“A Permanent National Necessity…” – Adult Education and Lifelong Learning for 21st Century Britain
100 years since the Ministry of Reconstruction’s adult education committee published its Report on Adult Education, the centenary commission I sit on has published our report which argues that adult education and lifelong learning must be a permanent national
necessity, an inseparable aspect of citizenship, vital to addressing the huge societal divisions and challenges to democracy we currently face.
The challenges include the climate crisis; communities more divided than in living memory, with many feeling excluded from today’s politics; and artificial intelligence threatening to disrupt jobs and permanently alter the nature of work forever. The report mostly focuses on England but we did manage to get in some references to Scotland and Wales and to the potential of digital to transform the ways in which adult education can be offered and enjoyed. Funding for adult learning and apprenticeships has fallen by 45% in real terms since 2009-10, cutting adult education participation dramatically.
Our Report calls for:
• A national Adult Education & Lifelong Learning Strategy, with a participation target to reduce the gap between the most and least educationally active.
• A Minister with specific responsibility for Adult Education and Lifelong Learning to report annually to Parliament on progress.
• Community Learning Accounts, alongside Individual Learning Accounts to provide funding for informal, community-based learning initiatives led by local groups.
As you know the broad objectives for all International Men’s Day are applied equally to men and boys irrespective of their age, ability, social background, ethnicity, sexual orientation, gender identity, religious belief and relationship status, and each year they add an additional theme. This year’s theme is: “Making a difference for men and boys.”
To promote positive male role models; not just movie stars and sportsmen but everyday, men who are living decent, honest lives.
To celebrate men’s positive contributions to society, community, family, marriage, child care, and to the environment.
To focus on men’s health and wellbeing; social, emotional, physical and spiritual.
To highlight discrimination against men; in areas of social services, social attitudes and expectations, and law.
To improve gender relations and promote gender equality.
To create a safer, better world; where people can live free from harm and grow to reach their full potential
Some of the things we do in ISG to make a difference for men and boys.
We showcase the exciting work our male student interns do.
ISG Directors Tony, Alistair and Kevin have all attended our Fathers Network events to highlight the importance of understanding the workplace issues which face working dads. The sessions help to normalise experiences by sharing experiences and telling stories about fatherhood with other dads. They are valued as a chance to meet other fathers with the university and learning from how others deal with policies and flexibility. Some comments from our staff on the value of these sessions include: ‘Understanding updated policy on parental leave.’ ‘Hearing experiences from other working fathers’. ‘Raise awareness of issues facing fathers – as peer support’.’ Significant difference as it raises awareness of “invisible” issues’. ‘Anything that helps encourage dads to be involved and ask for help is worth it.’Strengthen families & hence benefit society is worthwhile.’
We run personal development programmes specifically for men
This year develop a full day session:Men at Work: Expectations, experiences, and the workplace. We are partnering with Chartered Institute of Personnel and Development (CIPD) to host an interactive full-day workshop for male colleagues. This workshop will delve into the often tricky and sometimes complicated area of identity in the workplace with a focus on your experiences. Aspects such as society, career stereotypes, diversity and cultural norms in workplaces create a set of unspoken ‘rules’ that shape expectations of actions and behaviours. This workshop will explore how these expectations manifest themselves in ISG, the advantages and disadvantages this offers, and what (if any) steps we can take as a result.
We promote mental health
Stewart is now bidding for funding for the third! edition of his mindfulness colouring book.
Lothian Health Services Archive’s UNESCO-recognised collections on the history of HIV prevention, treatment and care in Edinburgh reflect a widespread and co-ordinated response from a range of individuals and groups to an unprecedented crisis which reached its height in the late 1980s.
You’ve been waiting a long time. The last one was written in 2006. Writing with Chris and Clara has been just like old times.
You’ll be thinking loads has changed in the techniques of learning design and use of technology to support learning and teaching……
For most teachers the main technology to support teaching on campus is still the VLE, but in this edition I’ve managed to include up to date examples from lecture recording, maker spaces, OER, online reading lists, diversity in the curriculum, inclusive design and learning analytics. Course leaders still need a really good grounding in learning design though, if their teaching is going to be successful. We have a Learning Design Service at Edinburgh which is growing from strength to strength.
Bridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality.
Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers:
Course design models and shapes, and their impact on learning
How the external influences of learning and teaching are translated by different institutions
How to match the content of a course to its outcomes
Frameworks to enable communication between staff and students about expectations and standards
Taking into account the diverse student population when designing a course
The place of Virtual Learning Environment (VLE), communication tools and systems for monitoring students’ engagement
The importance of linking all aspects of the taught curriculum and wider co-/extra-curricular activities to support learning
Ways to evaluate and enhance a course and to develop oneself as a teaching professional in HE.
Providing advice, illustrative examples and case studies, Designing Learning is a comprehensive guide to designing a high-quality course. This book is a must-read for any academic looking to create or update their course or module.
We are delighted to win the Scottish HR Network Magazine Attraction & Resourcing Award of the Year 2019
Here’s the work wot we won for:
The University of Edinburgh is committed to providing employment opportunities for Edinburgh students. The student workers in our organisation transform the culture, bring new viewpoints and diversity to our teams and provide unique student perspectives on our services to help us improve. Increasing the number of students who work in our organisation is part of our strategic ambitions and a vital part of enabling the University effectively to meet future challenges.
For the last 4 years we have had specific programmes in place to recruit and support students into our data, digital and IT jobs as interns over the summer and as part time workers throughout the year. Students work in our organisation in a wide range of roles including: as web developers, IT trainers, media producers, project support officers, help desk staff, graphic designers, AV fit-out technicians, data analysts and learning technologists. We aim to develop a strong and vibrant community of young staff who are supported, valued, developed and engaged.
Students are also the main consumers of our services. By employing them to work on projects that affect them we benefit from a rich source of productivity and innovation to help shape and improve these services.
The work on this initiative is ongoing and growing. Team managers are finding opportunities to attract and work with students across more and more projects. They say:
“It started with a single summer internship analysing some data from our MOOC courses. Since then we’ve had summer interns developing media migration tools, capturing case studies on how media is used, assessing chat bots and where they could fit into our work, and helping with the roll out of lecture recording. This year we also had a team of around 30 students working with us over the start of term to support lecture recording use in large teaching spaces.”
“Personally I loved the experience of working with students again, and in a brand new area of IT support. I find their enthusiasm for the role and energy is infectious and I’m always looking for ways to challenge them and help them grow in the role”’
The work we have done at Edinburgh University is easily transferable to other institutions and there is a sector imperative now to build and grow talent in organisations. The competition for new graduates is fierce and the investment in students now yields return for the future. Students bring a new diversity to our workforce and contribute to a change in workplace culture enhancing our ways of working across intergenerational teams.
Our CIO has set a target within the Strategic Plan to employ at least 500 students over the course of each academic year.
Evidence of a particular recruitment project that has impacted positively on the organisation including evidence of the planning, delivery, evaluation and return on investment
University of Edinburgh HR colleagues have planned and delivered more than 300 employment opportunities so far this year as part of this project. Because we are responsible for all the digital services across libraries, IT, learning technologies and study spaces in the university we are in a perfect position to offer flexible, 21st Century skills employment to our students.
The impact on our organisation can be seen several ways:
The experience we are gaining in developing our scheme in response to feedback from our student workers has led to improvement in practice. We have a staff network for interns and managers to share experiences and learning.
Our projects and services improve as a result of the skills, creativity, input and ideas brought by the students.
Our understanding of our users is improved by the perspective that our students bring to the workplace. Their outside perspective is useful in terms of challenging and broadening our thinking.
Our student workers are now a growing group of ‘Alumni’ who have worked with us and may promote or choose our organisation in the future.
Some of our student workers are now returners who return to work with us each year in different roles.
Demonstrate the positive outcomes in planning for future skills and abilities being assessed and delivered
Positive outcomes can be seen in the work being done to generate a sustainable pipeline of talent. Giving individuals the platform they need to excel is critical to our long-term success and also helps us make a vital contribution to our community. Providing work experience and supporting employability empowers our students, which we hope we may benefit from in the future.
We support a positive employment experience for our student workers and encourage them to create LinkedIn profiles to evidence their skills and to engage with their peers through promotional videos and blogging about their work experience. Every student who works with us should leave able to describe an experience of working in a professional environment, on a meaningful project, with real responsibilities, and have a good non-academic referee to add to their CV.
Students can also complete an ‘Edinburgh Award’ – a wrap-around reflective learning framework that helps students to articulate their work experience. We can measure the impact of our student employment initiatives through the ways in which the students reflect on the value of their experience.
The cohort have also become a loyal group of workers who identify us as their employer of choice.
Evidence that the recruitment & selection process contributes to overall effectiveness of the talent strategy
The University is one of the largest local employers, covering multiple sectors and job roles. The University of Edinburgh has a Youth and Student Employment Strategy 2017–2021, which presents our whole-institution approach to employability skills.
The University is committed to long-term goals in creating, promoting and delivering opportunities that enhance the employability of our students. The University recognises the shortage of highly skilled data, digital and IT workers and is therefore safeguarding for the future and building a sustainable talent pipeline, which addresses current and future skills requirements. In addition, this gives our students the platform they need to excel, which is critical to our long-term success, our competitive advantage and also helps us make a vital contribution to our community. This is particularly important for sectors with national skills shortages such as science, technology, engineering and mathematics (STEM) and this is an opportunity to ‘grow our own’ in these areas.
The National Student Survey (NSS) and Edinburgh Student Experience Survey (ESES) results have highlighted areas for improvement in recent years. Developing more student employment opportunities is one way to improve the student experience and expands the employment prospects of our graduates.
Evidence of the organisations commitment to diversity and assessment of skills to ensure organisation performance and culture fit
Universities are well placed to employ students in flexible ways, but often we assume that these will be in fairly low skill jobs in our shops, bars and residences. In exploring digital, library and IT opportunities we have opened up a variety of roles and reaped the benefit of a vibrant new group of staff with new ideas for our organisation. Our students are amongst the best and brightest in the world. We are lucky to have a pool of such talent and creativity available to us.
As an employer within a university we are afforded unique opportunities to engage our student body, including delivering learning technologies used in curriculum, improving their study spaces and access to research.
Students are sensitive to image and want to work for organisations that wear their ‘inclusivity-heart’ on their sleeve, so we have promoted a cultures of equality and diversity, as part of our change agenda, to ensure that our reps on campus reflect these values.
By empowering our students they become champions and ambassadors for our work, which brings business benefits as we strive to roll-out new technologies and the cultural changes associated with these different ways of working.
Evidence of effective interview techniques and the role of induction offered to new employees
To identify and attract the best candidates and provide a positive experience for both interviewers and interviewees, ISG supports and promotes best practice in our recruitment processes. We think about how we can:
Be targeted: writing tailored questions for different audiences is time-consuming, but really effective.
Be distinctive: with so many opportunities out there, be clear about what makes your organisation different.
Be aware: of your own non-verbal communication and unconscious bias.
We want each student to get the most out of their employment experience with us, so as part of our induction process, we have collaborated with our Careers Service and HR colleagues to create a ‘digital student guidebook’.
To help line managers and staff support these groups, we’ve developed ISG ‘student experience’ resources, as well as collated a list of useful tools and platforms to enhance professional development and support students balancing employment alongside their studies.
In addition, we run ‘career insight’ sessions, to get staff talking about their career/role (what a typical ‘day in the life of’ looks like, how they got here etc.) with the objective that it will provide new employees with an understanding of the diverse range of careers available and create a space for them to ask questions.
The project is now complete and the work done by our Wikimedian in Residence, Ewan alongside our Witches GIS Data Intern, Emma is properly impressive. It offers whole new ways of engaging with this historical data collection.
Racial and ethnic diversity is a challenge for the Scottish HE IT sector. In Scotland in 2017 95.6 percent of the population identified as white. The next highest ethnic group was Asians with 2.6 percent.
‘Getting race equality right in the UK is worth £24bn per year to the UK economy -1.3%of GDP. Employers with more diverse teams also have 35% better financial results.There are persistent unemployment rate gaps, with some ethnic minority groups experiencing employment rates which are twice as high as their white counterparts. In 2016/1only 1.7%of Modern Apprentices in Scotland identified as BME’
In ISG we take an intersectional approach to addressing the multiple factors, gender, race, religion, class, sexuality, and disabilities which shape the experience of our staff. Ethnicity is also a complex category. I had to google ‘do Jews count as minority ethnic?’ and there’s a whole discipline around collecting data.
Here are some of the things we have done:
We have employed an intern (Dominique ) who is an expert in gender and race issues and how those combine to reinforce inequality. She has advised us on how to ensure that our gender equality initiatives also include race, age and class considerations.
In our recruitment, we have changed the language and images we use to communicate what it is like to work in ISG. We have also changed where we advertise, making more use of LinkedIn and the new Equate Scotland jobs board and the university careers service. As a result our new workers, and particularly our student interns appear to be a much more diverse group than the longer standing staff. Our interns are a pipeline to bringing new diversity into digital jobs.
We make sure that the images we use in BITs magazine and in other ISG promotional materials reflect the diversity of our staff and discourage the use of ‘stock’ images to do so. We have also changed the images we use to promote use of technology and online learning, ensuring that the images on our websites reflect the demographics we know we have in our community. We are exploring how we can make more use of positive action images collections such as JopWell
‘It is generally accepted that for public services to be effective and relevant for all communities in Scotland, the public sector workforce should reflect the community it serves. The Scottish Government is committed to ensuring that by 2025 its own workforce will reflect at every level the minority ethnic share of the population. According to the 2017 staff diversity data published in the Scottish Government’s Equality Outcomes and Mainstreaming Report, BME staff currently comprise 1.6 % of the civil service in Scotland, an increase of 0.2 % since 2013.
The position set out in the CRER report of March 2014 is that just 0.8% of staff in all Scotland’s Local Authorities are from BME backgrounds despite making up 4% of the general population in Scotland. In Glasgow City Council the proportion of the workforce from a BME background is less than 2% although the BME population is 12%.
Given that the Public Sector employs 20.7% of the workforce in Scotland, accelerating action to tackle the diversity deficit in the Scottish Public Sector and meet the Scottish Government’s equality outcomes is, I suggest, a matter of some urgency.’
People of colour make up 9.7 per cent of the total staff numbers at University of Edinburgh and suffer structural disadvantage in pay as we can see by looking at the gender pay gap.
BME staff are more likely to report a culture of bullying, racial stereotyping and microaggression (Advance HE/Fook et al, 2019; Rollock 2019). We have held staff development sessions on:
We take care not to organise all-staff events on major high days and holidays
Staff, mainly in User Services Directorate, attend cultural awareness training
We take part in projects across libraries and collections and across the sector to explore the implications of decolonialising our metadata and descriptions
We will name the next of our training rooms after David Pitt during Black HIstory Month 2019
We are meeting with Advance HE to explore how University of Edinburgh can be part of their race equality project:
‘Racial inequality is a significant issue in UK universities. It is evidenced by the BME attainment gap, the BME staff pay gap, and the lack of representation and promotion of BME staff . A number of UK universities have made strategic and public commitments to advancing race equality, but the sector has found consistent progress hard to come by.
Advance HE/ECU has been actively working with the sector in Scotland on race equality since 2013 to promote conversations and initiatives on race equality with universities and colleges. In 2016, the Race Equality Charter was launched, and the Scottish Race Equality Network (SREN) first met. This project aims to support a group of Scottish universities to make significant and meaningful progress in developing strategic approaches to race equality, and in particular develop effective initiatives to support the recruitment and development of Black/BME staff. Improved staff representation, whilst being a key longer term outcome itself, is also a necessary condition for significant improvement in the Black/BME attainment gap.’
There seem to be some Scotland-specific challenge, Advance HE report that:
Scottish manifestations of race inequality in HE are under-explored. Intersectionality and differences between BME ethnicities are underexplored in the national sector literature, and may be different, and/or particularly relevant to the Scottish context. Positive action is under-utilised to drive strategic and institutional change, partly due to institutional conservatism, lack of expertise and lack of leadership.
The teams in LTW’s Learning Spaces Technology spend a lot of time thinking about how best to provide high quality AV services to a diverse university community across a very mixed estate. We aim to ensure that our technology is universal and accessible to all and that the benefit we provide to the university is useful in enabling accessible and inclusive teaching.
We support 400 rooms and 30,000 hours of teaching every semester. We pride ourselves in providing high microphone quality across the University Estate, hence why we use high-tier quality Sennheiser models. We upgrade and improve our services on a rolling basis. Whenever Sennheiser produce a smaller or lighter model or a new technology solution we check it out. The current model that we provide in teaching rooms is easily worn on a lanyard ( as modelled). This makes it an ideal, gender neutral solution as it doesn’t require a belt or pockets and works fine with any neckline or dress.
It has to be said, we’ve tried out some smaller, wireless mics around the place, but the quality just wasn’t good enough for the serivce we provide for learning and teaching but you can look forward to ‘flexible beamforming‘ from Sennheiser. We’ll be trialling this in the new spaces on campus and in Edinburgh Futures Institute building when it is ready.
Our Edx Micromasters(TM) pilot aims to address how online education programmes at scale can be configured and supported in such a way to ensure an optimal learning experience for the student by using new educational research in the pedagogic design of the new programmes. We’ve learned a lot from MOOCs and our online masters programmes already, but this is new. Our new pedagogic model, originally scoped by Professor Sian Bayne and Dr Michael Gallagher, works to address the challenges and advantages of distance education by offering discipline-relevant approaches to at-scale provision.
We have spotted some risks inherent in doing a project which focusses on scaling up online learning:
learners may not feel part of a community
academic colleagues may not feel sufficiently supported to deliver high quality teaching
colleagues or students may consider lower-cost education to imply lower quality.
We’ve thought about these risks and we are building an academic /staff development programme to get colleagues working together to think about these challenges. The Edinburgh Extension Model development programme will extend teaching reach, practice and the university by ensuring that tutors involved in the design and delivery of Micromasters programmes understand research evidenced best practice and available tools to:
Help students to feel like they are members of a learning community, a sense of belonging within their department, programme, and the University of Edinburgh
Provide capacity for regular and substantive feedback on students’ work across different media
Provide for visible, and visibly engaged, teachers who are experts in their fields
Work on the staff development training resource is progressing well. We’ve got a cracking team working on it. The core development team for the course consists of:
• Stuart Nicol: Learning, Teaching and Web Services
• Dr Michael Gallagher; Centre for Research in Digital Education
• Andres Ordorica; Instructional Designer, Learning, Teaching and Web Services
• Sheila MacNeill; Consultant expert academic developer
At University of Edinburgh, now that we have near-comprehensive coverage of lecture recording facilities, we plan to give students across the University guidance on how to use recordings in their studies.
The excellent guide has been created by colleagues from other universities cited below. I recommend it. It’s available for adaptation and we have added to the ‘Do Not’ section: ‘Do not share, publish or sell recorded lectures outside the University of Edinburgh.’
Please cite these guides as Nordmann et al. (2018).Lecture capture: Practical recommendations for students and lecturers Preprint: https://osf.io/esd2q/
Emily Nordmann1, Carolina E. Kuepper-Tetzel2, Louise Robson3, Stuart Phillipson4, Gabi Lipan5 and Peter McGeorge5
1 School of Psychology, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB
2 Department of Psychology, Scrymgeour Building, University of Dundee, Dundee, DD1 4HN
3 Department of Biomedical Science, University of Sheffield, Western Bank, Sheffield S10 2TN
4 IT Services, University of Manchester, Oxford Road, Manchester, M13 9PL
5 School of Psychology, University of Aberdeen, Aberdeen, AB24 3FX