In modern industrialised society, it is difficult to determine, when a person suddenly

and unambiguously becomes an adult. In Britain, compulsory full time education

finishes at the age of 16 and the process of becoming an adult thought to be begins

between the ages of 16 to 21 with the attainment of full adult rights, roles and

responsibilities. In this period of age there are many markers such as right to vote,

drinking alcohol and permission to marry without parents consent and undoubtedly

the social and psychological maturation could vary from one individual to another.

Learning policy tends to treat adults as people aged 19 or over. One thing is clear that

the definitions of adult in educational terms tends to come later than earlier, this is

because primarily there is already distinction provision for 16 to 19 years old and also

for some 18 to 21 year old in higher education. Therefore, adult education is often

thought to begin where these end and is sometimes referred to ‘post initial’ for this

reason. Several educational institutions still apply the age 25 to differentiate between

‘ordinary’ and ‘mature’ students; at the same time some are more concerned with the

number of ineffective years outside the educational system. (Squire, G. 1987)

According to Roger (1986) the term adult means a person’s status or acceptance by a society in which he/she lives: A wide range of concept is involved when we use the term ‘adult’. The word can refer to a stage in the life cycle of the individual; he or she is first a child, then a youth, then an adult. It can refer to status, an acceptance by society that the person concerned has completed his or her novitiate and is now incorporated fully into the community. It can refer to a social sub-set: adult as distinct from children. Or it can include a set of ideals and values: adulthood. (Tight, M. 1996)

An accepted definition of ‘adult’ in adult education is not and cannot be clear. It is

very difficult to specify or classify this sector of education. It is hard to call it a sector

at all, but it definitely includes formal education or training leading to a qualification.

On the other hand, there are wide range of informal learning opportunities are also

available, which are significant sources of skill and knowledge development. The

focus of policy is widening to include informal with formal learning and non-

vocational with vocational learning. (Squire, G. 1987)

The department for education and employment formed in 1995 play an important role

in providing education to adults, and to help those people who are seeking jobs (e.g.

through initiatives such as Work-based Learning for Adults). There is variety of other

official and non-governmental agencies also play a similar type of role in adult

education. For example, Local Education Authorities (LEAs) are responsible for local

adult education provision and in this regard only in 1998; over one million enrolments

on adult education courses have been processed through LEAs. The Further Education

Funding Council (FEFC) is responsible for further education (other than higher

education) to young people and adult and over 3.8 million students were engaged in

this provision in 1998. Training and Enterprise Councils (TECs) is set up to make

sure that employer and workforces training needs are met. The Higher Education

Funding Council for England (HEFCE) is responsible to provide funding for teaching

and research purposes to colleges for their higher education work In 1997/98, over

half a million part-time students in higher education aged over 25 were benefited

through this provision. (Hillage, J. et al 2000)

In the past, there was a general perception among Britons that they invented adult

education as it existed in Europe today. This perception was not true, but it is correct

that adult education spread widely in the United Kingdom earlier than it did in other

European countries. According to Professor Kelly educational work with adults in

England began in the middle ages, but the roots of contemporary practice lie fixed in

the 19th Century (Titmus, C. 1981).

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The roots of adult education stretch back in religious education. More emphasis on

adult education came into force after the World War II in 1970s, including the Open

University, which opened for students in 1971. Since the early 1980s there was a

growing concern that the country needs to meet with the new skills. In 1988, White

paper, employment in the 1990s, TECs was established for this purpose.

(Hillage, J. et al 2000)

Recently, government is spending £11 billion a year from its budget on lifelong

learning. The main aim is to maximise ...

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