1. ADULT EDUCATION IN THE UK
A College Perspective
Peter Milford, NewNet plc
for St Vincent College

2. Introduction to St Vincent College

3. A sixth-form College on the South Coast of England
Age 16 – 19 plus

4. on the site of a 19th Century Naval Training Establishment

5. Gosport:

6. Gosport: A town with a naval heritage
A town surrounded by ‘large’ neighbours –
Portsmouth, Southampton, Fareham
A town with a combination of affluent and significantly deprived neighbourhoods
A town with limited infrastructure
A town with a relatively low-skilled adult population

7. What is our mission?
We are a dynamic, successful and responsive college providing excellence in education and training to our community and students of all ages and abilities.
Our mission is to inspire all our students to achieve their full potential.

8. Adult Education and Lifelong Learning
What is it for?
Who is it for?
When and where should it happen?

9. “Traditional” Adult Education in the UK
Social interaction –
The “Club” dimension
To gain qualifications if you “missed out” at school
“Traditional”
Aims of Adult
Education
“Leisure” learning – knowledge for fun
To learn new skills e.g. music, languages
To “enrich” your life (Workers’ Educational Association)

10. 21st Century Imperatives
Training a workforce to be flexible
and adaptable
‘Upskilling’ – improving and upgrading existing skills
‘Re-training’ - learning new skills
Value for money

11. Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19.
The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being

12. A Hampshire View of Education
Education is about developing the capacity for:
Happiness
Making and sustaining successful relationships
Being safe and healthy throughout life
Achieving economic independence
Creating effective citizens
John Clarke – Deputy Director Education and Inclusion, Hampshire Children’s Services

13. Identifying Priorities at Government Level
“We must rebalance taxpayers’ money towards the subjects where there is greatest need – so more plumbing, less pilates; subsidised precision engineering, not over-subsidised flower arranging, except of course where flower arranging is necessary for a vocational purpose.
Tai chi ……… is of little value to the economy. There must be a fairer apportionment between those who gain from education and those who pay for it – state, employer or individual.”
Alan Johnson, Secretary of State for Education in 2006

14. Funding Adult Education
Who pays?
1. Government support in two categories:
Learner Responsive
Employer Responsive
2. Individual students
3. Employers

15. Our AE Curriculum 1. Gaining ‘academic’ qualifications
Single qualifications e.g. a GCSE or A level
Access to Higher Education
Students join mainstream
college courses

16. Our AE Curriculum 2. Skills for Life Literacy Numeracy
English for Speakers of Other Languages

17. Our AE Curriculum 3. Learning in the Workplace
National Vocational Qualifications
Train to Gain
Short specialist courses

18. Our AE Curriculum 4. E-Learning Learn Direct (IT, NVQs)
e-Business (short courses for employees)

19. Our AE Curriculum 5. Professional Qualifications Teacher Training
Foundation Degree

20. Our AE Curriculum 6. Gaining Vocational Qualifications Administration
Childcare
Health & Social Care

21. Our AE Curriculum 7. Leisure Learning Foreign Languages
General Interest
Fitness

22. Challenges Engaging the “hard to reach”
Creating and sustaining interest
Meeting government targets
Meeting the needs of employers

23. Ačiū