The importance of Learner involvement in Adult Education • John Gates • A learner from Wales, UK • I believe that adult learners have the right to be involved in decisions that affect their learning journey
Prof. Bob Fryer (TSB Forum 2000 ) Towards the Learning Age: from Vision to Implementation “ Learning is not something which can • be given, top ‐ down. We have moved beyond the Victorian notion that learning is something you do to people. ‐‐‐‐‐ Learning is something that you do with people, and that requires their engagement.”
On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights ‐ ‐ ‐ ‐ ‐ • Article 26. • Everyone has the right to education. ‐‐‐‐‐ Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. • Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
In the Introduction “Supplementary guidance on listening to learners,” ESTYN 2004, • The new inspection arrangements emphasize the importance of the needs and interests of learners in promoting excellence for all. Learners have a right to express a view on how well their needs are being met as well as a clear entitlement to influence the services that affect them.
Learners Charter 2009 • Article 1: All adult learners have a right to participate in the policy development for adult and lifelong learning systems • Article 2 : All adult learners have the right to access and participate in adult learning opportunities relevant to their needs and aspirations • Article 3: Adult learners will have the right to receive high quality comprehensive, impartial and current information, advice and support to enable them to make informed choices about their learning at all stages. • Article 4: The resourcing of adult learning is essential to the development of sustainable adult and lifelong learning systems. • Article 5: All adult learners have a right to expect high quality adult learning programmes designed to meet their needs. • Article 6: Research and innovation are indispensable components of high quality adult learning systems • Article 7: National organisations play a major role in supporting adult learners’ democratic representation at local and national level • Article 8 : International co ‐ operation is a prerequisite for the universal and well ‐ balanced promotion of adult learning and ensuring that the rights of adult learners are protected
As a learner • I get the course I want, not the one I am told I need. • I’d get an enriched more rounded learning experience • I get a chance to practise the skills I have learned • A better quality, more responsive learning experience • I’d have the opportunities to develop new skills as a course representative or learner governor. • An insight into how and why organisations make their decisions
Leighton Andrews Education minister for Wales said in the foreword to the Welsh Governments “guidance on learner involvement strategies” Feb 2010 • giving them (Learners) a key role in taking decisions which will affect their whole experience of learning. This is a dialogue which goes to the heart of the citizenship agenda; it is about treating learners with respect, helping them to take ownership, and breaking down barriers which may prevent them from speaking up and being heard…… • Involvement in decision ‐ making has proven benefits for learners. As well as making them feel more motivated and engaged in their learning experiences, it can help them to develop important skills which will equip them for their futures as active citizens. This will also help providers to improve their retention and achievement rates, by shaping a generation of learners who will actively work with staff to improve the quality of learning.’ • Thus the Welsh Government clearly see that the process of learners taking decisions which affect their experience of learning will help them develop their role as active citizens. • http://wales.gov.uk/docs/dcells/publications/100608learnerstraten.pdf
• As an organisation • You would get feedback from learners that can be used to help decide priorities for the allocation of resources. • You would meet learners who are more motivated, engaged and proactive in shaping their own experiences and outcomes, thereby increased participation, retention, achievement and progression. • You would be able to carry out an effective audit of the needs of learners and communities. • You would be able to provide evidence to inform self ‐ assessment, inspection and external monitoring. • You would be able to engage in dialogue with learners about what matters most to both them and you.
Listening to Learners, Mark Ravenhall, NIACE & Learning and Skill Development Agency . • There are several circumstances concerning the everyday running of learning provision or local services in which the views and experiences of participants are highly relevant and very informative. These include: • The quality of teaching and learning • the curriculum • Staffing • Facilities • Access • Transport • Support, such as childcare provision and finance • Information, advice and guidance • Specific policies, programmes or projects • Aspirations with regard to work, further and higher education
Learners can influence future developments • Reach people in their areas and address local specific concerns • Relate to community issues • The group will have an in ‐ depth knowledge of their own community, including those that are ‘hard to reach’. • The quality of the learning programme is enhanced when learners are involved. • It could help develop new courses. • It could head off serious complaints. • It could identify new markets. • It could help widen participation. • It could improve retention. • It is integral to the process of teaching and learning. • Funders and Inspectors demand it.
From page 9 of the “ORAL REPORT OF THE RAPPORTEUR GENERAL” from Confintea VI Finally one of the lessons from this discussion is that • Adult learners themselves can be the best allies in combating exclusion. • They are experts in their communities and understand their needs, • They offer motivation in the form of powerful and attainable role models and they are entirely rooted in reality. • Supporting them and their networks helps in developing cost effective strategies for reaching people. • Working with learners rather than merely delivering to them is not only respectful of their adult status but also likely to bring positive results .
Communication from the Commission of 27 September 2007 presenting the Action Plan on Adult learning ‐ It is always a good time to learn [COM(2007) 558 final ‐ Not published in the Official Journal]. • 2.3. Delivery • The consultation showed that a key challenge for adult learning is to deliver a service that simultaneously meets the needs of the adult learner, provides high quality responses to the needs of the labour market and society and stimulates further demand. • ‐ encouraging individuals to invest in their own learning, both for reasons of personal fulfilment and employability. • http://eur ‐ lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2007:0558:FIN:EN:PDF
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