International Adult Learners Week
in Europe

Network of Learning festivals

John Gates: Participant at the International Adult Learners Forum in October 2004 and in the International Adult Learners' Study Tour in May 2005

In 1998 John was selected for one of the Adult Learners' Week Individual Awards. Since then he has belonged to the National Adult Learners' Forum in England and is the Chairman of the Welsh Adult Learners' Forum.

For thirty-five years I worked for the National Coal Board and then British Coal. At the time I left school (at 15) if you didn’t have any qualifications there was only one place for you to go – ‘down pit’. I entered the mining industry as a mining trainee. That meant that I should have ended up as a collier. I did the training but found the shovels were too heavy (I didn’t enjoy the hard work). I took up spanners instead (much lighter) to look after the machinery. I worked as an underground worker for nineteen years.

By the end of the nineteen years my wife was on at me to find work above ground because of the dangers I faced while working underground. I applied for and got a job in the Training Centre as an instructor and worked there for the next ten years. It was working at the Training Centre that showed up my lack of education. To try to improve the situation I went to literacy classes and that started me on the road through “O” levels to a Humanities degree with the Open University.

In 1984 they closed the Training Centre. Then came the miners’ strike that lasted for twelve months. At the end of the strike I was refused a redundancy and transferred to another job introducing computerised personnel systems into collieries. I was told later that I was given the job because I had shown through my studies that I was capable of learning new things and of seeing things through on my own.

In May 1998 I was awarded an Adult Learners’ Week Award, which made me known as a Learning Champion. Since then I have been approached by providers of education to sit on their committees as a learners’ representative and by people in the street asking for advice on how to get back into learning.

In May 2001 I was elected Chairman of the All Wales Adult Learners Forum. In this capacity I am invited to speak to Local Learning & Skill Councils, at conferences, functions and meetings where I meet policy makers, practitioners and learning providers. I would like to see the principle of involving learners accepted at all levels of provision.

Learning has given me a great deal of pleasure and it is due to the skills that I have acquired that I have been able to continue employment, and not only that, but employment I enjoy. I used to be shy but my education has given me the confidence to speak in any company and to teach courses that only a few years ago I wouldn’t have had the nerve to join as a student. It has made me feel a much happier and fulfilled person.

Now I also have a City and Guilds in Fashion and a Postgraduate Certificate in Education. I now teach embroidery both in the community and in my local church. I took up embroidery while I was still working underground at the colliery. What started out as a hobby became a passion.

I don’t attend formal classes anymore, the things I want to learn are not catered for in my locality. If I want to learn a new skill it is usually around needlecrafts. I am capable because of my education of researching it myself and finding and meeting people who have those skills. I get a great deal of pleasure meeting like-minded people and sharing our skills together.

Winning the Adult Learners’ Week award has given me lots of opportunity to pursue my aims to help those who are just starting out or considering going back into education. I believe that learning for whatever reason is never wasted. We must get over to learning providers, policy makers and politicians that learning is not just about employment it is also about living a better, healthier, richer (not only in the monetary sense) lifestyle.

I am convinced that the life of my family and I would have been poorer in money terms, health-wise and socially if I had not returned to learning. It is often said that those with a higher education are able to help and promote their communities. I believe that learning for the good of the community is as important as learning for employment and should be given equal funding.

Winifred Hignell: Participant at the International Adult Learners Forum in October 2004 and in the International Adult Learners' Study Tour in May 2005

Winifred is the Learner Representative on the NIACE Executive and on the Learning and Skills Council's Adult & Community Learning Policy Forum. She has also been a learner representative on an advisory group for the Adult Learning Inspectorate.

My early educational experience was adequate but my achievement was basic. After leaving school, I found it easy to find unskilled lowpaid employment doing menial work, in shops, restaurants, bars etc. At that time I did not see the necessity for further or higher education. Like many of my peers the next logical step was to get married, have children and still continue with part-time low paid work, which was convenient. Looking back I had no expectations or aspirations as far as changing the way my life had panned out. My life situation was viewed on a par with my social group.

When I was 33, and my youngest child was at nursery, a community liaison officer from a local college came to promote educational taster courses for parents. Over the period of a year she came regularly, once a week, to encourage parents to attend and participate in educational opportunities. My response to this liaison officer was defensive because I found her intrusion patronising. I felt that she dismissed my life as inadequate and I had no interest in hearing what she had to say. Any pamphlets and information booklets she gave me were thrown in the bin. The liaison officer's approach, in order to inspire parents, was to organise introductory sessions which involved arranging transport for any parents who would be prepared to look at what the local college had to offer. However, my interest in attending these sessions was purely social and I never intended to join or participate in any form of education.

During the educational sessions, I was introduced to a maths tutor (Marie), who made me feel that the educational environment was not a threat and this made me feel more at ease. Through Marie's encouragement and support I was persuaded to join a basic skills course, studying English, Maths and IT.

During my attendance at the local college, the reality of the extent of my limitations became obvious and this made me feel vulnerable, yet the realisation that I could also achieve gave me the incentive to attempt to broaden my abilities. Towards the end of this experience Marie suggested that I remain in college and do GCSEs, which forced me to admit to her (and myself) that my numeracy and literacy knowledge was extremely poor and I was sure that I could not gain formal qualifications; the last thing I wanted to do was set myself to fail, thus highlighting the level of my self-esteem at that time.

Marie persuaded me to meet the learning support coordinator. I had mixed feelings about continuing with this course of action. Firstly, the thought of trusting more people and exposing my vulnerability was daunting and secondly, leaving my secure zone and venturing into a zone which stimulated aspirations highlighting the negative aspects of my quality of life. But this opportunity also highlighted the possibility of advancement, change and growth, which compelled me to continue. The learning support co-ordinator (Beatty) recommended a Dyslexic assessment, which I took and discovered that I was dyslexic. This was a turning point in my life because I now had the understanding that my learning difficulties were not the result of my ignorance but a recognised condition, which I allowed to restrain my activities and interactions without realising it.

Beyond all my expectations and through the support (i.e.extra time, a scribe, and a personal tutor) I obtained GCSEs in English, Maths, Law, Human Physiology and Health. Studying at this level and the experience of my personal journey to this point increased my self esteem and confidence. Furthermore, it also increased the self esteem and confidence of my three children who became aware of my development and were subconsciously and consciously influenced by my behaviour and perseverance. Fights around the kitchen table for the use of the family dictionary became commonplace as homework needed to be completed and deadlines met.

At this time my husband and I parted and I found myself a single parent with three children. Therefore in some respects education became not only academic but also an emotional lifeline. I then applied to a local college to join an access to higher education course. This was, for me, the next major step into the world which I had not been a part of previously. It was by no means an easy progression, as this period in my life was an emotional and traumatic time, besides my personal circumstances the demands of education at this level were exhausting. All the same my aspirations continued to increase and with the support and encouragement from both staff and family, I was able to take my time and develop at my own pace gaining confidence throughout, enabling me to focus on a positive direction, which established my family life.

The longer I stayed within education the more I became aware of my personal abilities and the influence I could have on the wider community. I became self motivated and active with regard to becoming a member of the Parent and Teacher Association at my children’s school and progressed to becoming the Chair. I became a Club leader in the Scout Movement, I initiated and set up a local youth group, initiated and set up a local Credit Union Community Bank, I won the Helena Kennedy Award, and I became a committee member for a Safe haven group within my local community. The result of this involvement, which stemmed from further education, led me to achieving a greater goal than I would ever thought possible, my Bachelor of Philosophy Degree.

While at university I became a member of the National Adult Learners’ Forum, which is sponsored by NIACE (National Institution of Adult Continuing Education). This organisation concentrates on learner involvement and empowers learners to have their voice heard. Initially, I joined the Adult Learners’ Forum after meeting a representative of NIACE (Sue Duffen). Sue's enthusiasm for getting learners involved in education provision, inspired me to become more active on a national level. Despite having reservations about working at that level it was an exciting concept and the idea of encouraging others to take those first steps to get involved and develop through education, like I had done, seemed a natural progression.

In addition, I became a member of the advisory group pf the National Adult Inspectorate (NAI). This organization inspects all the education provision throughout England and monitors and evaluates standards within the education system. My involvement with the NAI is considered to be a new approach for governing bodies as far as learners being represented and has a fully integrated member with a voice for change. The shift in my objective has changed dramatically, from acceptance to creating a transformation, both internally and externally. My transformation through change has lead me to acquire a sense of belonging by being an active member of society, which in turn is beginning to transform the concept of adult learners being active, with their voice being central to any eucational provision.

My outlook on life since returning to education has been revolutionary not only for myself and my children but also for the wider community including the Adult Learners' Forum, which has now progressed to become the National Adult Learners' Network. I feel that my contribution through my activities within the education provision gives me a sense of stability, equilibrium and fulfillment, which impacts upon others.

The only thing that I would like to see in the future is that learners have a permanent active representation on the hierarchical ladder at every level of educational provision, in order to ensure that learners remain central.

Janine Wakeman: Participant at the International Adult Learners Forum in October 2004 and in the International Adult Learners' Study Tour in May 2005

Janine has been a member of the North Warwickshire Learners’ Forum for two years she was involved in an audit of libraries to track how accessible they are for different groups of people: young mothers, wheelchair users, people with literacy needs and people with sight impairment.

When I was at school I was bullied and went home not telling anyone, as I was ashamed that I had problems learning. I found out I had dyslexia when I was in Year 11 at school. Because of the bullying I could not concentrate at school and at home because I was scared to ask for help. I thought everyone would think I was stupid because I did not understand. The reason I went and got help was because I was fed up of being pushed around by people. One day I flipped (lost my temper) with my family and then I realised that if I asked, I would get the help I needed to better myself and get back the confidence I had lost.

When I met my partner I helped him get back on track with his life. He said I needed to go out and learn so I could get qualifications and a job and look after myself, instead of everyone else. When I was learning I got so much confidence and started to feel better about myself. I also lost my shyness through doing presentations and slide shows (for inspectors). I have done my slide show five times. I’ve also more confidence in voicing my opinion.

I would not change what I did because everything takes time and patience to learn and you need time to gain confidence. I have achieved my vocational access certificate and my budgeting certificate. When I started with the Prince’s Trust I did my placement at Hatters Space. I got a job working first fifteen and then 30 hours. I got my first aid certificate. This changed my life because I had more respect from people and more opportunities in life.

I started doing English at Barnsley Court, Atherstone. I learned synonyms and grammar and that gave me the confidence to go ahead and do my CLAIT (computer literacy and information technology) course and maths with Connexions. I started work at Atherstone Library. I aim to do more training and get more qualifications. I feel that anyone with learning difficulties can get help like I did.

Chris Fairgrieve: Participant at the International Adult Learners Forum in October 2004 and in the International Adult Learners' Study Tour in May 2005

My story begins with the unremarkable and fairly straightforward progression through primary and secondary education to university where I completed a Bachelors Degree in Ecology and Wildlife Management, and after that a Ph.D. in primate ecology. As a learner I was fortunate in terms of the opportunities afforded me, able to face the task of learning with enthusiasm, and was fairly successful in all I undertook. This learning took me from my birthplace in ‘the Borders’ in Southern Scotland via Edinburgh eventually to North West Uganda to work in the Budongo Forest Reserve. As a route through learning, I opened up aspects of life that I had never predicted experiencing, gained a high level of confidence and elevated my career prospects considerably. If things had gone as smoothly as previously I would probably now still be working in the field of conservation in some far flung tropical forest putting into practice all that I had learned.

However, all was not to continue as planned.

I finished my thesis in Scotland (1994-5) and then to continue a new relationship, moved to Amsterdam. There I had time on my hands waiting for my then partner to finish her university education and survived taking low skilled jobs in a bar, then painting and decorating a four storey canal house which was being renovated. At that time, I was not ungrateful for what I had achieved and the position I now found myself in, but disillusioned, without a clear direction and faced with making some important and hard decisions about my future. Compared to my smooth, relatively pre-determined course in life I floundered and in conjunction with the failure of the relationship and a growing pattern of drug use, I had what can best be described as a form of mental breakdown. Returning from Amsterdam to Scotland in 1997, I was diagnosed with severe mental health problems and experienced a complete detachment from normal life. Unemployed, depressed and suffering from mild psychosis, I was a shadow of my former self. As the years went by and opportunity after opportunity passed me by in my detached and insecure state, I gradually found all of the contacts, enthusiasm, and possibility of returning overseas and continuing my career gradually disappear. I was unsuccessful finding work whenever a slight improvement in my health might have allowed. I was often in work of any kind just to maintain some progress but had to leave or was asked to leave due to deterioration in my health. In short, the learning experience, quality of life and opportunities that I had held in my hand had crumbled to dust and blown away on the winds of discontentment.

What has become of me since then? Well, through involvement with First Step Trust, an organisation helping people with mental health problems back into work, I carried out voluntary work in garden maintenance, landscaping, and painting and decorating. This stabilized my recovery into work and taught me about the health problem I had in relation to those of other people. I also tried out with First Step Trust to begin the reconstruction of life, routine and applying oneself to new and existing challenges. Then in 2001 I was fortunate to be employed in a short-term contract conducting surveys for badgers in Gloucestershire and subsequently during that year, two 3 month trips back to Uganda where I had studied for my Ph.D. In addition to this I continued to find myself writing poetry, and as a way of expressing my feelings, thoughts and experiences, came to have a real interest in becoming a creative writer. Later, through a colleague at First Step Trust I was introduced to Wendy Ball, the BALSA (Borders Adult Learners and Students Association) facilitator, and my now colleagues who were involved in setting up BALSA in the early days of the organisation. Since then I have continued to be involved in establishing BALSA as a local forum, building links to the Scottish Adult Learning Partnership.

Throughout these better years I have found the slow but inexorable return of my confidence in relation to all manner of things ranging from the prosaic to the profound, the trivial and the challenging. In effect, when I became ill, I had not lost the skill of learning, or the capability that learning had bestowed upon me, but had to re-discover what it was I had learned and teach myself to put this to use in a different way. It became a situation where I was learning how to live each day, how to overcome my problems, and value experiences again. I am now getting along in life, living a rich and varied existence and have my mind set on becoming a writer.