Nine The impact of policies to widen participation
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Neil Selwyn
Abstract
This chapter outlines our emerging evidence on the impact of a range of current policies to deal with the problems in patterns of participation, as they have been described so far. One group of these policies relies heavily on increased use of technology. They argue, in essence, that information and communications technologies (ICT) allow learning opportunities to transcend the physical barriers to access, such as time and space (Selwyn et al, 2001). Another group of policies is based on setting and working towards national targets for participation in lifelong learning.
In some ways, these two examples of policy initiatives are illustrative of the wider approach that is currently being adopted towards the fostering of lifelong learning in Britain. Hence, in both instances, the ‘problem’ of relatively low levels of participation in adult learning is seen to lie in facilitating or encouraging the activities of individuals. If ‘barriers’ to participation can be removed and the ‘pay-off ’ in qualifications made more transparent, then – it is presumed – the ‘problem’ will be removed, or at least substantially ameliorated. There is, of course, some truth here. Certainly, the emergent evidence with respect to the two policy initiatives discussed in what follows suggests that their impacts are generally positive. However, what is equally clear is that they fail to address the fundamental determinants of patterns of participation in adult learning, as these have been analysed in the preceding chapters.
If the large-scale non-participation in lifelong learning described in previous chapters is caused chiefly by physical barriers (as described in Chapter Six, for example), then overcoming those barriers will lead to a widening of participation.
Abstract
This chapter outlines our emerging evidence on the impact of a range of current policies to deal with the problems in patterns of participation, as they have been described so far. One group of these policies relies heavily on increased use of technology. They argue, in essence, that information and communications technologies (ICT) allow learning opportunities to transcend the physical barriers to access, such as time and space (Selwyn et al, 2001). Another group of policies is based on setting and working towards national targets for participation in lifelong learning.
In some ways, these two examples of policy initiatives are illustrative of the wider approach that is currently being adopted towards the fostering of lifelong learning in Britain. Hence, in both instances, the ‘problem’ of relatively low levels of participation in adult learning is seen to lie in facilitating or encouraging the activities of individuals. If ‘barriers’ to participation can be removed and the ‘pay-off ’ in qualifications made more transparent, then – it is presumed – the ‘problem’ will be removed, or at least substantially ameliorated. There is, of course, some truth here. Certainly, the emergent evidence with respect to the two policy initiatives discussed in what follows suggests that their impacts are generally positive. However, what is equally clear is that they fail to address the fundamental determinants of patterns of participation in adult learning, as these have been analysed in the preceding chapters.
If the large-scale non-participation in lifelong learning described in previous chapters is caused chiefly by physical barriers (as described in Chapter Six, for example), then overcoming those barriers will lead to a widening of participation.
Chapters in this book
- Front Matter i
- Contents iii
- List of tables and figures iv
- Acknowledgements vi
- Preface vii
- Contemporary policies for a learning society 1
- Lifelong learning trajectories 15
- History, place and the learning society: the case of South Wales 31
- Patterns of individual participation in adult learning 43
- Families and the formation of learner identities 65
- Lifelong learning trajectories and the two dimensions of change over time 87
- The role of informal learning 105
- The learning society and the economic imperative 121
- The impact of policies to widen participation 135
- The prospects for a learning society 145
- References 157
- The research sites 179
- Index 185
Chapters in this book
- Front Matter i
- Contents iii
- List of tables and figures iv
- Acknowledgements vi
- Preface vii
- Contemporary policies for a learning society 1
- Lifelong learning trajectories 15
- History, place and the learning society: the case of South Wales 31
- Patterns of individual participation in adult learning 43
- Families and the formation of learner identities 65
- Lifelong learning trajectories and the two dimensions of change over time 87
- The role of informal learning 105
- The learning society and the economic imperative 121
- The impact of policies to widen participation 135
- The prospects for a learning society 145
- References 157
- The research sites 179
- Index 185
