Over the last decade a number of innovative attempts in the field of adult learning and education, especially with a perspective of comparative adult education, were developed:
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Please note also that CR&DALL cannot be responsible for the accuracy of information provided to us by outside bodies. Further information about the event or activity should be sought from the contacts given in that section as this is likely to be the sum total of information provided to us.
The EBSN (European Basic Skills Network) and its European partners have developed of series of MOOCs within the European Erasmus+ KA3 PDS4BST project for the professional development of teachers engaged in teaching basic skills.
Three animated videos have been created to describe the major foci of the project, its perspectives in relation to Microcredentials and a summary of MOOC6 on Facilitating Adult Learning.
These PDS videos can be accessed at the links below:
There are currently exceptional pressures on local authority budgets in the UK, and it can seem almost inevitable that adult and lifelong learning provision is likely to suffer. At the same time, post-compulsory education rarely gets much attention in the UK press, and within that broad category adult and lifelong learning probably gets the least. There may thus be a risk that adult education and lifelong learning in the UK might pass away quietly, without anybody much noticing.
This Special Issue of the Australian Journal of Adult Learning (AJAL) will explore various trends developing at the forefront of literacies in adult education, to consider ways that literacies are being defined and enacted in current times in research and practice. We encourage submissions from around the globe about literacies that relate to these four fields:
- Critical literacy
- New literacy studies
- Multiliteracies
- Sociocultural approaches to additional language learning in adult education
The impact of research has been growing ever more important not only in its own right, but as a factor that feeds into funding decisions at both institutional and individual levels. We are therefore pleased to present a Working Paper written by the Director of PASCAL and CR&DALL, Professor Mike Osborne, in which he assesses the cumulative impact of research that assesses the cumulative effect of research that has systematically measured, mapped and analysed learning provision at urban/regional level, contributing internationally to developing learning cities over decades.
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