National Institute Of Adult Continuing Education imprint: 55 books

The current policy focus on lifelong learning ensures a gendered and class-based skills-driven agenda, with lifelong learners expected to become neo-liberal subjects rather than empowered members of communities. What complexities and challenges arise from attempts to align lifelong learning with social...

Research consistently shows that Bangladeshi, Pakistani and Somali women have fewer English language skills, are less likely to secure sustainable employment, have lower incomes and have fewer opportunities to participate in social and civic society than women from other ethnic groups. The cumulative...

Why is it that whenever new opportunities for adult learners are provided it is mostly women who take advantage of them? Evidence from the field suggests that people working in some areas of post-compulsory education and training are becoming increasingly concerned at the low participation of some...

This clearly written, accessible guide outlines the principles of sentence combining – the technique for expanding sentence structure by creating compound and complex sentences from simple sentences. Sentence combining is the one aspect of grammar teaching that has been demonstrated through research...

Does increasing social inequality threaten the chances of social harmony in the UK? Why and how has governmental and employer policy for lifelong learning constituted a narrowing of its compass and a failure to deliver on its emancipatory promise? Why do so few people especially young adults take...

This report is based on a short DfEE-funded study that was designed to explore the role of community-based informal learning in widening participation and starting people on a learning pathway. The study involved an extensive literature search, consultation with relevant organisations and individuals,...

Male participation in education and training has previously been associated with the enhancement of work skills and employment prospects. As a sequel to Excluded Men, published in 1999, this book explores whether there have been any changes in men’s patterns of participation since the first study....

Is it really possible to develop a flexible, inclusive regulated qualifications framework and can a system developed to recognise the achievements of adults work for all learners? Where did the idea of credit-based qualifications come from? How can a grass roots initiative influence government policy?...

With e-books becoming an increasingly everyday and high-profile technology, how can they be used to best effect to help develop literacy skills, cultivate a love of reading, provide greater accessibility to texts for all, and offer portable access to a vast range of resources? Specifically written...

In Adult Literacy and Development: Stories from the Field, Alan Rogers and Brian Street draw upon their extensive experience in adult literacy promotion in many different countries of the developing world and the West, and on the work of many others (both researchers and practitioners) to try to understand...

There are clear lessons to be drawn from the history of English for speakers of other languages (ESOL) in the UK on the role, function and funding of post-school and community education, as well as the particular position of language learning and basic skills, and their relationships with each other....

This topical book examines the connections between theory and practice in citizenship learning. Focusing on the experiences and views of a range of citizens, many on the margins of society, the contributors explore the significance and impact of particular forms of educational policies and provision...

Are widening participation policies having a detrimental effect on retention and completion rates? Staying or Leaving the Course explores the continuing challenges of retention and non-completion rates in further and higher education and the implications of having an expanding and more diverse student...

What does it mean to be a professional in education and in other sectors where education is a focus? How can professional development techniques be implemented in a variety of settings to best effect? Over the last decade many shifts in individual professional identity and sector requirements in education...