Your editorial makes a strong case for lifelong adult education (The Guardian view on adult education: learning should be for all ages, 25 October). But like the report by the all party parliamentary group on further education that it refers to, it overlooks one vital dimension: we need adult education to defend democracy.
For most of the last century, adult education’s role in creating democratic civil society was widely accepted, not least by policymakers. The Ministry of Reconstruction made the case in 1919: “universal and lifelong” adult education was “a permanent national necessity, an inseparable aspect of citizenship”.
It would cultivate “an open habit of mind, clear-sighted and truth-loving, proof against sophisms, shibboleths, claptrap phrases and cant”. Later official reports agreed. The result – built up over decades – was a rich and broad adult education provided not only in further education but also through voluntary organisations and universities.
In just a few years from the mid‑1980s, this was swept away. Since the 1990s, the central purpose of adult education – at least for policymakers – has become serving the economy. Wider concerns, from democratic citizenship to personal fulfilment, have been marginal at best. The infrastructure of provision has been vandalised. Funding been cut to the bone, while the organisations that provide courses – once genuine partners whose voices were taken seriously – have been treated as “delivery boys” for the current Whitehall fad.
Bringing democratic purpose and practice back into adult education, rebuilding a vibrant infrastructure of providers and listening to the voices of students and professionals could make adult education a bulwark of democracy again. It would involve a radical turn away from “40 years of neoliberalism”, which Andy Burnham tells us he would welcome. It would help the country’s societal resilience in the face of authoritarianism. Above all, it would make people’s lives truly richer.
John Holford
Emeritus professor of adult education, University of Nottingham
Your editorial mentions that up to 8 million adults have low literacy skills. This number appears to have remained unchanged since the first adult literacy campaign over 50 years ago. The campaign led to the setting up of a national agency by the then government, focused on introducing adult literacy programmes. The BBC took it so seriously that it showed a TV series, On the Move, every Sunday to help adults join programmes. The independent national agency lasted for 30 years under various names, ending up as the Basic Skills Agency, which closed in 2008. I was the chief executive from 1978 to 2006.
Despite the best efforts of teachers and volunteers, the number of adults with poor literacy skills has not apparently gone down. One of the major reasons for this failure is that 20 or so years ago, the government changed the target audience from adults who struggled with basic skills to anyone without an A-C grade in GCSE English.
Many of these were young adults, and did not struggle with reading and writing in same way as those in the original target audience. This change increased the target audience to over 25 million adults at a stroke. It also helped officials to claim enormous success.
Adults who struggle with these basic skills are not easy to reach. They’re often embarrassed and want to keep this secret; many are poor. There are no quick fixes. So unless the government starts to target initiatives where there is the greatest need, the numbers will never change.
Alan Wells
Former director, Basic Skills Agency
Your editorial correctly points out that it isn’t only young adults who need to learn new skills; it’s all adults. And it’s not just narrowly about skills. I worked for the Workers’ Educational Association (WEA) for 30 years until 2018. During that period there were ups and downs to do with funding and government support, or lack of it, but by comparison with today those years were glorious.
In my city of Sheffield, you would have found courses in most localities. The offer was broad – from art, literature, writers’ workshops and history to information and communications technology, politics, weaving and yoga. The focus and curriculum was on education with a social purpose, and there was an absolute commitment to encouraging adults who’d been denied opportunities first time round and giving them a second chance.
This type of education brought people together, broke down barriers, helped people’s mental health, and developed knowledge and confidence. It built skills too: teamwork, speaking and listening, writing, constructing an argument etc.
And today? Well, I searched the current WEA offer in South Yorkshire and was shocked to find a very short list of courses: Driving Theory, CV Writing, Work Ready, Conversation with Crafting (ESOL), and Ace the Interview. And that’s it!
This is scandalous. The austerity years pretty much crushed adult education and any notion of lifelong learning. Is the education secretary looking at this? She should be.
Jol Miskin
Sheffield
Your editorial on adult education rightly argues that lifelong learning can improve health and wellbeing as well as earning potential. But it overlooks an institution that has been broadening horizons and opening up opportunities for more than 175 years: the public library.
Adult education does not only happen in classrooms. Libraries offer a more informal, familiar environment that can be particularly valuable for those who carry negative experiences of education.
Every day, the UK’s 4,000 libraries help people build digital skills, learn a language, discover a hobby, find work or pursue a new or long-held interest – independently or with support and guidance from trained staff. Libraries complement more formal adult education by reaching people who might otherwise miss out and connecting them with further opportunities.
As the next phase of devolution reshapes adult skills provision, we should make sure public libraries are firmly part of it.
Isobel Hunter
CEO, Libraries Connected
