Program of Work: Priority 2

One of the major concerns of international inter-government agencies and national and state governments has been to ensure that the emphasis upon lifelong learning does not reinforce existing patterns of privilege and widen the existing gap between the advantaged and disadvantaged simply on the basis of their access to educational opportunity. It was on the basis of this concern that the Victorian Government commissioned the Centre for Lifelong Learning at ACU National to undertake the study Lifelong Learning, Adult and Community Education in Rural Victoria in 2002.

The project, which was funded ($300,000) by Adult, Community and Further Education Board of Victoria, was directed by Professor Judith Chapman and Dr Jacqueline McGilp with members of the research team - Professor Malcolm Skilbeck, Professor Ron Toomey, Dr Patricia Cartwright and Dr Marian de Souza.

The ways in which adult and community education provision in rural Victoria is making a difference, to whom and how.
The identification of barriers that impede access to lifelong learning and participation in Adult and Community Education (ACE) in rural Victoria.
The identification of existing effective practices and practical, cost effective ways of providing opportunities to remove the barriers for lifelong learners within existing resources in Victoria.
The identification of obstacles that exist to the development of cross-sector learning pathways in Adult and Community Education in rural Victoria.
The identification of approaches for measuring social capital and economic impacts and outputs of adult learning in ACE.

The project adopted a number of methods to achieve its goals: conceptual analysis; regional case studies; best practice exemplars; a conference; and consultation meetings on an “Issues, Questions and Options” paper. A number of key lessons were identified: (1) the need for clear, firm and inclusive policies and programs; (2) the importance of stated purposes and values in setting directions and building blocks for the provision of ACE; (3) the vital role of ACE in strengthening regional and rural Victoria; (4) developing strategies for targeting adults who are not accessing ACE; (5) overcoming barriers that impede access to ACE; (6) improving provision by sharing good practice;(7) understanding and promoting conditions under which adults participate and learn; (8) developing cross-sector learning pathways and networked learning communities in rural Victoria; (9) investing in ACE: approaches for measuring social capital and the economic impacts and outputs of adult learning in ACE; and (10) the need for further research.

The major findings emanating from this project highlighted a number of priority areas for the development of policy and practice: (1) the need for an integrated “whole” community approach to regional development and lifelong learning; (2) the implementation of networks as a reform strategy in the operationalisation of lifelong learning; (3) the need for coherence and clarity in the articulation and implementation of a vision for Adult and Community Education in the overall provision of lifelong learning. The outcomes of the project are reported in a three volume Report which was submitted to the ACFEB Board in 2003. Proceedings of the conference held in conjunction with the project are contained within a CD Rom.

Informed by this research and by experiences in the broader international policy arena an edited book was prepared, entitled Lifelong Learning, Participation and Equity, edited by Judith Chapman, Patricia Cartwright and Jacqueline McGilp, and published by Springer Academic Publishers in the Netherlands in 2006.

To provide the reader with a range of cross-national conceptual, analytical and empirical studies of lifelong learning, participation and equity;
To clarify conceptual, policy and practical issues relevant to the relationship between lifelong learning, participation and equity;
To examine the role of government and other agencies in the community in enhancing the provision of learning and in fostering participation and equity;
To examine the most effective ways in which learning opportunities can be provided for all people, particularly for those people in regional, rural or disadvantaged communities who have not experienced success in mainstream education;
To investigate the effectiveness and value of the provision of articulated, multi-agency opportunities for lifelong learning;
To identify implications of recent conceptual, analytic and empirical work for public policy, the provision of education, participation in learning, community building, social inclusion and equity.

The publication is designed to address the needs of policy makers, educational administrators, educators, researchers, graduate students of education and members of the wider community concerned with (1) the identification and clarification of key terms, concepts, policies and practices in the domains of lifelong learning, participation and equity; (2) analysis of the concepts, values and arguments underpinning policies for lifelong learning, particularly as they pertain to the concepts of participation and equity; and (3) case studies of good practice, particularly in regard to articulated, multi agency approaches to learning across the lifespan.

In Lifelong Learning, Participation and Equity the authors highlight the predicament of a large number of people, particularly early school leavers, whose skill base is limited, who have been alienated from mainstream education, but who need to undertake further study, or to acquire new skills. It is argued that the shift to a global, knowledge and information based economy and society, with its concomitant need for a highly skilled and knowledgeable workforce, require that all people have adequate skills and a sound initial education, to reap the benefits brought about by increased opportunities. However, for people without these skills, the challenges are acute. Such individuals are under significant pressure to acquire new skills and knowledge or face increasing marginalisation in economic and social life. Particularly vulnerable are those people who, for a variety of reasons, have dropped out of mainstream schooling. They have need of alternative education options, and opportunities to re-enter the field of education and training. Especially at risk are people living in relatively disadvantaged areas or more remote rural communities, where it is probable that there are fewer resources or opportunities available for engagement in lifelong learning. Many of these communities lack the infrastructure necessary to meet the learning needs and encourage ongoing learning of the broad spectrum of people. As a consequence, education providers other than mainstream schools are being asked to provide courses. Such providers, however, are not always structured, equipped or resourced to cater for their learning needs. In discussions concerning the provision of lifelong learning and its relationship to participation and equity, it is argued that there is a need for a new strategy for learning provision and a new approach to innovation and change which is more flexible than previous approaches. Multi-agency, community based approaches, framed around the concept of ‘networks of learning’, are among those approaches put forward.

In Lifelong Learning, Participation and Equity Chapman, Cartwright and Mc Gilp (2006)conclude that in a rapidly changing, globalised society and economy, lifelong learning is fundamental to the ability of people to prosper. Opportunities for people to update their existing skills and acquire new ones are essential for all citizens. This book has the potential to contribute significantly to the achievement of the goals of lifelong learning by better informing policy makers, educators and members of the community who are seeking innovative and successful strategies for operationalising lifelong learning for all.