About This Publication
While everyone agrees that investment in lifelong learning needs to increase – and that individuals, employers and the state all need to pay more – there is little consensus about how much each should contribute.
NIACE is keen to promote a Big Conversation, to consider how much adult learning we need as a country, for whom, and what proportion of the cost should be met by different stakeholders.
As a contribution to the conversation, and to stimulate debate, NIACE commissioned a survey from RSGB on who should pay, and how much. We asked a representative sample of just over 4000 people in England what proportion of each £10.00 of the actual cost of adult education courses should be borne by individuals, employers and the taxpayer: the findings, detailed in this publication, were stark.
NIACE is keen to promote a Big Conversation, to consider how much adult learning we need as a country, for whom, and what proportion of the cost should be met by different stakeholders.
As a contribution to the conversation, and to stimulate debate, NIACE commissioned a survey from RSGB on who should pay, and how much. We asked a representative sample of just over 4000 people in England what proportion of each £10.00 of the actual cost of adult education courses should be borne by individuals, employers and the taxpayer: the findings, detailed in this publication, were stark.
Contents
| Acknowledgements |
| Introduction |
| Technical notes |
| What proportion should pay? The taxpayer, the employer and the individual |
| Reading, writing basic maths and basic English language courses for adults |
| Courses that provide adults with a second chance to reach a level equivalent to a successful education at 16, either vocational or academic, i.e. at Level 2 |
| Vocational courses for adults |
| Personal development courses for adults |
| What proportion should they pay? The views of different groups of adults |
| Reading, writing basic maths and basic English language courses for adults |
| Courses that provide adults with a second chance to reach a level equivalent to a successful education at 16, either vocational or academic, i.e. at Level 2 |
| Vocational courses for adults |
| Personal development courses for adults |
| What’s the difference? The taxpayer versus the government |
| Are they able to pay? Fees as a barrier to participation in learning |