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Adult Learning and Skills: some issues for England
Realising Impact : Making a difference through adult learningLondon 11 September, 2015
Simon FieldMalgorzata KuczeraHendrickje WindischOECD
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The reviews use the OEC D survey of adult skills to draw policy conclusions
They look at adult learning issues of course…
…but also a diverse range of other policy issues on which the survey casts light.
Studies now nearing completion in England and Finland, with more under negotiation
OECD country reviews of adult skills
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What does it mean to have low basic skills?
The petrol tank in this car holds 120 litres
Roughly how many litres remain in the tank?
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What is the maximum number of days you should take this medicine? List three situations in which you
should consult a doctor.
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Percentage of adults (16-65) that are low-skilled
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5 million are in work
1 million unemployed (in 2012)
Just over 2 million 1st generation migrants
Around 1 million with tertiary education
Nine million low skilled adults
(16-65) in England, of which:
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The labour market status of the low-skilled
Labour force status of low skilled adults in England (16-65)
Men unemployed
inactive and in education
inactive and not in education
employed
Women
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Parents have a big influence on low skills:
Score point difference in numeracy between those with and without one parent with at least upper secondary education.
Numeracy skills distribution for young people (16-34) with less than upper secondary.
(excluding foreign qualifications, low qualification = no formal qualification or qualifications level 1)
Numeracy among the unqualified young
20% of young adults 16-34 in England have low qualifications.
Only one in five of young people with low qualifications are still in education – less than in the majority of other countries
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Percentage of low skilled at different education levels
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DOI 10.1787/5jrxnjdd3r5k-en
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The challenge of teaching basic skills to
adults Motivating adult learners
Delivering quality teaching
Using the right teaching methods
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Motivation can be developed by building awareness…
..recognising the diverse sources of motivation
And designing measures to reduce dropout
Motivating adult learners
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Teachers need to be well-prepared
Recognising that in some countries volunteers play a major role.
Delivering quality teaching
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Formative assessment
The role of distance and e-learning
Learning basic skills in context
Learning ‘in context’ in family and other circumstances
Using the right teaching methods
