LITERACIES RESEARCH REPORT
Adult Learners' Forum in Edinburgh (ALFiE)
Democracy Group (from Adult Learning Project Association)

DATA COLLECTION PROCESS
Researchers met with 6 groups from across the city including a computer literacy group, a numeracy group, a disability rights group, and three basic literacy groups. These groups represented some 120 students. On each occasion the group was interviewed in the context where they met and interviews lasted up to 30 minutes.

The decoding method was used on all but one occasion - early in the process when students were interviewed individually at the request of the tutor. In our review of this session we noted the importance of explaining the methodology of the research in more detail in advance of the meetings. As a result we changed our pre-interview information and all other data collection sessions were carried out using the de-coding method.

The image chosen for de-coding is black and white photograph of a group of adult students meeting in a group (see appendix one). The image is approximately 46cm x 60cm mounted on card. This makes it easy for a small group to see from a distance but we were aware that larger groups may have benefited from image projection. There is also clearly an issue with the use of visual images with groups of people with visual impairment. We did not encounter any people with visual impairment in the groups that we met with. However, we had considered the use of what is called word pictures, a method which asks people to say words which describe their experience of being in a learning group. Having established a word picture, the ORIS method can then be used in the same way.

INITIAL DATA ANALYSIS
Following the decoding sessions all the responses were gathered together and presented on wall posters to members of the Democracy Group. A categorisation process was then carried out where similar responses were placed together and given a title. This initial analysis was carried out in order to establish where ideas or issues emerged regularly and to make the data presentation more manageable in the next phase of analysis. What follows are the categories that were established at this initial data analysis meeting

Tutors/learners/teachers
Many respondents talked about the importance of the learner tutor relationship and the need for educational approaches that emphasised the active participation of learners in the learning process. The following statements were illustrative of this:

• A good tutor is vital

• Some of us know things our tutor doesn’t

• We learn from the tutor and each other

• We get advice from the tutor and each other

• We feel we are being listened to

• Tutors tell us about other opportunities

• The tutors in our groups are better than college — they spread themselves among the group

• People are encouraged to talk to each other and not just listen to the tutor

• We don’t need the tutor all the time

What we learn
A range of responses stressed the centrality of the subject to the learning process. However, the statements seemed often to go beyond the naming of the taught subject and raised the issue of mutual learning that grew out of the group itself.

• We learn about telling the time

• Spelling

• Writing

• We share problems

• People come in to talk to us about topics

• Computers

• I needed help with my numbers

• We learn how to get on with each other

• We learn about how to get things done

• We learn to listen

• We get and give advice about benefits

• We go on outings and learn about the history of the place

How we learn
Echoing more of the points about mutual learning many of the responses in the following list appear to emphasise the intentional nature of group based learning approaches.

• We decide what we need to learn

• We share problems

• Small groups are best

• We learn from each other

• We take turns at taking notes

• One person talks at a time

• Other places people work as individuals — here we work together

• People aren’t in competition

• People are more willing to share their limitations

• We all know each other here

• I panic when I don’t know something but here people help me

Learning and future action
In response to questions about what people wanted to do, or had done as a result of their learning, people gave the following responses.

• I would like to do other things like tai-chi, cooking and computers

• You feel more confident

• We produced our own leaflet

• We feel we are being listened to by other people

• I want to go on to do other things to improve myself

• I want to be a nursery teacher now

• I’ve got a goal in life

• We want to stop them closing Lamb's House

• I want to go on more outings

• I want a job

• I want to go to a class to get a certificate

• We should do some more fighting for facilities and defending what we’ve got

The learning environment
A number of responses emerged which seemed to stress the importance of the learning environment in relation to place and accessibility.

• It needs to be local

• There should be more local centres

• It needs to be accessible

• We need better facilities

• It needs to be welcoming

• Its more relaxed here other places are like being back in school

Learning and working in groups
The following responses were categorised together as they appeared to all be referring to the importance of the group in making the learning a more social or human experience.

• The group is informal and welcoming

• I get friendship here

• We feel safe

• We meet folk in the same position

• It’s enjoyable, relaxed and sociable

• It’s good being part of something

• You feel part of the group

• We help each other

• The group should meet more often

• I came to make friends

• People aren’t under any pressure

Why people don’t come
This category of responses emerged from questions about non-participation and why respondents hadn’t taken part in adult education previously.

• People don’t know about the groups

• They live too far away

• Bad transport

• Have to choose whether to spend taxi allowance on going to the class or shopping

• Don’t have a crèche

• Need more information

• People think it will be like school

RESEARCH CONFERENCE
In line with the participative research approach being used this data would go on to be considered at a conference of learners hosted by ALFiE in May 2002 to coincide with Adult Learners Week. The conference would provide the second data analysis stage of the research process making recommendations which the research team would build into their final report.

The conference heard an explanation of the research process before forming into three separate and self-selecting workshops that would deal with the various categories of issues identified at the initial data analysis stage.

The three workshops were assigned two or three of the data categories and asked to make recommendations based on these for policy makers, providers and ALFiE.

What follows are the recommendations which emerged from the conference.

RECOMMENDATIONS for POLICY MAKERS
There is an overwhelming sense of the positive contribution that adult learning makes to the quality of life of people who are involved both as individual learners and to the quality of life of the community. The acquisition of essential skills, alongside the social nature of the learning undertaken enhance the lives of many but all agreed that the opportunities to take part are limited by many factors. Policy makers should recognise the contribution that adult learning has to make to the economic, social and political life of the country and do more to expand provision.

A Clear Policy for Adult Education Provision
There is a real sense that policy in relation to adult education lacks coherence in terms of both national strategy and agreed standards of provision. This is reflected in the numerous references to issues such as a lack of local provision, no agreed standards for tutor training, access issues, the short-term nature of provision and a perceived lack of accessible information.

Recommendation: A clear national strategy for adult education should be devised which includes minimum standards of provision across the country for providers at a local authority level as well as in the Further and Higher education sectors. This should include clear targets for the short, medium and long terms. These would encourage more public accountability on the part of providers and allow them to make more stable and consistent plans for provision. This should be linked to budgets which are earmarked for provision, making adult education provision less vulnerable in periods of fiscal restriction.

Learners Engaged in Policy Making
The conference noted with interest the proposals for learner involvement in decision making contained in the report of the Lifelong Learning Committee of the Scottish Parliament published earlier this year. This proposed initiative is to be welcomed but with no national body run by and for adult learners and only a few more local examples like ALFiE, there is the danger that any representation may become tokenistic, unrepresentative and, as a result, unaccountable.

Recommendation: Efforts should be made to support the development of Learners Forums in each educational institution with more strategic forums being established at local authority and national levels. These fora should remain independent with clear funding commitments to ensure their existence. The forums would provide a source of information for research, networking for support and accountable representation. This small scale research is a brief example of what may be possible if a more permanent structure were to exist for adult learners which would allow them to participate in policy making in a more informed way.

Provision for Tutors
The research re-emphasised the centrality of the relationship between learners and tutors in adult education. The pedagogical approach of tutors to adult students is characterised in the research as one of dialogue and mutual respect. This partnership of learners and tutors leads to a sense of common cause which emerged in the learners' calls for a more considered approach to the provision of better support, training and conditions for tutors.

Recommendation: Along with the more general recommendation in relation to agreed standards of provision the conference wanted to make special mention of these in relation to adult teachers. The conference calls on policy makers to seek the views of adult tutors in relation to their training and recommends that specific training programmes be established for adult tutors to ensure an adequate standard of teaching across all sectors. We note with interest the proposals for a national training qualification for adult literacy tutors contained within the training review of community learning. While we welcome this we would recommend that this proposal be extended to include all adult tutors.

Further, we urge policy-making bodies to review the terms and conditions of adult tutors' contracts to develop strategies which improve their security of employment. Any long-term improvement in teaching standards must be linked to a more secure form of employment that allows tutors to approach their skills development and knowledge base in a more sustained and developmental way.

Access and Inclusion
Many of the learners interviewed faced continual barriers to their participation in terms of issues of accessibility. Inaccessible buildings, transport that was unreliable, lack of childcare and unaffordable fees were just a few of the on-going obstacles which frustrated peoples attempts to engage with education.

Recommendation: Education is everyone's right, regardless of their disposition. Policy makers at all levels must ensure that these rights are enshrined in their practices. The new Disability Discrimination Act should go a long way to ensuring the right of recourse for those who find themselves excluded from provision. However, much of the Act relies on the discretion of providers with its emphasis on ‘reasonability’. Policy makers in adult education should make every effort to emphasise the need for full and free access to provision and use what powers they have to ensure providers' compliance to the spirit of the Act.

Next page:
Recommendations for policy workers, providers and ALFiE •
Further research • Acknowledgements