1. 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;

2. Healthy Wealthy and Wise
The impact of adult learning across the UK
European Agenda for Adult Learning

4. Background

5. 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

6. 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

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

8. 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

9. 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 ….

10. 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?

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

12. COMMON CHALLENGES WITHIN A DEVOLVED POLICY CONTEXT

16. 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

17.
@LearnWorkUK

20. Ten Strategic Challenges for the UK

21. How does Adult Learning help?