rate in UK is 99% so the government is working to improve the adult education as the part of the revolution of the new education system. This is a time of considerable flux in the field of adult learning in England. While participation in general is rising, there is a clear divide between those who benefit from education and training, and those who do not. However, new government policies aim to widen participation. This review forms a baseline from which their impact can be measured. An ‘adult learner’ generally means anyone involved in education and training who has completed their initial education. Learning policy tends to treat ‘adults’ as people aged 19 or over. ‘Learning’ includes formal education or training leading to a qualification and, increasingly, the range of informal learning opportunities, some of which are significant sources of skill or knowledge development.

Development

          Adult education has old roots in religious education, but became widespread as industrialisation fed the demand for popular democracy. Landmarks include the development of the Mechanics’ Institutes in the early 19th Century and in the early 20th, the Workers’ Educational Association and local adult education. Since the election of a new government, there has been an acknowledgement of the broader aims of education, including social inclusion. A ‘learning society’ is now seen as a desirable social as well as an economic goal. There is an even greater emphasis on widening participation in all forms of learning provision, including further and higher education. Central government of England has currently spends £11 billion a year on Lifelong Learning (including further and higher education provision covering young people as well as adults). Key elements of current policy include:

~efforts to maximise initial education attainment, particularly in basic literacy and numeracy

~basic skills training for adults especially on literacy and numeracy

~new forms of learning provision, using modern technologies to improve efficiency and access

~engaging a wider range of intermediaries to support participation for community learning

~a willingness to acknowledge and meet the additional costs to providers of attracting, recruiting and retaining non-traditional learners.

Learning needs

          Recent skills audits in England highlight a deficit in basic and intermediate skills among adults. One in five adults has low levels of literacy and almost half have low levels of numeracy. Employers also report deficits in key skills, including working with others; improving own learning and performance; and problem solving. Other needs include learning for citizenship, for community regeneration and capacity building, and for parenting and family learning.

Returns to learning

          At an individual level, there is clear evidence of a positive relationship between education level and financial rewards. For instance, middle-aged men with a degree generally earn 60 per cent more than average earnings, while men without any qualification earn 40 per cent less. Some studies also suggest that people who receive training gain between five and 15 per cent in pay. Involvement in learning initiatives among the unemployed has been demonstrated to improve employment chances. The wider benefits of learning at an individual level include improved self-esteem and self-confidence. At an organisational level, the returns are less easy to identify, although studies do demonstrate a link between investment in training and improved productivity, and also between business success and involvement in Investors in People. At a family and community level, there are signs that adult engagement in learning can have a positive impact on families (especially children at school), and the wider community through a peer group and role model effect.

          As a conclusion, this is a time of considerable flux in the field of adult learning in England as new structures and policies come on stream. However, there remain a number of challenges including-raising the demand for learning among those who need it most, but are interested in it least and encouraging a culture of continuous learning and development at all levels. Also ensuring that new initiatives aimed at widening participation are not dominated by current learners and ensuring that a concentration on qualifications does not distort funding and provision. Besides, maintaining a commitment to social inclusion and the wider purposes of learning in the face of institutional inertia and conservatism. Lastly, ensuring that the lifelong learning agenda includes people of all ages.