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108-573: City Lit is an adult education college in Holborn , central London, founded by the London County Council in 1919, which has charitable status. It offers part-time courses across four schools and five "centres of expertise", covering humanities and sciences, languages, performing arts, visual arts, deaf education, family learning, community outreach, learning disabilities education, speech therapy and universal skills. In 2011, City Lit

216-450: A "senior source" blamed the government and warned "We got outstanding in our last inspection. How are we going to maintain that outstanding education with fewer staff?". Criticism was directed at the college's marketing budget and the expansion of short courses such as "graffiti" cross-stitch , beer tasting and burlesque . Principal Mark Malcomson said the advertising expenditure was intended in part to support "more charitable provision" in

324-657: A C* grade to line up with the grade 5 in the English grading. Since 2017 in England (and in Wales and Northern Ireland on qualifications from the English-based awarding bodies) most GCSEs have been assessed on a 9-point scale, using numbers from 9 to 1, and a U (unclassified) grade for achievement below the minimum pass mark. Under this system 9 is the highest grade and is set above the former A* classification, equivalent to

432-470: A U (unclassified) below that, which did not qualify the pupil for a certificate. These grades were initially set such that a GCSE grade C was equivalent to an O-Level grade C or a CSE grade 1, though changes in marking criteria and boundaries over the years mean that this comparison is only approximate. Infrequently, X and Q grades are awarded. X indicates that a course was not completed and therefore an appropriate grade cannot be calculated. The Q (query) grade

540-554: A cycle of constant transmission, supplement and update, which requires people to keep learning to adapt to the changes in the outside world. At the same time, he believes that adult learners should not only learn for the needs of work and survival, but also have the opportunity to enrich themselves. He insists that adult education is an inspiring life-changing tool. Adult education should not only help people improve their skills and abilities in work, but also guide people to find happiness outside work. Otherwise, Lindeman also proposed that

648-473: A different set of tiers, with three. These were foundation tier at grades G, F, E, and D; intermediate tier at grades E, D, C, and B; and higher tier at grades C, B, A, and A*. This eventually changed to match the tiers in all other GCSE qualifications. The evolution of grades and a rough comparison between them are as follows: When GCSEs were introduced in 1988 they were graded on a letter scale in each subject: A, B, C, D, E, F and G being pass grades, with

756-430: A fear of failure. Institutional barriers include challenges that the college provides in relation to admission, admission requirements, and financial aid requirements from the education facility. Other institutional barriers include the lack of evening and weekend hours from administrative offices such as financial aid, bursar, or academic advising. The lack of evening and weekend hours impedes these students from receiving

864-778: A forum for informative, challenging and inspiring discussions and workshops exploring mental health issues. Speakers and contributors of the Mental Wealth Festival include Grayson Perry CBE, Ed Balls , Jonny Benjamin MBE, Dr Kathryn Mannix and Antony Gormley. In 2007 City Lit was the first adult education college to be given the Queen's Anniversary Prize , to mark its international reputation in stammering therapy. In 2014, proposed cuts and redundancies, including to university access, English and maths GCSE courses, and deaf education, attracted controversy. The Guardian reports

972-475: A healthier community. When surveying adult education programs in Japan, Nojima found that classes focusing on hobbies and very specific recreational activities were by far the most popular. The author noted that more time, money and resources needed to be in place so participants would be able to take advantage of these types of activities. Withnall explored the influences on later life learning in various parts in

1080-577: A herb garden, theatre and music recital room. Since then, they have also opened new photography, fashion and digital arts studios. In 2019, City Lit celebrated its centenary with a year of events reflecting upon the previous 100 years. At the City Lit Centenary Awards, The Princess Royal was awarded the Centenary Fellowship for her outstanding contribution to adult learning. In early December 2022, City Lit suffered

1188-708: A key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belém Framework for Action. This Framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education (CONFINTEA VI), which was held in Belém, Brazil, in 2009. In the Belém Framework for Action, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality. According to

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1296-501: A list of core subjects known as the English Baccalaureate for England based on the results in eight GCSEs, which includes both English language and English literature, mathematics, three of the four sciences (physics, chemistry, biology, computer science), geography or history and an ancient or modern foreign language. Studies for GCSE examinations take place over a period of two or three academic years (depending upon

1404-402: A longer attention span, and more discipline. Adult learners are also educating themselves out of choice, as opposed to children who are forced to attend school. Finally, adults are likely to have increased anxiety in a classroom, because with ageing they "are more likely to experience this fear of failure, which can heighten [their] anxiety, especially if [their] experience of education in the past

1512-427: A model of self-directed learning. In Knowles's view, self-directed learning is a process. Individuals will actively diagnose their learning needs, propose learning goals, select and implement appropriate learning strategies, and evaluate learning results. This learning model makes them think that they are the masters of learning, thus encouraging the confidence of adult learners to learn actively. Functional illiteracy

1620-459: A need to participate. Yet, employers' view was apparent that they tended to support high-educated because they were more trainable than the low-educated. Therefore, the participation of the less-educated was low since they could not get promotions from their employers. Finally, adults who come from a better socio-economic background tend to participate more in AE programs. The OECD data showed that higher

1728-500: A non-assessed basis, with the completion of certain experiments in science subjects being assumed in examinations and teacher reporting of spoken language participation for English GCSEs as a separate report. Other changes include the move to a numerical grading system to differentiate the new qualifications from the old-style letter-graded GCSEs, publication of core content requirements for all subjects and an increase in longer, essay-style questions to challenge pupils more. Alongside this

1836-585: A pathway that leads to qualification for the English Baccalaureate , requiring GCSEs in English literature, English language, mathematics, science (including computer science), a modern or ancient language and history and geography. The list of currently available GCSE subjects is much shorter than before the reforms, since the new qualifications in England all have core requirements set by the regulator, Ofqual , for each subject. In addition there are several subjects for which only one board offers qualifications, including some that are available only in one country of

1944-462: A programme as well as extra expenditures for learning such as clothes, food, transportation and other school necessities (textbooks and stationaries). It is well known that adults less educated, low-skilled and unemployed are less likely to participate in education/learning. For the unemployed, it is obvious that cost can hinder their participation in education. And those lacking education and skills must be paid low salaries. In this way, cost could be

2052-526: A programme of visual arts exhibitions, drama productions, musical performances, book launches, creative writing performances, stand-up comedy, festivals, talks and lectures. Flagship events include Deaf Day; one of the UK's biggest gatherings for Deaf and hard of hearing people, and the annual Mental Wealth Festival, in partnership with Beyond Words and The National Gallery , bringing together professionals and key stakeholders to discuss mental health issues, providing

2160-421: A scale from A to E, with a U (ungraded) below that. Before 1975 the grading scheme varied between examination boards, but typically there were pass grades of 1 to 6 and fail grades of 7 to 9. However the grades were not displayed on certificates. The CSE was graded on a numerical scale from 1 to 5, with 1 being the highest and 5 the lowest passing grade. Below 5 there was a U (ungraded) grade. The highest grade, 1,

2268-569: A severe IT outage, with the central website and a number of online resources becoming unavailable. City Lit offers subjects in the areas of art, drama, dance, creative writing, history and politics, philosophy, languages ranging from French and German to Persian and Korean, computing, counselling, music, and fitness. Its courses are held across nine schools and "centres of expertise": The college also offers specialist areas, including education for deaf adults, courses for adults with learning disabilities, and work in stammering therapy. City Lit hosts

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2376-600: A shift towards a narrow focus on vocational skills, undermining the transformative potential of adult education. Looking to the future, adult learning needs to extend beyond labor market needs, connecting career change and reskilling to broader educational reforms. Lifelong learning should be reconceptualized as transformative and responsive to societal changes. It is crucial to address the participation and inclusion of vulnerable groups, appreciate informal learning, embrace digital means of participation, and promote scientific literacy while combating misinformation. Adult education plays

2484-722: A similar level of education as children, yet they differ in strengths of different skills. The difficulty in many countries is that education systems cater to children, the problem with this being that the adult brain works and learns in a very different manner to a child's developing brain. Teaching a 6-year-old how to write is a very different process to teaching a 30-year-old with similar writing skills. Several things must be taken into consideration when teaching adults as opposed to children. Although functionally illiterate adults have similar literacy functionality to developing children, they differ greatly in how they retain information. Adult learners have much more independence in performing tasks,

2592-551: A specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for the learning, and that the learning itself should respond to their needs. Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology. The learning happens in many ways and in many contexts just as all adults' lives differ. Adult learning can be in any of

2700-456: A stable life. These criteria are the same for children, yet finding stability for adults can be more difficult. In many cases, adult learners have a job or have to support themselves, which adds increased pressure in addition to education. Support is also necessary in the success of adult learning. This means having a work or classroom environment that makes one feel comfortable. Feeling comfortable means feeling as though one has emotional support in

2808-471: A subset of grades to be reached in a specific tier's paper. Formerly many subjects were tiered, but with the mid-2010s reform the number of tiered subjects reduced dramatically, including the removal of tiering from the GCSE English specifications. Untiered papers allow any grade to be achieved. Coursework and controlled assessment tasks are always untiered. In the past mathematics qualifications offered

2916-539: A teacher training college. City Lit is now the sole survivor of London's Literary Institute movement. Among the very first courses City Lit offered in 1919 were lipreading classes for Londoners returning with damaged hearing from the battlefields of the First World War. In 1939, City Lit moved to its first purpose-built home in Stukeley Street, off Drury Lane. The new building was officially opened by

3024-415: A variety of design technology subjects, which are reformed into a single ‘design and technology’ subject with several options, and various catering and nutrition qualifications, which are folded into ‘food technology’. Finally several ‘umbrella’ GCSEs such as ‘humanities’, ‘performing arts’ and ‘expressive arts’ are dissolved, with those wishing to study those subjects needing to take separate qualifications in

3132-531: A variety of low-uptake qualifications and qualifications with significant overlap will cease, with their content being removed from the GCSE options or incorporated into similar qualifications. A range of new GCSE subjects was also introduced for pupils to study from 2017, 2018, 2019, and 2020. GCSE examinations in English and mathematics were reformed with the 2015 syllabus publications, with these first examinations taking place in 2017. The remainder were reformed with

3240-427: A vital role in enhancing competencies, fostering responsibility, understanding changing paradigms, and shaping a just and sustainable world, emphasizing intergenerational solidarity. Global Reports on Adult Learning and Education (GRALE) are a series of reports that monitor progress on Adult Learning and Education (ALE), promote action, identify trends in the field of ALE, and explore solutions to challenges. GRALE play

3348-402: Is a powerful tool for social activists. Through adult education, the personal code of conduct and cultural knowledge of adult learners should be improved to gradually improve the social atmosphere and order. The principles of andragogy flow directly from an understanding of the characteristics of adults as learners and can be recognized when we understand the characteristics of adults, and see

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3456-590: Is a temporary grade that requires the school to contact the examining body. These two grades are usually provisional and are replaced with a normal grade once any issues have been resolved. X grades are also sometimes used for other purposes on rare occasions, such as to indicate that an examiner found offensive material or hate speech within a pupil’s answers. In some cases this may lead to the pupil losing all marks for that paper or course. These grades are most common in subjects that cover ethical issues, such as biology, religious studies and citizenship. In 1994 an A* grade

3564-399: Is irrelevant and inadequate supplies of trainings/activities. In other words, AE programs and courses do not always suit the needs of adult learners. It, therefore, is also important for educational planners to recognize that AE opportunities available may not always suit the learner's need. Deterrents related to an individual's internal issues tend to be reported in lowest rate. For example,

3672-409: Is often a social policy of the government. Continuing education can help adults maintain certifications, fulfill job requirements and stay up to date on new developments in their field. Also, the purpose of adult education can be vocational, social, recreational or for self-development. One of its goals may be to help adult learners satisfy their personal needs and achieve their professional goals. With

3780-402: Is referred to as andragogy to distinguish it from the traditional school-based education for children – pedagogy . Unlike children, adults are seen as more self-directed rather than relying on others for help. Adults are mature and therefore have knowledge and have gained life experiences which provide them a foundation of learning. An adult's readiness to learn is linked to their need to have

3888-424: Is related to the relevance of learning to adult life, and that they bring an ever-expanding experience that can serve as a learning resource. Andragogy proposes the following six main assumptions about adults as learners: Further, Knowles suggests that these characteristics should be taken into consideration when designing programs for adults as well as facilitating their learning process. Also, Knowles proposes

3996-427: Is seen as a part of their social network. In recent studies, the friendships that are made between adults seem to have an increasing effect on their social structure as a whole. The development of social networks and support was found to be a key motivation of adult learners. As editor of a book entitled Adult Education and Health, Leona English claims that including health education as part of adult education makes for

4104-410: Is the inability to use reading, writing, and calculation abilities to contribute to the development of one's own personal growth and societal growth. This has become more and more common in adults, and although functional illiterates can still contribute to society, it limits their social and economic status. In contrast to being illiterate, where a person is unable to read and write, functional illiteracy

4212-457: Is when a person who has these skills is unable to use them in everyday life. For example, a functional illiterate person may be able to read and write a basic sentence, but tasks such as filling out a job application, reading a doctor prescription or filling out basic everyday calculations becomes difficult. Studies have shown that these limitations affect language and cognitive skills. Adults have many responsibilities that they must balance against

4320-471: The Civil Rights Movement . Contemporary commitments to racial justice in adult education include initiatives in the workplace. and beyond The primary purpose of adult education is to provide a second chance for those who are poor in society or who have lost access to education for other reasons in order to achieve social justice and equal access to education. Therefore, adult education

4428-497: The Conservative government of David Cameron, reforms were initiated which converted all GCSEs from 2012 (for assessment from 2014) to de facto linear schemes, in advance of the introduction of new specifications between 2015 and 2018 (for first assessment from 2017 to 2020). These new rules required that 100% of the assessment in a GCSE be submitted in the final examination series, at the same time as applying for certification of

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4536-650: The National Curriculum at Key Stage 4 . GCSEs are awarded on a graded scale and cross two levels of the Regulated Qualifications Framework (RQF): Level 1 and Level 2. These two levels roughly correspond, respectively, to foundation and higher tier in tiered GCSE qualifications. Level 1 qualifications constitute GCSEs at grades G, F, E, and D or 1, 2, and 3. Level 2 qualifications are those at grades C, B, A, and A* or 4, 5, 6, 7, 8, and 9. The tiering of qualifications allows

4644-665: The Scottish Qualifications Certificate instead. However, private schools in Scotland often choose to follow the English GCSE system. Each GCSE qualification is offered in a specific school subject, such as English literature, English language, mathematics, science, history, geography, art and design, design and technology, business studies, classical civilisation, drama, music and foreign languages. The Department for Education has drawn up

4752-400: The operating system or specific application software. Because the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers. The purpose of adult education in

4860-476: The war , the London County Council wanted to strengthen non-vocational education. It approved the opening of five literary institutes: Plumstead and Woolwich , Marylebone , Dalston , Peckham , and City Literary Institute (City Lit). They took their first students in September 1919. At the time, it was a radically different approach to adult education . The City Lit's first four classrooms were leased from

4968-476: The 1980s, with a trial ‘16+‘ examination in some subjects, awarding both a CSE and an O-Level certificate, before the GCSE was introduced. The final O-level/CSE examinations were sat in 1987. GCSEs were introduced in September 1986 to establish a national qualification for those who decided to leave school at 16 without pursuing further academic study towards qualifications such as A-Levels or university degrees. The first GCSE exams were sat in 1988. They replaced

5076-452: The 2016 and 2017 syllabus publications, leading to first awards in 2018 and 2019 respectively. For GCSE Science the old single-award ‘science’ and ‘additional science’ options are no longer available, being replaced with a double award ‘combined science’ option (graded on the scale 9–9 to 1–1 and equivalent to 2 GCSEs). Alternatively pupils can take separate qualifications in chemistry, biology and physics. Other removed qualifications include

5184-639: The A* grade was added above the grade A to further differentiate attainment at the very highest end of the qualification. This remained the highest grade available until 2017, when numerical grades were introduced (see below). The youngest pupil to gain an A* grade was Thomas Barnes, who earned an A* in GCSE Mathematics at the age of 7. Initially the mathematics papers were set in three tiers: Higher, Intermediate and Foundation, to cover different mathematical abilities. The Higher level corresponded to grades A-C,

5292-531: The CCEA in Northern Ireland. In England, AQA, OCR, and Pearson operate under their respective brands. Additionally, WJEC operate the brand Eduqas, which develops qualifications in England. CCEA qualifications are not available in England. In Wales, WJEC is the only accredited awarding body for GCSEs in the public sector, and thus no other board formally operates in Wales. However, some qualifications from

5400-448: The D grade by a small margin are awarded an E. Otherwise the grade below E in these papers is U. In untiered papers pupils can achieve any grade in the scheme. This scheme has been phased out in England, but remains in Wales and Northern Ireland. In Northern Ireland the A* grade has been adjusted upwards with the introduction of the numerical scheme in England, such that an A* is equivalent to a new English grade 9. Northern Ireland also added

5508-611: The English boards are available as designated qualifications in some circumstances, due to not being available from WJEC. In Northern Ireland, CCEA operates as both a board and a regulator. Most qualifications from the English boards are also available, with the exception of English language and the sciences, due to requirements for speaking and practical assessment, respectively. Pupils usually take 7-10 GCSEs in Key Stage 4 . The exact qualifications taken vary from school to school and pupil to pupil but all schools are encouraged to offer

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5616-573: The Festival of Learning Awards for their commitment to adult learning. Other adult education providers in Camden, London include the nearby Mary Ward Centre , Birkbeck College (a university), and the Working Men's College . 51°30′54″N 0°07′13″W  /  51.5149°N 0.1202°W  / 51.5149; -0.1202 Adult education In particular, adult education reflects

5724-653: The IALS showed that the least deterrent was lack of self-confidence. Also, the Eurobarometer survey indicated that adults’ perception of being too old to learn was the least significant deterrent. Moreover, perceived deterrents are differentiated into social groups. Johnstone and Rivera found that older adults faced more dispositional barriers such as low self-confidence and too late for being learners. Also, younger adults and women were more experienced with situational barriers such as cost and child care arrangements. Among

5832-510: The IALS, there is no a statistically significant difference between men and women in AE. However, the average participation rate of men was a bit higher than women. It was 38.7% for men and 37.9% for women. The Eurobarometer survey shows a similar result to the IALS data. Specifically the average participation of males was 35%; while, it was 30% for females. Women's low participation is mainly resulted from family burdens and lack of financial support. However, an opposite tendency can be observed in

5940-606: The Intermediate level corresponded to grades C-E and the Foundation level corresponded to grades E-G. However it was later realised that nobody who sat the Foundation level had any chance of passing the subject at grade C, so this arrangement was replaced by a two-tier arrangement whereby the Intermediate and Foundation levels were merged. This brought the subject into line with other subjects that typically had foundation and higher-level papers. This meant that somebody who sat

6048-455: The January series of examinations as an option in most subjects and requiring that 100% of the assessment in subjects from the 2014 examination series be taken at the end of the course. These were a precursor to the later reforms. From 2015 a large-scale programme of reform began in England, changing the marking criteria and syllabi for most subjects as well as the format of qualifications and

6156-460: The U.K. Results were similar in that later in life education afforded these older adults opportunities to socialize. Some experts claim that adult education has a long-term impact on the economy and that there is a correlation between innovation and learning at the workplace. Recently, adult education has gained recognition and importance in broader educational policies which emphasise inclusive and equitable education for all. However, there has been

6264-410: The UK for that reason. The following lists are sourced from the exam board websites. These are the requirements for achieving the English Baccalaureate headline measure in league tables, from 2017 onwards. Other subjects, especially religious studies, citizenship studies, computer science and physical education are compulsory in the majority of secondary schools since these subjects form part of

6372-479: The US is the lack of professional development opportunities for adult educators . Most adult educators come from other professions and are not well trained to deal with adult learning issues. Most of the positions available in this field are only part-time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years. However, in some countries, which contain

6480-497: The US. A study based on National Household Education Survey [NCES] in 2001 revealed that although gender difference did not exist much, females were more likely to participate in AE than males in the US. The participation rate was 49% for women and 43% for men. Educational attainment is determined as the most important factor in predicting participation in AE. It is known that those with higher levels of educational attainment participate more in AE programs. The IALS showed that there

6588-521: The acclimation process to the culture of the United States as well as other English speaking countries like Canada, Australia, and New Zealand. Eduard C. Lindeman was the first expert who gave a systematic account of adult education. In his theory of education, education is regarded as a lifelong process. He pointed out that due to the constant development and change of social life and the surrounding environment, knowledge, and information are in

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6696-612: The advanced systems of adult education, professional development is available through post-secondary institutions and provide professional development through their ministry of education or school boards and through nongovernmental organizations. In addition, there are programs about adult education for existing and aspiring practitioners offered, at various academic levels, by universities, colleges, and professional organizations. Adult educators have long maintained commitments to racial justice and other forms of social justice struggle. which included extensive work at Freedom Schools during

6804-478: The application of their education to their professional or personal experiences. When instructors recognize their students' characteristics, they can develop lessons that address both the strengths and the needs of each student. Adults that are motivated, have confidence, and positive self-esteem are more likely to develop into lifelong learners. In fast- developing countries , the qualifications of adults fall far behind those of young people, and may no longer match

6912-400: The centre at which they sat the exams. In England these results then go on to inform league tables published in the following academic year, with headline performance metrics for each school. Owing to COVID-19, pupils who were supposed to sit their GCSEs in 2020 and 2021 were awarded qualifications based on predicted grades from their teachers. Traditional exams, however, have been taken since

7020-442: The classroom, and having a space where asking for guidance is encouraged rather than shamed. Educating adults differs from educating children in several ways given that adults have accumulated knowledge and work experience which can add to the learning experience. Most adult education is voluntary, therefore, the participants are generally self-motivated, unless required to participate by an employer. The practice of adult education

7128-431: The cost and time deterrents. However, Milana suggested that busy workload and family responsibilities can be associated with the time barrier, otherwise time barrier itself is a vague concept. Adults feel they do not have time to learn because they are busy at work and home. Thus, the time barrier should be considered in line with family and job commitments. After above-mentioned deterrents, another mostly reported deterrent

7236-482: The demands of learning. Because of these responsibilities, adults have barriers and challenges against participating in learning and continuing their education. The barriers can be classified into three groups including institutional , situational, and dispositional . Some situational barriers include the lack of time balancing career and family demands, the higher cost of education, and transportation. Dispositional barriers include lack of confidence, embarrassment, and

7344-503: The development of economy and the progress of society, the requirement of human quality has been raised. In the 1960s, the proposition of " lifelong education " was put forward, which led to the change of contemporary educational concepts. Therefore, its ultimate goal might be to achieve human fulfillment. The goal might also be to achieve an institution's needs. For example, this might include improving its operational effectiveness and productivity. A larger scale goal of adult education may be

7452-455: The economy. Adult education provides opportunities for personal growth, goal fulfillment & socialization. Chris McAllister's research of semi-structured interviews with older adult learners shows a motivation to communicate with people and to get out of the house to keep mentally active. Researchers have documented the social aspects of older adult education. Friendship was described as an important aspect of adult learning. The classroom

7560-479: The final examination series. This allowed for students to take some units of a GCSE before the final examination series, and thus gave indication of progress and ability at various stages, as well as allowing for students to resit exams in which they did not score as highly, in order to boost their grade, before receiving the qualification. Various qualifications were available as both modular and linear schemes, and schools could choose whichever fit best for them. Under

7668-529: The first assessment series in 2010, controlled assessment replaced coursework in various subjects, requiring more rigorous exam-like conditions for much of the non-examination assessed work and reducing the opportunity for outside help in coursework. Under the Conservative government of David Cameron various changes were made to GCSE qualifications taken in England. Before a wide range of reforms, interim changes were made to existing qualifications, removing

7776-457: The form of college or university is distinct. In these institutions, the aim is typically related to personal growth and development as well as occupation and career preparedness. Adult education that focuses specifically on the workplace is often referred to as human resource development . Another goal might be to not only sustain the democratic society, but to even challenge and improve its social structure. A common problem in adult education in

7884-480: The former CSE and O-Level qualifications, uniting the two qualifications to allow access to the full range of grades for more pupils. However the exam papers of the GCSE sometimes had a choice of questions, designed for the more able and the less able candidates. When introduced the GCSEs were graded from A to G, with a C being set as roughly equivalent to an O-Level Grade C or a CSE Grade 1 and thus achievable by roughly

7992-810: The future. In 2016 City Lit were graded "Good" by government Ofsted inspectors, down from 2011's "Outstanding". In 2018, Russell Alderson, tutor in the Centre for Deaf Education was shortlisted for the Times Educational Supplement FE Awards Teacher of the Year award. In 2019, Fiona Pickett was awarded the Festival of Learning Tutor of the Year award. In 2019, City Lit was awarded the Festival of Learning President's Award for its outstanding contribution to adult education over 100 years. In 2019, City Lit Students Sylvia Rowbottom and Dace Miksite were named Finalist Winners at

8100-594: The grades 4, 5, 6, 7, 8 and 9 are targeted. Students who take the higher tier and miss the grade 4 mark by a small margin are awarded a grade 3. Controlled assessment and coursework tasks are untiered. The youngest person known to have achieved a grade 9 is Ellie Barnes, who achieved the grade in Mathematics aged eight. GCSE results are published by the examination board in August for the exam series in April to June of

8208-422: The grading system. Under the new scheme all GCSE subjects were revised between 2015 and 2018 and all new awards were to be on the new scheme by summer 2020. The new qualifications are designed such that most exams will be taken at the end of a full 2-year course, with no interim modular assessment, coursework nor controlled assessment except where necessary (such as in the arts). Some subjects retain coursework on

8316-517: The gradual loss of seniority, learning ability and performance. Since older adults are rarely offered a promotion from their employers, and the cost would be an obstacle for participation, they are unable to take the courses even if they wanted to take part in programmes. Moreover, lack of motivation and unavailability of learning opportunities could be additional reasons of older adults' low-participation). Findings of previous research are quite mixed when participation in AE comes to gender. According to

8424-409: The growth of society by enabling its citizens to keep up with societal change and maintain good social order. One fast-growing sector of adult education is English for speakers of other languages (ESOL), also referred to as English as a second language (ESL) or English language learners (ELL). These courses are key in assisting immigrants with not only the acquisition of the English language, but

8532-470: The incorporated subjects. These reforms did not apply immediately in Wales and Northern Ireland, where GCSEs would continue to be available on the A*-G grading system. However owing to legislative requirements for comparability between GCSEs in the three countries and allowances for certain subjects and qualifications to be available in Wales and Northern Ireland, some 9–1 qualifications were to be available and

8640-480: The information. Their orientation to learn is problem-centered rather than subject-centered. Their motivation to learn is internal. Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge they gain will help them further their goals. For example, during the 1990s, many adults, including mostly office workers, enrolled in computer training courses. These courses would teach basic use of

8748-410: The less educated, one's low-confidence regarding the learning ability could be the main deterrent. Adult education can have many benefits ranging from better health and personal well-being to greater social inclusion. It can also support the function of democratic systems and provide greater opportunities for finding new or better employment. Adult education has been shown to have a positive impact on

8856-455: The most frequently reported deterrents. Large sampled (nationwide and international) surveys on barriers to participation such as a study of National Center for Education Statistics (NCES) of the US, IALS and Eurobarometer indicated that time and cost were the main deterrents for adults. Moreover, some empirical studies discovered time and cost as the most cited deterrents through studying various groups of adults. Cost includes tuition fee of

8964-681: The most influential deterrent. Even employed adults seem not wanting to invest money for a course, but they could attend if their employers supported them financially. For the time barrier, most adults involved in the above-mentioned studies reported that they could not participate in educational activities due to lack of time. Adults tended to say that they were busy with their daily routines. Apart from cost and time deterrents, family and job commitments are other most commonly cited deterrents. The large sampled surveys and empirical studies as mentioned earlier revealed that adults tended to report family and job responsibilities as deterrents and rated right after

9072-592: The most recent estimates, the global youth literacy rate is 91%, meaning 102 million youth lack basic literacy skills . In low-income countries, one in three young people still cannot read. GCSE The General Certificate of Secondary Education ( GCSE ) is an academic qualification in a range of subjects taken in England , Wales and Northern Ireland , having been introduced in September 1986 and its first exams taken in 1988. State schools in Scotland use

9180-483: The most valuable resource for adult learners is the learner's experience. He believes that the purpose of adult education is to give meaning to all kinds of experience. Experience can enhance learners' autonomous learning and cognitive ability. In addition, Lindeman believes that adult education is an important means of improving society. The basic function of adult education is to promote the physical and mental development of adult learners. He argues that adult education

9288-438: The necessary information for their retention and academic success. Distance and/or online learning can also address some problems with adult education that cause these barriers. Meanwhile, research illustrates that understanding the motivations and barriers of adult learners can increase their enrollment and retention. Additional research shows that adult learners are more motivated in the classroom when they can clearly identify

9396-506: The new Foundation level could now achieve a grade C, which was considered the formal pass level. With the introduction of numbered grades, the Higher tier provides grades 9-3, with 3 being classed as a 'safety net' grade, and the Foundation tier provides grades 5-1. Between 2005 and 2010 a variety of reforms were made to GCSE qualifications, including increasing modularity and a change to the administration of non-examination assessment. From

9504-439: The new Northern Irish A* grade. A grade 8 is also equivalent to an A*, however the grade 9 is the top end of the A*. The former C grade is set at grade 4 (known as a 'standard pass') and grade 5 (considered a 'strong pass') under the numerical scheme. Although fewer qualifications have tiered examinations than before, the tiering system still exists. At foundation tier the grades 1, 2, 3, 4 and 5 are available, whilst at higher tier

9612-465: The non-participant group. Reason of low or non-participation of the less-educated can be explained from perspectives of individual and employers. Individual point illustrated that low self-confidence regarding the learning, which mainly derived from previous bad educational experiences, could be a major obstacle for the less-educated. Apart from low self-confidence, those less-educated might not perceive their need of participation or might actually not have

9720-554: The other changes were mostly adopted in these countries as well. In Northern Ireland a decision was taken by Minister of Education , Peter Wier ( DUP ), in 2016 to align the A* Grade to the 9 Grade of the English reformed qualifications. The first award of the new A* grade being in 2019. A C* grade was also introduced in Northern Ireland to align to the 5 Grade in England, again with first awarding in 2019. GCSEs in Northern Ireland remain modular and Science practicals can count towards

9828-530: The overall grade. Speaking and listening also remains a component of the GCSE English Language specification. Historically, there were a variety of regional examination boards, or awarding organisations (AOs), who set examinations in their area. The 5 examination boards include: The examination boards operate under the supervision of Ofqual (The Office of Qualifications and Examinations Regulation) in England, Qualifications Wales in Wales, and

9936-794: The parent' educational level could produce the higher participation rate. Summarizing above findings, people, those are young and men, with high levels of education, high-status of jobs are more likely to take part in any form of education and training. On the contrary, typical non-participants tend to be women, older, less educated, and coming from poor socio-economic backgrounds. In addition, less-skilled, unemployed, immigrants, language minorities, and rural residents are less likely to participate in AE programmes. Deterrents are characteristics that explain why adults respond in negative manners to participate in education and learning. Deterrents faced by adults are multifaceted, including both external and internal factors. However, cost and time have been remained as

10044-973: The requirements of a developed economy . This implies strong potential demand for the education and training of adults. This demand needs to be met through flexible modes of study which are suitable for adults, avenues of access that recognize informal prior learning, and the supports necessary for adults with limited formal education to succeed in further study. Previous research findings suggest that as adults get older, they are less likely to participate in AE (adult education). The International Adult Literacy Survey (IALS), nationally representative samples of adults aged 16–65 in 23 OECD countries, has found that older age groups had lower participation rates than younger age groups. Particularly, adults aged 16 to 25 were on average about three times more likely to participate than older adults aged 56 to 65. Eurobarometer survey, national representative samples of adult aged 15 to 65 of European Union countries, also revealed that adults in

10152-687: The same year. They are usually released one week after the A-Level results, on the Thursday that falls between 20 August and 26 August. The examination results are released to centres (schools) prior to the release to candidates and the public. Examination results are released by the Joint Council for Qualifications (JCQ), which represents the main GCSE awarding organisations. Some boards and schools release results online, although many still require pupils to attend in person to collect their results from

10260-455: The subject, school, and exam board), starting in Year 9 or Year 10 for the majority of pupils, with examinations usually being sat at the end of Year 11 in England and Wales. Before the introduction of GCSEs, pupils took CSE ( Certificate of Secondary Education ) or the more academically challenging O-Level ( General Certificate of Education (GCE) Ordinary Level) exams, or a combination of

10368-412: The summer of 2022. Source : Joint Council for General Qualifications via Brian Stubbs . Note : In the final year DES statistics for O-Levels are available, and across all subjects, 6.8% of candidates obtained a grade A, and 39.8% achieved grades A to C. In the past, many GCSE qualifications used a modular system, where some assessment (up to 60% under the 'terminal rule') could be submitted prior to

10476-672: The then Poet Laureate, John Masefield , and contained a theatre, concert hall and gym. City Lit never closed its doors in the war; during the Blitz classes took place in air raid shelters, on the platforms of Covent Garden and Holborn Tube station, one music tutor even wheeled a piano underground for recitals. In 2005, City Lit moved from its building in Stukeley Street to new, purpose designed premises in nearby Keeley Street, which are fully accessible and include facilities such as studio spaces (for visual arts, drama and health and movement), "supported learning centre" (library), roof terrace with

10584-604: The three contexts: The World Bank 's 2019 World Development Report on The Changing Nature of Work argues that adult learning is an important channel to help readjust workers' skills to fit in the future of work and suggests ways to improve its effectiveness. In a study, Greenberg compared the orthographic and phonological skills of functionally illiterate adults and children. The study found that although functionally illiterate adults performed similarly in reading tasks, children were more successful in vocabulary and spelling tests. This means that functional illiterate adults are at

10692-440: The three youngest age groups examined (ages 15–24, ages 25–39, and ages 40–54) were more likely to participate in AE than age group of 55+. Moreover, the Eurobarometer survey shows that participation rate declined from younger to older adults. Participation rate of European countries was 59% for adults aged 15–24. The rate began to decline 38% for adults aged 25–39 and it also fell down to 31% for adults aged 40–54. Participation rate

10800-679: The top 25% of each cohort. The Royal Alexandra & Albert School in Reigate, Surrey, trialled GCSE English in 1980. Those who passed would receive both a CSE and an O Level certificate. There was still a separate English Literature O Level exam. Over time the range of subjects offered, the format of the examinations, the regulations, the content and the grading of GCSE examinations have altered considerably. Numerous subjects have been added and changed, and various new subjects are offered in modern languages, ancient languages, vocational fields and expressive arts, as well as citizenship courses. In 1994

10908-532: The two, in various subjects. The CSE broadly covered GCSE grades C-G or 4–1 and the O-Level covered grades A*-C or 9–4, but the two were independent qualifications, with different grading systems. The separate qualifications were criticized for disadvantaging the bottom 42% of O-Level entrants, who failed to receive a qualification, and the highest-achieving CSE entrants, who had no opportunity to demonstrate higher ability. In their later years O-Levels were graded on

11016-609: The way those characteristics influence how adults learn best. Teachers who follow the principles of andragogy when choosing materials for training and when designing program delivery, find that their learners progress more quickly, and are more successful in reaching their goals. Malcolm Knowles introduces andragogy as the central theory of adult learning in the 1970s, defining andragogy as “the art and science of helping adults learn. Knowles's andragogy theory helps adults use their experiences to create new learning from previous understandings. Knowles believes that preparation for learning

11124-515: Was 17% for adults above 55. Reason of why older adults' participation declined relates mainly to lack of promotion and support. When people get old, their chances to take promotion for any AE programs are reduced. In many OECD and European countries, employers often support their workers to attend in AE programs since they consider that workers with higher-educated and skilled are crucial indicators of development for companies. Therefore, older adults cannot get promotions from their employers because of

11232-499: Was a clear relationship between previous educational attainment and participation in AE. The data found those with low educational background were less likely to participate in OECD countries. Specifically, the participation rate was 57.6% for adults who completed college or university education; while, it was 15.5% for adults who did not complete high school. The Eurobarometer survey also showed that 87% of low-educated people belonged to

11340-433: Was added above the initial A grade to indicate exceptional achievement, above the level required for the A grade. Under the letter grade scheme, foundation tier papers assess content at grades C to G, while higher tier papers assess content at grades A* to C. In foundation-tier papers, pupils can obtain a maximum grade of a C, while in a higher-tier paper they can achieve a minimum grade of a D. Higher-tier candidates who miss

11448-463: Was considered equivalent to an O-Level C grade or above, and achievement of this grade often indicated that the pupil could have taken an O-Level course in the subject to achieve a higher qualification. As the two were independent qualifications with separate syllabi, a separate course of study would have to be taken to convert a CSE to an O-Level in order to progress to A-Level . There was a previous attempt to unite these two disparate qualifications in

11556-501: Was graded as "outstanding" by government inspectors Ofsted . Then, in 2016, it was ranked "outstanding" for "personal development, behaviour and welfare" and "good" in four other categories. More recently in May 2023, City Lit was graded as "outstanding" by Ofsted in all five categories which are: The quality of education, behaviour and attitudes, personal development, leadership and management and adult learning programmes. In 1918, following

11664-420: Was not always positive." These all contribute to a difference in the way adults need to be taught. There are ways that adults are able to gain confidence in a classroom. Taming anxiety in a classroom comes down to two things: comfort and support. Comfort can be found by fulfilling Maslow's hierarchy of needs . Maslow's hierarchy of needs highlights the importance of getting enough rest, eating healthy, and having

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