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United-Kingdom-Scotland:Adult Education and Training

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Overview United Kingdom (Scotland)

Contents

United-Kingdom-Scotland:Political, Social and Economic Background and Trends

United-Kingdom-Scotland:Historical Development

United-Kingdom-Scotland:Main Executive and Legislative Bodies

United-Kingdom-Scotland:Population: Demographic Situation, Languages and Religions

United-Kingdom-Scotland:Political and Economic Situation

United-Kingdom-Scotland:Organisation and Governance

United-Kingdom-Scotland:Fundamental Principles and National Policies

United-Kingdom-Scotland:Lifelong Learning Strategy

United-Kingdom-Scotland:Organisation of the Education System and of its Structure

United-Kingdom-Scotland:Organisation of Private Education

United-Kingdom-Scotland:National Qualifications Framework

United-Kingdom-Scotland:Administration and Governance at Central and/or Regional Level

United-Kingdom-Scotland:Administration and Governance at Local and/or Institutional Level

United-Kingdom-Scotland:Statistics on Organisation and Governance

United-Kingdom-Scotland:Funding in Education

United-Kingdom-Scotland:Early Childhood and School Education Funding

United-Kingdom-Scotland:Higher Education Funding

United-Kingdom-Scotland:Adult Education and Training Funding

United-Kingdom-Scotland:Early Childhood Education and Care

United-Kingdom-Scotland:Organisation of Programmes for Children over 2-3 years

United-Kingdom-Scotland:Teaching and Learning in Programmes for Children over 2-3 years

United-Kingdom-Scotland:Assessment in Programmes for Children over 2-3 years

United-Kingdom-Scotland:Organisational Variations and Alternative Structures in Early Childhood Education and Care

United-Kingdom-Scotland:Primary Education

United-Kingdom-Scotland:Organisation of Primary Education

United-Kingdom-Scotland:Teaching and Learning in Primary Education

United-Kingdom-Scotland:Assessment in Primary Education

United-Kingdom-Scotland:Organisational Variations and Alternative Structures in Primary Education

United-Kingdom-Scotland:Secondary and Post-Secondary Non-Tertiary Education

United-Kingdom-Scotland:Organisation of General Lower Secondary Education

United-Kingdom-Scotland:Teaching and Learning in General Lower Secondary Education

United-Kingdom-Scotland:Assessment in General Lower Secondary Education

United-Kingdom-Scotland:Organisation of General and Vocational Upper Secondary Education

United-Kingdom-Scotland:Teaching and Learning in General and Vocational Upper Secondary Education

United-Kingdom-Scotland:Assessment in General and Vocational Upper Secondary Education

United-Kingdom-Scotland:Organisation of Post-Secondary Non-Tertiary Education

United-Kingdom-Scotland:Higher Education

United-Kingdom-Scotland:Types of Higher Education Institutions

United-Kingdom-Scotland:First Cycle Programmes

United-Kingdom-Scotland:Bachelor

United-Kingdom-Scotland:Short-Cycle Higher Education

United-Kingdom-Scotland:Second Cycle Programmes

United-Kingdom-Scotland:Programmes outside the Bachelor and Master Structure

United-Kingdom-Scotland:Third Cycle (PhD) Programmes

United-Kingdom-Scotland:Adult Education and Training

United-Kingdom-Scotland:Distribution of Responsibilities

United-Kingdom-Scotland:Developments and Current Policy Priorities

United-Kingdom-Scotland:Main Providers

United-Kingdom-Scotland:Main Types of Provision

United-Kingdom-Scotland:Validation of Non-formal and Informal Learning

United-Kingdom-Scotland:Teachers and Education Staff

United-Kingdom-Scotland:Initial Education for Teachers Working in Early Childhood and School Education

United-Kingdom-Scotland:Conditions of Service for Teachers Working in Early Childhood and School Education

United-Kingdom-Scotland:Continuing Professional Development for Teachers Working in Early Childhood and School Education

United-Kingdom-Scotland:Initial Education for Academic Staff in Higher Education

United-Kingdom-Scotland:Conditions of Service for Academic Staff Working in Higher Education

United-Kingdom-Scotland:Continuing Professional Development for Academic Staff Working in Higher Education

United-Kingdom-Scotland:Initial Education for Teachers and Trainers Working in Adult Education and Training

United-Kingdom-Scotland:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

United-Kingdom-Scotland:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

United-Kingdom-Scotland:Management and Other Education Staff

United-Kingdom-Scotland:Management Staff for Early Childhood and School Education

United-Kingdom-Scotland:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

United-Kingdom-Scotland:Education Staff Responsible for Guidance in Early Childhood and School Education

United-Kingdom-Scotland:Other Education Staff or Staff Working with Schools

United-Kingdom-Scotland:Management Staff for Higher Education

United-Kingdom-Scotland:Other Education Staff or Staff Working in Higher Education

United-Kingdom-Scotland:Management Staff Working in Adult Education and Training

United-Kingdom-Scotland:Other Education Staff or Staff Working in Adult Education and Training

United-Kingdom-Scotland:Quality Assurance

United-Kingdom-Scotland:Quality Assurance in Early Childhood and School Education

United-Kingdom-Scotland:Quality Assurance in Higher Education

United-Kingdom-Scotland:Quality Assurance in Adult Education and Training

United-Kingdom-Scotland:Educational Support and Guidance

United-Kingdom-Scotland:Special Education Needs Provision within Mainstream Education

United-Kingdom-Scotland:Separate Special Education Needs Provision in Early Childhood and School Education

United-Kingdom-Scotland:Support Measures for Learners in Early Childhood and School Education

United-Kingdom-Scotland:Guidance and Counselling in Early Childhood and School Education

United-Kingdom-Scotland:Support Measures for Learners in Higher Education

United-Kingdom-Scotland:Guidance and Counselling in Higher Education

United-Kingdom-Scotland:Support Measures for Learners in Adult Education and Training

United-Kingdom-Scotland:Guidance and Counselling in a Lifelong Learning Approach

United-Kingdom-Scotland:Mobility and Internationalisation

United-Kingdom-Scotland:Mobility in Early Childhood and School Education

United-Kingdom-Scotland:Mobility in Higher Education

United-Kingdom-Scotland:Mobility in Adult Education and Training

United-Kingdom-Scotland:Other Dimensions of Internationalisation in Early Childhood and School Education

United-Kingdom-Scotland:Other Dimensions of Internationalisation in Higher Education

United-Kingdom-Scotland:Other Dimensions of Internationalisation in Adult Education and Training

United-Kingdom-Scotland:Bilateral Agreements and Worldwide Cooperation

United-Kingdom-Scotland:Ongoing Reforms and Policy Developments

United-Kingdom-Scotland:National Reforms in Early Childhood Education and Care

United-Kingdom-Scotland:National Reforms in School Education

United-Kingdom-Scotland:National Reforms in Vocational Education and Training and Adult Learning

United-Kingdom-Scotland:National Reforms in Higher Education

United-Kingdom-Scotland:National Reforms related to Transversal Skills and Employability

United-Kingdom-Scotland:European Perspective

United-Kingdom-Scotland:Legislation

United-Kingdom-Scotland:Glossary

The Scottish Government’s aspirations for adult education and training are outlined in Adult Learning in Scotland, a Statement of Ambition (Education Scotland, 2014). It outlines that:

  • Adult learning is essential to enable and encourage adults in Scotland to acquire the knowledge, skills and confidence necessary to play an active and productive role, both personally and societally.
  • Adult learning opportunities may be formal or informal and take place in a range of settings but they must be accessible according to the needs and aspirations of the individual or group.
  • Adult learning settings include, among others, educational establishments, the workplace, communities and online learning at home.


The system of continuing, post-school, non-tertiary education in Scotland includes three main types of provision that are available to adult learners:

  1. Community Learning and Development (CLD)
  2. Training
  3. Further education

There is overlap among these types of provision. For example, colleges contribute strongly to both training and CLD, as well as providing college courses formally described as “further education”.


Lifelong Learning policy, which is implemented through training, further education and CLD, is set out principally in the refreshed government strategy document, Skills for Scotland: Accelerating the Recovery and Increasing Sustainable Economic Growth (Scottish Government, 2010). The strategy has a renewed focus on the skills required to accelerate economic recovery, and on providing the opportunities for skills to be developed and for these skills to be used effectively. For more information see Chapter 2.2: Lifelong Learning Strategy.

 

Community Learning and Development (CLD)

The common defining feature of CLD programmes and activities is that that they are developed in dialogue with communities and participants, enabling them to re-engage in learning. The Community Learning and Development Strategic Guidance (Education Scotland, 2012) states that the purpose of CLD is to empower people, individually and collectively, to make positive changes in their lives and in their communities through learning. It sets out the focus for CLD within the National Performance Framework as:

  • improved life chances for people of all ages, through learning, personal development and active citizenship
  • stronger, more resilient supportive, influential and inclusive communities.

The term 'community learning and development' describes a wide range of informal and non-formal learning. In CLD provision, a wide range of partners deliver outcomes through:

  • community-based adult learning, including adult literacies and English for speakers of other languages (ESOL);
  • community development (building the capacity of communities to meet their own needs, engaging with and influencing decision makers);
  • youth work, family learning and other early intervention work with children, young people and families;
  • volunteer development;
  • learning for vulnerable and disadvantaged groups in the community, for example, people with disabilities, care leavers or offenders;
  • learning support and guidance in the community.

These activities are understood to be inter-related, with adult learning being a large part of community development activities.

Education Scotland provides support to, and oversees the quality of, the CLD sector. Local authorities are bound by recent legislation (2013) to work with local partners, including the voluntary sector, in developing and planning delivery of CLD.

 

Training

Training provision is underpinned by the Skills for Scotland strategy (Scottish Government, 2010). Government funded national training programmes are managed and delivered by Skills Development Scotland. Scottish Vocational Qualifications (SVQs), taken in colleges or in courses offered by employers or other training providers, are the main type of training provision. This type of provision is generally for young adults. For example, Modern Apprenticeships offer individuals paid employment combined with the opportunity to train at craft, technician and trainee management level. While this is an all age programme, support is targeted at young people aged 16-24.

 

Further Education

Further education has a wide remit which includes preparing learners for qualifications (including vocational qualifications), for access to higher education and for participation in any programme of learning, as well as assisting persons whose first language is not English to achieve a level of competence in English language. The Scottish Government publication Putting Learners at the Centre – Delivering our Ambitions for Post-16 Education (2011) is the key policy document for this area. Colleges are the main providers of general further education in Scotland. College reform has resulted in institutions which are now more focussed than ever on skills for work and economic growth and they offer a wide range of courses which best suit the needs of students and employers.