Seminar Needs wants demand and supply Engaging adults in learning MA EAE Modul 5c EAE Modul 5d MA SA Modul 7

The overall aim of the course is to examine local and national, business and community-based strategies used to engage adults in learning, and how they shape demand and supply; it will look at groups under-represented in adult learning, the barriers to their participation, and how these can be overcome. Competences After completing the course of study, students should be able: to define precisely the central terms to identify fiscal, regulatory and policy levers affecting demand for learning to review and analyse strategies used to map the learning needs and wants of adults currently not participating in structured learning to evaluate the role of advice and guidance services in informing learners’ decisions about participation in learning to evaluate the role of outreach programmes, and to consider the role of intermediaries like trade union learning representatives in encouraging informed demand for learning opportunities to appraise the role of learning festivals in expanding participation to evaluate selected European initiatives in stimulating increased participation. Content 1.We will examine European and national policies to increase demand for education and training, and consider evidence of impact of fiscal and regulatory measures in different contexts. We will seek evidence on the comparative success of national strategies in stimulating participation and achievement among different groups, including those under-represented in structured provision. 2.Evidence based policy depends critically on the nature and quality of evidence collected. We will examine what kind of data is collected by different agencies to identify learning needs, and also how evidence is evaluated. Among the measures to be considered are labour market forecasting, demographic trends, local population and participation mapping, global, national and sector skills analyses, as well as student surveys 3.We will review educational guidance and advice services, asking how far they need to be different from provision for young people to meet adults’ needs. 4.Key questions adult education planners need to ask is ‘who isn’t there and what can be done about it?’ We will look at different mechanisms for engaging locally under-represented groups – through outreach work, partnership working, working through intermediaries, curriculum and organisational innovation, and targeted provision – to identify common themes for local planning. 5.At CONFINTEA V in 1997, UNESCO adopted proposals to promote Adult Learners’ Weeks/ learning festivals as mechanisms for stimulating demand through the celebration of existing adult learners. We will examine the success of this strategy, and the potential for marketing led activities for stimulating more and different learners to engage with learning. 6.We will examine the potential of on-line campaigning to engage adults Student tasks Students will be expected to undertake reading, research and identify practical examples to explore the themes raised in the discussions Students will be asked to prepare a learning log, to reflect on their reading, research and seminar discussions Participants will work in teams to prepare introductions to seminar sessions Students will submit evidence of their own choosing (including distillations of learning log reflections) to demonstrate competence in the core competences to be covered in the course; prepare a strategy making use of audio visual material to promote adult learning for an under-represented group; and submit one sustained written paper: Aldridge, F and Tuckett, A. Narrowing participation NIACE (2009) Bhola, H.S., ‘Transnational forces and national realities of adult basic education and training’ Convergence, vol. XXX, no.2/3, pp. 41-50 (1997.) Bochynek, B et al, International adult learners’ week special double issue Convergence v35 n2-3 p40-58 (2002) Coare,P. and Thomson,A., eds Through the Joy of Learning: Diary of 1,000 Adult Learners, NIACE, Leicester (1996) Delors, J (Chair) The treasure within UNESCO (1996) European Association of Education for Adults Adult education trends and issues in Europe Helsinki (2006) European Commission Making a European area of lifelong learning a reality http://ec.europa.eu/education/policies/lll/life/communication/com_en.pdf (2001) European Commission Action plan on adult learning: It’s never too late to learn http://ec.europa.eu/education/policies/adult/com558_en.pdf (2006) European Commission Action plan on adult learning: It is always a good time to learn http://eurlex.europa.eu/LexUriserv.do?uri=com2007:0558:FIN:EN:PDF (2007) Lovett, T, Clarke, C and Kilmurray, A. Adult education and community action Routledge (1983) McGivney, V., Education's for other people: access to education for non-participant adults: a research report Leicester : NIACE. (1990) McGivney, V., Recovering outreach: concepts, issues and practices Leicester : NIACE (2000) McIntosh, A, Jones, D, Tuckett, A and Woodley, A. (eds) Lifelong learning: A brave and proper vision: Selected writings of Naomi Sargant NIACE (2009) NIACE and UNESCO Institute for Education I did it my way: Journeys of learning in Europe (2005) OECD Promoting adult learning OECD Paris (2005) Rubenson, K and Desjardins, R. The impact of welfare state regimes on barriers to participation in adult education: a bounded agency model, Adult Education Quarterly , v59 n3 p187-207 2009 Sargant, N and Tuckett, A. Pandora’s box: Companion papers on motivation, access and the media, NIACE, 1997 Sargant, N The Learning Divide Revisited , NIACE, Leicester , (2000) Sargant, N. & Aldridge, F. (eds) Adult learning and social division: a persistent pattern: volume 2 Leicester : NIACE (2002) Tuckett, A (ed) Participation and the pursuit of equality NIACE (2007) UNESCO CONFINTEA Hamburg declaration Paris (1997) UNESCO Institute for Education Learning festivals guide http://www.unesco.org/education/uie/InternationalALW (2004) Watts, T, Law B, Killeen, J, Kidd J.M, and Hawthorn R Rethinking careers education and guidance Routledge (1996) Wilkinson, R and Pickett,K. The spirit level,Penguin (2008) Bildungswissenschaften Bedingungen werden zu Beginn der Veranstaltung bekannt gegeben. Universität Duisburg-Essen WS 2009/10 Bildungswissenschaften