National Advisory Group on Peer Volunteers and Learning share intelligence on issues, priorities and evidence from research and practice in relation to community-based peer volunteer activity, with a focus on learning; identify opportunities within policy development to embed the enhanced benefits that can be gained by having a mutual focus learning and volunteering in communities; identify opportunities for members to take forward specific actions to strengthen policy and practice;

Healthy Wealthy and Wise The impact of adult learning across the UK European Agenda for Adult Learning 2015-17

Background

PROCESS OF DEVELOPMENT 2015/17 Research papers commissioned on each of the three themes Papers shared with impact forums in England, Northern Ireland, Scotland, and Wales Draft report developed based on feedback Draft report shared at Setting the Agenda conference, London, October 2017 Report revised, peer-reviewed and published

THIRD GLOBAL REPORT ON ADULT LEARNING AND EDUCATION (2016) 139 UNESCO member states involved Identifies trends in adult learning and how it responds to a changing world Looks at the impact of adult learning in 3 areas that broadly reflected the ones in our research On the face of it countries report an improving picture since 2009, 75% countries report they have SIGNIFICANTLY IMPROVED THEIR ALE POLICIES SINCE 2009 70% Have enacted new policies Literacy remains a concern Gender inequality remains a concern if almost 1 in ten girls are out of school it is not surprising that 63% of adults with low literacy skills are women Argues for adult learning to be built into holistic, intersectoral approaches, which requires deeper partnerships based on the impact of adult learning

THE OVERLAPPING BENEFITS OF ADULT LEARNING Body copy UNESCO Institute for Lifelong Learning (2016) Third Global Report on Adult Learning and Education, p.21

THE OVERLAPPING BENEFITS OF ADULT LEARNING “…No matter where in the world they live, adult learning and education helps people become healthier, to improve their economic prospects, and to be more informed and active citizens.” UNESCO Institute for Lifelong Learning (2016) Third Global Report on Adult Learning and Education, p.21

Adult learning covers the entire range of formal, non-formal and informal learning activities – both general and vocational – undertaken by adults after leaving initial education and training. Electronic Platform for Adult Learning in Europe (EPALE, 2011) Formal learning – takes place in education and training institutions, recognised by national authorities, leads to quals and structured by curriculum and teaching / learning requirements Non-formal – alternative to formal, can be similarly structured but more flexible. Often takes place in community, workplace and civil society organisation settings – may lead to quals or recognition of prior learning, but doesn’t have to. Informal learning – learning that occurs in everyday life, in the family, workplace, communities and individual interests. Can be made visible through validation and recognition processes. In reality, often blurred ….

CONTENTS The impact of adult learning on: Health and well-being Work and employment Community life Implications for policy and practice What needs to be done?

OUR NARRATIVE What are the challenges we face ? How does adult learning help address those challenges? What needs to be done?

COMMON CHALLENGES WITHIN A DEVOLVED POLICY CONTEXT

Peer Volunteers and Learning Broad definition of adult learning is important Volunteering is often specific, but impact across all three research areas Very little data on the impact of volunteering; all on volunteering as an outcome of learning Peer volunteering as a learning activity not visible in much of the research

www.learningandwork.org.uk @LearnWorkUK

Ten Strategic Challenges for the UK

How does Adult Learning help?