“‘Learn as if you are going to live for ever.’ Lifelong learning for our nation is crucial.”

Centenary Commissioner Lord Bilimoria referred to the Commission’s report when he spoke in the House of Lords debate on the Queen’s Speech. He also quoted Mahatma Gandhi: “live as if you are going to die tomorrow and learn as if you are going to live for ever.”

“Enabling lifelong learning for our nation is crucial,” said Lord Bilimoria – who is now President of the CBI. The government’s proposed lifelong learning entitlement, “is very close to the recommendation of the CBI … for more people to develop higher-level skills throughout their working lives”, he said, adding: “It is also in line with the recommendations of the Centenary Commission on Adult Education.”

You can read Lord Bilimoria’s speech here, or watch it here.

“We have to be bold and exciting!” A German view of Centenary Commission webinars

The current issue of weiter bilden, the quarterly magazine of the German Institute for Adult Education, carries a full-page report of the Centenary Commission webinars held in March. They were chaired by former House of Commons Speaker John Bercow – his reputation is clearly international (“Oooooorder!”):

David Blunkett’s emphasis on the need to understand adult education as being about much more that work and jobs is singled out for mention, and the reporter was surprised at the concrete figure mentioned as necessary to meet future needs.

You can read our reports of the first webinar here, and of the second here.

Celebrating Resources of Hope: Community, democracy & dialogue through adult lifelong education

The first of the Centenary Commission Research Circle’s conferences on ‘Building community, democracy & dialogue through adult lifelong education‘ was held on 7 May, focussing on the theme of ‘Community, democracy and dialogue through adult lifelong education: Celebrating Resources of Hope’.

Organised by Sharon Clancy, Iain Jones, and other members of the research circle on fostering community, democracy and dialogue, it was the first in a series of three events which provide opportunities to learn about existing practices, and to meet and think about different forms of democratic adult education and imagine new forms of critical engagement.

Fifty adult educators, from across the UK, with others from Bulgaria, Canada, and Italy, joined together to listen to presentations and discuss key questions and emerging themes in small and large groups. During, and after, this first event participants highlighted the power of learning about existing practices and ways of re-shaping new forms of adult lifelong education.

“This is one of the first times I’ve actually spoken with people who share my visions – beyond books!!”
“To keep going we need events such as this. It raises the spirits, and that is so very important in what are very nasty times…”
“Thanks to everyone; this has been really uplifting!”

The possibilities of an education for social change were woven through each presentation. Rose Farrar, from WEA West Yorkshire, began by showcasing an innovative collaboration with Rich Wiles, an artist and photographer. The power of the video-photo stories of the lives of refugees, near Hull, was a starting point for dispelling stereotypes, myths and misconceptions. Rob Peutrell and Mel Cooke continued this emphasis on the voices of students and lecturers and asked how the politics of ESOL relates to different forms of citizenship. They highlighted struggles between dis-citizenship, and having capacities stripped away, and acts of citizenship and contesting exclusions and claiming new rights. Nalita James then asked how diverse forms of ESOL, in Leicester, related to different communities of place and multiple senses of belonging.

Further presentations extended the discussions about the scope and range of practice – and why these matter for practice – and policy. Richard Hazledine reported on young adults, in Nottingham, furthest from work. Their mistrust and lack of confidence, because of what has been done ‘to them’, embodied the danger of scarring. This was a starting point for re-thinking practices. Similarly, Elaine J. Laberge joined us from the west coast of Canada and argued why the Shoestring Initiative was formed. Communities of mentorship, advocacy, intercultural connectedness, and belonging are being created for students with lived experiences of persistent poverty at Canadian universities.

The final presentation, by Jeremy Goss and Jayne Ireland, related the work of Raymond Williams on social purpose in adult education to contemporary practices – and each of the other presentations. Williams’ letter to WEA tutors, in 1961, defined his own purpose as a teacher ‘as the creation of an educated and participatory democracy’. Jeremy and Jayne argued that the foundations for a democratic curriculum could be developed by learning democratically, learning for democracy and learning about democracy.

The power and richness of each presentation was highlighted by other participants:

“Today has sown some seeds and demonstrated a collective impetus, for which I’m grateful.”

This impetus can draw on Williams’ resources of hope and continually remind us that ‘to be truly radical is to make hope possible rather than despair convincing’ (Williams, 1989).

As one speaker emphasised, through our collective action we can create a place for ‘remembering, not forgetting, past practices’, enabling us to store and share our memories of creative policy responses and practice.

One of the research circle summed this up after the event:

“I felt all the presenters, in their different ways, were saying something similar: [we need] spaces in which dialogue, cooperative learning, democracy and community can begin to thrive.”

We are increasingly having to do this work outside the state, as well as within it, after swathes of funding cuts to adult/community education infrastructure and a new neo-liberal onslaught within some universities on the humanities, targeting budgets for art, music, theatre, literature, sociology and music. We seek to keep alive the conversations which focus on making learning “part of the process of social change itself” (Williams, 1983) and continue to develop ourselves within this process as brokers, advocates and critical thinkers.

As Williams said, ‘There are ideas, and ways of thinking, with the seeds of life in them, and there are others, perhaps deep in our minds, with the seeds of a general death. Our measure of success in recognizing these kinds, and in naming them making possible their common recognition, may be literally the measure of our future’ (‘Towards 2000’, Williams, 1983).

The next Research Circle events are on Friday 2 July and Friday 17 September. Some places are left. Details and how to register are here.

Queen’s speech: Welcome news, but we need more than ‘skills for jobs’

The Centenary Commission on Adult Education has welcomed the Government’s announcement on a Lifetime Skills Guarantee – but calls for the reform to go much further.

The Queen’s Speech (11 May 2021) announced that new laws on post-16 education and training will be central to the Government’s legislative programme for the next Parliamentary session. The government promises a training system ‘fit for the future, providing the skills that people need for well-paid jobs and opportunities to train throughout their lifetime.’

The Commission, which launched a Build Back Bolder campaign for lifelong learning in March, welcomed the news – but added that much more was needed.

Dame Helen Ghosh, Chair of the Commission, said: “Education for adults means so much more than ‘skills for jobs.’ For some, it means learning how to read and write, or use a computer. For others, adult education means learning a new language, mastering personal finance, understanding mental health better. It means engaging with others, exploring difficult topics together, and shaping communities through understanding and tolerance.  A long-term learning strategy for all adults is needed, properly funded and implemented.”

The Centenary Commission on Adult Education published its report in November 2019. In March this year it launched its Build Back Bolder campaign, backed by more than a hundred senior figures nationally, including seven former ministers from all political parties, 11 current and  former vice chancellors, the heads of nine Oxbridge colleges, a former head of the home civil service a former House of Commons speaker and almost every professor researching lifelong learning. The commission believes the Government’s promise of £2.5 billion over five years to fund a ‘skills revolution’ will do little to reverse a decade of deep cuts.

The Commission has called for a programme to ‘Build Back Bolder,’ with wide-ranging reforms which could include:

  • A community learning centre in every town;
  • Funds for community groups so they can shape their own learning;
  • a regional Adult Learning Partnership including local authorities, universities, colleges, voluntary groups, employers and trade unions.

Successful mayoral candidates among the 20 who gave their support to the Commission’s aims during their campaigns include London’s Sadiq Khan West Midlands’ Andy Street, Greater Manchester’s Andy Burnham, the West of England’s Metro Mayor Dan Norris, Doncaster’s Ros Jones, Liverpool City’s Joanne Anderson, and Cambridgeshire and Peterborough’s James Palmer.

Adult learning is a top priority, say Mayoral candidates

The Centenary Commission’s campaign to put lifelong education at the heart of the Covid-19 recovery has been boosted by mayoral candidates.

Candidates from across the country have voiced their support for the Centenary Commission on Adult Education’s call for regional leaders to focus on rebuilding economy, democracy and civil society.

The Commission has called for a programme to Build Back Bolder, with wide-ranging reforms such as:

  • A community learning centre in every town;
  • Funds for community groups so they can shape their own learning;
  • a regional Adult Learning Partnership including local authorities, universities, colleges, voluntary groups, employers and trade unions.

Commission chair Dame Helen Ghosh has written to all mayoral candidates from the main political parties (Conservative, Labour, Liberal Democrat, and Green) asking them to promise support for adult education. She says:

“Lifelong learning is vital, yet it has been allowed to collapse in the past 15 years. The Government needs to spend more, but adult education is now organised locally so we are delighted to have had so many positive responses to this initiative.”

The Commission says education for adults means so much more than ‘skills for jobs.’ For some, it means learning how to read and write, or use a computer. For others, adult education means learning a new language, mastering personal finance, understanding mental health better. It means engaging with others, exploring difficult topics together, and shaping communities through understanding and tolerance.  A long-term learning strategy for all adults is needed, properly funded and implemented.

The commission wrote to candidates in nine mayoral elections and so far has received positive responses from 19 out of the 36.

In London, positive responses have come from major figures in the election. Labour’s Sadiq Khan says:

I commend the work being done by the Centenary Commission on Adult Education, which is more important than ever given the devastating effect this pandemic has had on jobs in our city. A second chance at education or retraining opportunities can change the lives of Londoners. I have consistently fought for the devolution of the Adult Education budget to our city and communities and I am committed to ensuring that running targets those excluded groups who need it most and that Londoners have the skills they need to help our city recover from this pandemic.

Sian Berry, Green Party co-leader and candidate for London Mayor, pledged her support for the work of the Centenary Commission.  She said:

“The Green Party recognises that life-long learning will help to create a healthy society; through strengthening mental health and helping people lead fulfilling lives. As adult education is constantly evolving it demands a flexible approach to new courses whilst ensuring core aspects of education are preserved even where enrolment is low. As you outline, there were challenges before the pandemic and we need to be proactive and responsive as the job market changes.”

Other positive responses included West Midlands Mayor Andy Street, Greater Manchester Mayor Andy Burnham and Cambridgeshire and Peterborough Mayor James Palmer.

In March the Commission launched its Build Back Bolder campaign, backed by more than a hundred senior figures nationally, including seven former ministers from all political parties, 11 current and  former vice chancellors, the heads of nine Oxbridge colleges, a former head of the home civil service a former House of Commons speaker and almost every professor researching lifelong learning. The Commission believes the Government’s promise of £2.5 billion over five years to fund a ‘skills revolution’ will do little to reverse a decade of deep cuts.