Adult participation in learning and the economic imperative: a critique of policy in Wales

Abstract

A consideration of the policies for post-compulsory education and training for the newly devolved region of Wales in the UK leads to the identification of some clear practical problems in the way of their successful implementation. The policies of target-setting, the economic rationale for learning and the overcoming of barriers via technology contain potential flaws. The evidence for these problems stems from a new large-scale survey of adult learning experiences in Wales described here. It is noteworthy that despite repeated claims by the new National Assembly for Wales for evidence-based policy and practice in education, the recent Education and Training Action Plan which was adopted as policy by the Assembly with all-party support contains no reference to any publicly funded research evidence from Wales (or elsewhere) other than the seriously flawed ‘Future Skills Wales’ survey. This paper sets out to provide a small part of that missing evidence. While this paper is a consideration of the situation for Wales, the findings will be of more general concern for the UK and other countries in which simple human capital theory forms the basis of much education and training policy.