2022 Adult Learning Forum Outcomes

Participants agreed that there is already considerable collaboration, information sharing and cooperation within adult learning and that there needs to be more of this. They also acknowledged the level of Government support for adult learning over the long term.

Following are some of the themes identified by participants.

• Adult learning exists within a holistic environment and needs to be integrated so that a barriers and silos are overcome rather than reinforced.
• An individual’s learning is impacted by the challenges and issues they tackle throughout their lifetime: a “cradle to grave” approach to learning is needed.
• Learning is more than institutional learning. There are benefits from all learning, even if someone doesn’t see what they’re doing as learning.
• Different approaches work for different people, so duplicating services can be a good thing. For example, a person may not want to go to a library but may be happy going to a Neighbourhood House for similar assistance.
• Adults come to learning from different places, backgrounds, social and family situations so they need different services to support their journey (including through industry, community and education).
• Effective adult learning incorporates a suite of different providers and practices.
• It is important to identify ways of inspiring people to learn, and to make learning more visible, available and accessible. People need lots of options and access points, and many people may not be aware of what’s available now.

While participants identified there was already a lot being done in terms of collaboration and cooperation, there was still a need for stronger connections across the state and better connection between services. Several participants suggested that a community of practice of people sharing ideas in a constructive way would be of benefit.

Participants spoke about the importance of industry-led initiatives and the need to support people to take steps into accredited learning. Recognising practical experience is important – for example, apprenticeships/traineeships, work experience, work placements, foundation skills and other learning programs. There are circumstances where people have experience and may not need training but are still required to do it.

Participants noted that many older adults have good reading and writing skills but lack digital literacy.

Participants observed that it can be difficult to provide the right training at the places where the learners are, and to deliver longer courses where there are small learner cohorts. Small populations make it difficult to resource entire qualifications in multiple regions.

For some people, the cost of training makes it prohibitive. Many people have additional barriers such as lack of transport and access to digital/online services.

Participants observed that leaders are needed at all levels to encourage people to access learning services. Credibility, networks, sharing and influence were words used to describe effective leaders.

Participants noted that, in one sense, everyone in the adult learning space can be seen as a champion or leader. Everyone has the capacity to get the word out there, and to have conversations about learning within their own lives, workplaces, and families. There is a need to identify and highlight champions from all over who are not shy to say what they do, and who can shine the light on good work and good results.

Effective leaders would also be informed, “knowledgeable diplomats”, who display passion and dedication. They would be prepared to shift their thinking, continuously improve, test what they’re doing, and make sure they are getting the outcomes they need.

Another important element identified was that leaders need to be able to recognise each other. Participants observed that it is important to not just work with the “usual suspects”. There is a need for building bridges with people and organisations who may not normally engage in the adult learning space.

It was also noted that some parts of the community may not feel comfortable with the term “leader”, so it needs to be used with care.

Participants identified a range of state and local government and non-government entities that they considered “leaders” in delivering programs and services to adult learners. Some specific examples of good practice were identified, and participants noted that Tasmania is leading the way across Australia with the 26TEN program and Libraries Tasmania’s services.

Community examples of good practice identified include Community Houses, Neighbourhood Houses, Men’s Sheds and church learning programs.

Participants observed that businesses demonstrate leadership by bringing people into the workplace to talk about literacy, and noted that it is important for managers to know their team and take responsibility more broadly for everyone’s literacy. Open, supportive conversations with employees can help to tackle shame and stigma.

Participants noted that volunteers who tirelessly put their hand up are important leaders, because programs would not be successful without them. It was noted that the pandemic has reduced people’s willingness to engage in volunteering and there is a need for more volunteers.