Inhaltsangabe
Remaking Adult Learning provides an exciting and innovative addition to the literature on adult learning. Charting challenges and successes in the sector, it illustrates how taking part in well-thought-out programmes can have a positive and sometimes life-saving impact on people's lives. While grounded in adult learning practice, the book draws upon local, national and global perspectives, contemporary research and incisive analysis to focus on themes including: • participation and equality; • the role of adult learning in social movements; • adults learning and teaching in different contexts; • adult learning and policy; • the value of learning for its own sake. The book asks the question: 'What is to be done about the education of adults?' Worldwide adult learning remains seriously under-resourced as a public good even though its importance to health, citizenship, economic and social well-being and sustainable development is well-evidenced. Faced with the challenges of poverty, climate change and economic crises, the world has never needed adult learning more. Specific chapters address issues such as adult learning provision in an ageing society, learning organisations, literacy and numeracy, family learning, participation and achievement, among others. Remaking Adult Learning includes an interview with Alan Tuckett OBE. The book is written in tribute to him and his lifelong commitment to adult learning which has led to initiatives such as adult learners' week and learning festivals. It explores how he has inspired and influenced those involved in the adult learning sector, from grassroots to both national and international policy contexts. This book is essential reading for all those involved in the adult learning sector, including practitioners, policy-makers, academics and researchers.
Über die Autorinnen und Autoren
Jay Derrick has worked as a teacher, manager and consultant researcher in adult, further and higher education since 1976. His main professional interests are adult basic education, accountability, assessment, effective pedagogy and the organisation of post-16 education and training.
Ursula Howard has worked in adult learning since the 1970s literacy movement. She has been a teacher, manager and research in adult and further education and community publishing. From 2003-8 she was director of the National Research and Development Centre for Adult Literacy and Numeracy. She is now a Visiting Professorial Fellow at the IOE and a consultant on basic skills policy internationally.
John Field is Professor of Lifelong Learning at the University of Stirling and Visiting Professor of Continuing Education, Birkbeck, University of London. He has published many studies of the social and economic contexts of adult learning, as well as on its history. He contributed to the national inquiry into the future of lifelong learning, and has also advised a number of policy bodies.
Peter Lavender is deputy chief executive at NIACE, formerly responsible for research and development. He joined NIACE in 1999 from the full-time further education inspectorate.
Sue Meyer has a background in local authority adult education. She was deputy director of NIACE for ten years before retiring in 2009. Prior to working at NIACE she was head of Adult Education for Norfolk County Council.
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