{"id":11317,"date":"2015-08-04T09:52:50","date_gmt":"2015-08-03T23:52:50","guid":{"rendered":"https:\/\/ala.asn.au\/?p=11317"},"modified":"2015-11-11T19:04:43","modified_gmt":"2015-11-11T08:04:43","slug":"campaigning-for-lifelong-learning","status":"publish","type":"post","link":"https:\/\/ala.asn.au\/campaigning-for-lifelong-learning\/","title":{"rendered":"Campaigning for lifelong learning"},"content":{"rendered":"

\"Alan<\/a>Professor Alan Tuckett OBE,\u00a0acknowledged guru of adult\u00a0education, shares his views on\u00a0intergenerational and lifelong\u00a0learning.<\/strong><\/p>\n

In the northern UK city of Sunderland there\u2019s a learning\u00a0centre underneath the stands at the Sunderland Football\u00a0Club. Local football fans \u2013 many of whom are unemployed\u00a0\u2013 can attend a literacy program, get advice on preparing\u00a0a CV, attend courses on the history of the club, and learn\u00a0about how and why the intense rivalry with neighbouring\u00a0Newcastle began.<\/p>\n

For Professor Alan Tuckett, the centre\u00a0demonstrates creative thinking about learning. \u2018There\u2019s a\u00a0richness to the offerings at the centre, it offers multiple\u00a0routes back to learning, both informal and formal. It focusses\u00a0on what really matters to people.\u2019<\/p>\n

Governments would do well to turn that sort of thinking\u00a0on the topic of intergenerational learning, Alan says.\u00a0\u2018Policymakers tend to think of education as schooling and\u00a0that\u2019s very artificial. In fact schools rely on the culture in\u00a0which they operate. If kids go back home after school and\u00a0no one is practising literacy they very rapidly lose the skills\u00a0they\u2019ve picked up at school.\u2019<\/p>\n

Government trust rewarded<\/h3>\n

But convincing governments that seeding and enabling\u00a0learning instead of owning and controlling it via the\u00a0framework of the formal education system can be a\u00a0challenge. And a lot of that has to do with trust, Alan says.<\/p>\n

Just look at the Scandinavian model as an example.\u00a0\u2018In Denmark in the 19th century the country reorganised\u00a0itself out of a major recession through people sitting around\u00a0and talking. Small groups of ordinary people met in study\u00a0circles to learn about and explore political and social issues.\u00a0Today they believe fundamentally that there is a relationship\u00a0between a study circle and democracy. They believe that\u00a0education and learning helps society as a whole because\u00a0learning encourages active citizenship. They trust it because\u00a0it\u2019s worked for so long. Accountability is after the event\u00a0when the government asks \u201cWhat did you do with the\u00a0money?\u201d<\/p>\n

\u2018In contrast, in countries like the UK and Australia funding for\u00a0adult education is tied to \u201cWhat will you do with the money?\u00a0What outcomes will you achieve?\u201d What the increasing\u00a0strength and role of finance ministries over the last twenty\u00a0years has done is privilege those things with very obvious\u00a0short-term outcomes and encourage mistrust of things\u00a0which don\u2019t quite work like that.\u2019<\/p>\n

Valuing informal and formal learning<\/h3>\n

\u2018At one point I went to the UK Treasury to talk to the\u00a0Chancellor of the Exchequer about all the wider benefits of\u00a0learning, the really solid research evidence about the health\u00a0and wellbeing benefits, the tolerance benefits, the work\u00a0benefits and so on. And one of his advisers leaned across the\u00a0table and said, \u201cYou can show a very strong association but\u00a0you can\u2019t show causality. You can\u2019t say which caused which.\u201d\u00a0\u201cFair enough,\u201d I said. \u201cBut that\u2019s also true about qualifications\u00a0and productivity. Since you measure productivity by wages\u00a0there\u2019s no more of a formal link in causal terms. So you\u00a0believe one prejudice and you don\u2019t believe another.\u201d\u2019<\/p>\n

\"Being-involved-in-the-community-fosters-learning\"<\/a>
Being involved in the community fosters learning.<\/figcaption><\/figure>\n

This devaluing of informal learning can be internalised too,\u00a0Alan says. \u2018If we only count or notice or measure the work\u00a0of people inside the waged economy then all the richness\u00a0of the labour done outside of that in our communities and\u00a0society is lost. Then you get people who learn but they don\u2019t\u00a0see that what they\u2019ve been doing and what they\u2019ve been\u00a0acting upon counts.’<\/p>\n

‘Whereas once you\u2019ve been involved in\u00a0some kind of movement, whether it\u2019s getting a traffic light\u00a0put at a busy road or saving a community centre or reversing\u00a0a bad decision somewhere you never forget it. You have a\u00a0sense of \u201cI can change the world.\u201d\u2019<\/p>\n

<\/h3>\n

‘If you add up all the labour done communally in\u00a0our society you suddenly realise what a rich, rich\u00a0world there is in which work has an important\u00a0place \u2013 but it\u2019s only one place.’<\/h3>\n

Alan has made a career of defending and championing\u00a0the benefits of adult learning, and of arguing that adult\u00a0learning is about much more than workplace training and\u00a0qualifications.<\/p>\n

In the early 1990s, the UK government argued\u00a0for an end to funding of adult education. \u2018I remember one\u00a0government minister saying \u201cTaxpayers don\u2019t want to pay for\u00a0flower arranging classes\u201d. So we found a merchant banker\u00a0who\u2019d gone to adult education classes in flower arranging\u00a0and who became a florist. He had set up a successful shop\u00a0in Brixton and ended up employing half of his classmates\u00a0\u2013 most of them unemployed men.\u2019<\/p>\n

Apart from highlighting\u00a0the diversity of people undertaking adult learning for a\u00a0wide range of purposes, the story of the Brixton florist\u00a0demonstrates the power of adult education in bringing\u00a0together people of different social classes.<\/p>\n

\u2018What\u2019s great about informal learning of the kind that adult\u00a0community education offers is that it gives chances for\u00a0people of very different backgrounds to mingle around a\u00a0common enthusiasm. One thing that\u2019s most frightening\u00a0about where I live now is that people increasingly only\u00a0bump into people like themselves. That makes it harder for\u00a0people to see all the other humans in our society who are\u00a0worth caring about and so it\u2019s easier to think about migrants,\u00a0refugees, or marginalised groups as the \u201cother\u201d rather than
\nas \u201cus\u201d.\u2019<\/p>\n

‘Adult learning is like a weed that you can never\u00a0get rid of. No matter how much you try to kill it\u00a0off, it will always spring back.’<\/h3>\n

\u2018Which is why I like the whole idea of intergenerational\u00a0learning. Suddenly the wonderful idea is in play that on one\u00a0hand you have young people going into residential homes\u00a0helping older people learn technical skills which revitalises\u00a0their enthusiasms and interests. And on the other hand\u00a0you\u2019ve got elders helping younger people learn about\u00a0history or improve their literacy and it\u2019s all dynamic again\u00a0and creative.\u2019<\/p>\n

Governments change, policies are rewritten, funding waxes\u00a0and wanes. \u2018The trick for those of us in adult learning is\u00a0somehow not to be left disabled by changes in government\u00a0funding. Of course we have to influence governments to do\u00a0what they can and must do. But for us community educators\u00a0I think it\u2019s important to remember they don\u2019t take away your\u00a0soul when they take away your cash. At some level we still\u00a0have a responsibility to imagine solutions for tomorrow.\u2019<\/p>\n

Listen to a conversation with Professor Alan Tuckett<\/a>\u00a0recorded at ALA\u2019s office recently.<\/p>\n

About Professor Alan Tuckett<\/h3>\n

Professor Alan Tuckett OBE has forty years experience\u00a0of leadership roles in lifelong learning in the UK and\u00a0internationally. He is credited with popularising\u00a0the term \u2018adult\u00a0learner\u2019 and in the 1970s helped start the UK\u2019s national\u00a0adult literacy campaign. He was chief executive of National\u00a0Institute of Adult Education for 23 years, where he started
\nAdult Learners\u2019 Week, which has spread to 55 countries,\u00a0and commissioned the independent Inquiry into the Future\u00a0of Lifelong Learning. He is currently sharing the position of\u00a0Professor of Education at the University of Wolverhampton.<\/p>\n","protected":false},"excerpt":{"rendered":"

Professor Alan Tuckett OBE,\u00a0acknowledged guru of adult\u00a0education, shares his views on\u00a0intergenerational and lifelong\u00a0learning. In the northern UK city of Sunderland there\u2019s a learning\u00a0centre underneath the stands at the Sunderland Football\u00a0Club. Local football fans \u2013 many of whom are unemployed\u00a0\u2013 can attend a literacy program, get advice on preparing\u00a0a CV, attend courses on the history of […]<\/p>\n","protected":false},"author":854,"featured_media":11299,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"nf_dc_page":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-11317","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"yoast_head":"\nCampaigning for lifelong learning - Adult Learning Australia<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ala.asn.au\/campaigning-for-lifelong-learning\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Campaigning for lifelong learning - Adult Learning Australia\" \/>\n<meta property=\"og:description\" content=\"Professor Alan Tuckett OBE,\u00a0acknowledged guru of adult\u00a0education, shares his views on\u00a0intergenerational and lifelong\u00a0learning. 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