The House of Lords is an anachronistic piece of our constitution, a second chamber that represents two profoundly undemocratic principles: inherited power, and appointment by the government of the day. So I hope that its days are numbered, but in the meantime it’s the only second chamber we have. And it is discussing adult learning.
Manzila Pola Uddin, formerly a Labour politician, has a strong track record of involvement in adult education and training, and she has helped promote skills training for Asian women. Sadly, she was caught up in the public scandal over MPs’ expenses, in a way that seriously damaged her credibility. But I’m inclined to think that she knows what she is talking about, and that her views on our government’s slippery track record on English for Speakers of Other Languages should be listened to.
Next, Baroness Sharp is debating the role of adult education and lifelong learning in strengthening the UK economy. Formerly the Liberal Democrats’ spokesperson in the Lords on further and higher education, Margaret Sharp chaired the 2011 Independent Inquiry into Colleges in Their Communities, sponsored by NIACE, the Association of Colleges and the 157 Group. She is also an active member of the Lords’ Select Committee on Social Mobility, which is due to report shortly.
Adult learning hasn’t exactly been a priority for their Lordships in recent years. But here we are – two debates in a single morning. I’ve just been asked to brief one of the members of the Lords, and it will be interesting to see whether any of my suggestions get an airing. More importantly, while they are unlikely to produce much in the way of direct change in government policy, Lords debates provide an opportunity to shape the wider climate of opinion, and set the longer term direction of travel.
There may have been excellent books about higher education and adult learning over the year, but I couldn’t remember reading anything that struck me as exceptional. I ended up with two very different books, both of which made me think, and one of which made me smile.
Lynch’s grave, image copyright Lairich Rig and licensed for reuse under Creative Commons
Benny Lynch was arguably the greatest boxer that Scotland has ever produced. Born in the Gorbals in 1913, he became world flyweight champion in 1936 (or 1935, depending on which world championship we are talking about) and was a popular Glasgow hero. The popular actor Norman Wisdom, himself a handy amateur flyweight boxer, was said to be desperate to play him.
This information comes from Mr Ian MacArthur, who contacted the Dunoon Observer after reading an interview about my book on work camps. Mr MacArthur’s grandfather kept a local temperance hotel, and in 1934 his father became woodwork and metalwork instructor at Ardentinny Instructional Centre. Mr MacArthur remembered his father saying that the camp manager had arranged for Benny Lynch to visit the camp, where he fought an exhibition match with the physical training instructor.
Ardentinny was one of 24 ICs in 1934, run by the Ministry of Labour to ‘harden’ young unemployed men through a combination of hard work, a solid diet, and basic medical care. By 1934, the camps also provided some basic skills training, literacy classes, and entertainment, including films and sports, of which football and boxing were far the most popular (along with rugby in Wales). If you look closely at the postcard below, you can see men swimming in the Clyde.
These activities were, of course, highly compatible with the camps’ aim of ‘reconditioning’ male bodies. Presumably, they also went some way to alleviate the tedium of camp existence, particularly if a local celebrity like Lynch was involved.
I wrote last week about Scottish Funding Council data showing further decline in part-time student numbers in colleges. The learners whose courses have been cut are overwhelmingly adults, and a majority are female. Now the Scottish Government, in the form of the Minister for Skills and Training, has explained that this is part of a strategy to remove courses of low quality or of no particular benefit.
Scotsman, 16 January 2016
You will, unfortunately, search in vain on the Scottish Government website for evidence to support this statement. I am not aware of any serious evidence that the lost part-time adult courses were of low quality, or that they had no real long term benefits. On the other hand there are quite a few inpection reports praising the quality of part-time college courses, and there is plenty of research showing that these courses have tangible benefits for learners.
Still, I am pleased that the Minister at least saw fit to justify her government’s decisions, even if the justification is utterly unconvincing. I welcome it as a sign that at long last we might have at least the semblance of a debate on the future of adult learning in Scotland.
MOOCs are increasingly familiar – I reckon most people recognise the acronym for massive open online courses – but they still attract controversy. For those who still have an open mind on the issue, there’s a nice summary of the pros and cons here. Either way, though, MOOCs are an important newish arrival on the scene, and they are changing the context for adult learners, including older adult learners.
A number of studies have shown that older adults are a significant proportion of those who follow MOOCs. One early analysis of enrolments on MOOCs offered through the UK FutureLearn consortium found that 26% were aged 56 or over; it also found that 58% were women. Now a recent study has looked at the ages of people enrolling on ten courses offered by one British university through FutureLearn.
In seven of the ten courses, learners aged under 36 were a minority; the three exceptions were two courses in English and one on programming. In two courses, over one third of learners were aged 56 or over: this older group comprised 36.7% of learners enrolled on Our changing climate: Past, present and future and 39.5% on Heart health: A beginner’s guide to cardiovascular diseases.
Over one-eighth of the learners on both courses were aged 66 or over. By contrast, hardly any older learners were enrolled on A beginner’s guide to writing in English for university study – English. The university offered two MOOCs with this title; 0.6% of students on the the more basic MOOC were aged 66+, and 1.5% on the more advanced MOOC. And a mere 0.5% of learners on Managing people: Engaging your workforce were in this age group.
It would, of course, be interesting to know much more about these older MOOC learners. For example, are older learners more likely to complete the course than younger ones? How do different learners use what they have learned through a MOOC? And who gets the most out of them? Research in MOOCs is exploding, and it is important that some of it at least is sensitive to older learners’ participation.
The authors of this particular study suggest that MOOCs could play a useful role in health and well-being by helping reduce isolation among older adults. This means engaging them as learners by promoting MOOCs in places that attract seniors, as well as developing new MOOCs in topics that are likely to interest seniors. More radically, they also recommend giving seniors ‘the opportunity to co-create community courses by providing an open space for discussions and collaborations’.
Colleges in Scotland are still a major provider of adult learning but increasingly they are focused on full-time higher education for young people. The latest Baseline Report on Scottish colleges confirms this continuing trend north of the border.
Over the last year, there were over 2,200 fewer part-time learners in Scottish colleges. The largest decline came in part-time further education, which seemed last year to have plateaued at around 202,000 learners. As in previous years, the fall represents a particularly heavy loss for adult learners in general and women in particular.
This time last year, I posted an analysis of the decline in part-time higher education in Wales, Northern Ireland and Scotland. At least in Scotland, part-time higher education appears to have held its own last year, both in colleges and in universities. But the decline in part-time further education continues.
What we are seeing amounts to a reshaping of the college landscape in Scotland. A majority of their full-time students are young people pursuing higher education programes, which broadly represents the political priority of the Scottish Government. Currently, there is no evidence that voters object to this process, so it is likely to continue.
Accessing external research funding is increasingly a basic part of what it means to be an academic today. Some sources of funding are more competitive than others, and the EU’s Horizon2020 programme is particularly tough for researchers in the humanities and social sciences. I have served as an evaluator for the Horizon2020 programme; I have also in the past applied to the predecessor programmes. I can therefore relate very easily to this blog by Jan Blommaert, who gives an informed and thoughtful account from an applicant’s perspective.
Attracting external funding has become, everywhere, one of the main priorities of academics, and writing funding application has consequently also become one of their main tasks. The idea is “competitiveness”: quality will be evident when academics, individually or in teams, acquire funding after a strict and rigorously exclusive peer-review process. In addition, specific sources of funding are specified as benchmarks, suggesting that they are the “most competitive” ones, and therefore also the best and most objective indicators of quality: think of the ESRC in the UK or (the focus of this text) the European framework program Horizon 2020. In every form of performance management – for individual academics seeking promotion or tenure, for research teams, departments and entire universities – success in such benchmark external funding acquisition is given immense positive attention. Universities, consequently, impose quota on their academic units – “you shall apply for at least five…