The context of adult learning

Chapter aims

This chapter briefly explores the diversity of the post-compulsory education and training sector. It considers the types of learners that you may find; the range of courses that they might be studying and the variety of levels; where they may be learning; and the roles that you as a tutor may need to fulfil.

By the end of the chapter you will be able to:

• identify the background and development of post-compulsory education;

• reflect on the implications of policy changes for managers in post-compulsory education;

• recognise the diversity of learners in post-compulsory education;

• identify the range of courses and levels that are studied in post-compulsory education;

• explain the varied roles of the tutor.

Introduction: the background to adult education

The scope of post-compulsory education is vast and you may hear numerous terms associated with it. An overarching term often used is 'lifelong learning' – this refers to learning that can take place after formal education and includes: post-compulsory education or training, vocational skills or education, adult education, continuing education and continuing professional development. In education terms, due to funding streams that are linked to ages of learners, adults are often defined as being over 19 years of age. Mature learners are usually considered to be over 21. Educational establishments may receive additional funding for mature learners and can be more flexible in their admissions criteria. The reasons that the scope of this sector is so vast can be understood by examining some of the changes that have occurred.

In 1992 the Further and Higher Education Act resulted in Further Education colleges becoming freestanding incorporated bodies, no longer under the control of local education authorities. The Act set out the purpose of the Further Education sector, which was to provide full-time education for 16–18-year-olds; part-time and full-time education for those over 18; and to provide education for people with learning difficulties. Anyone who looks into the doors of a Further Education college these days will see that the scope of learners is much greater than this now. A tutor in Further Education can expect to have learners who are aged 14, currently in full-time compulsory education at a local secondary school but who are attending college for one or two days a week to develop vocational skills; 16–18-year-olds taking GCSEs, A levels, vocational certificates, diplomas and extended diplomas; as well as adults between 18 and over 80 on a variety of courses ranging from professional to personal interest.

In 1996 Tomlinson released a report that aimed to improve educational opportunities for about 130,000 people who attended Further Education colleges and other centres. He made a number of proposals to be implemented over the following two years and further proposals for changes over a 5–10-year timescale