| Distance learning and adult education are certainly | | | | knowledge in relation to the wider world. |
| in the spotlight at the moment. As economic | | | | In an article at guardian.co.uk, Paul Mackney of |
| problems spur individuals to improve their CVs or | | | | Campaigning Alliance for Lifelong Learning |
| consider a change in career, and universities begin | | | | discusses the importance for the government to |
| to offer more and more distance and e-Learning | | | | promote adult education currently, but also the |
| courses, now seems the perfect time for adults | | | | difficulties that come along with it. He states, |
| to think about going back to school. But adult | | | | "Employers are going to have a problem in |
| education is not only about teaching older learners | | | | delivering training when they are simply trying to |
| new skills and subjects, it also has a wider social | | | | survive. Short courses will be needed to |
| importance - and can achieve far more. | | | | encourage people back into learning." Yet, society |
| In order to have this far reaching achievement, | | | | itself is dependent on social inclusion and |
| adult education must be taught and used with | | | | cohesiveness that comes with employment and |
| such prospects in mind. In his essay, The | | | | training. He argues, "the 19th century had been |
| Liberating Role Of Education, Julius K. Nyerere | | | | about developing elementary education, the 20th |
| argues that wanting to learn should not be for the | | | | century about developing secondary education |
| goal of achievement itself, in his words: 'such a | | | | and the 21st century would be about developing |
| desire is merely another aspect of the disease of | | | | mass further education and higher education." |
| the acquisitive society'. | | | | As a result of these arguments, it seems that |
| Consequently, adult education should be aiming to | | | | one of the primary roles of adult education is |
| liberate the student in all senses of their character. | | | | almost beautiful in its simplicity - to give |
| Nyerere's example is thus: "Learning how best to | | | | confidence. After years of working a job the idea |
| grow soya beans is of little use to a man if it is | | | | of a change and going back to school is a huge |
| not combined with learning about nutrition; or the | | | | step, and one that involves great bravery. Yet, an |
| existence of a market for the beans." It seems | | | | adult education course should not only inspire |
| that adult education during a recession needs to | | | | confidence in an individual's knowledge of a |
| be wholly encompassing - involving the learning of | | | | subject, but also should show they can connect |
| a new subject, along with the best ways to | | | | with their world and themselves in a more |
| absorb and reinterpret the information on the | | | | rewarding way - and that education can and |
| subject (then and beyond), and to develop an | | | | should be continued at any point in their life. |
| understanding of how best they can utilize that | | | | |