The recently adopted Sustainable Development Goals contain encouraging signs of a recognition of adult learning programmes. But it is well recognised that both Education for All and the Millennium Development Goals also made clear reference to the need for adult learning programmes, yet in the implementation, adult learning programmes were a low priority compared with the education of children and youth. 

Equally, in many key discussions around the post-2015 goals and targets on education (for example, the papers prepared for the Oslo Summit in July 2015), adults featured rarely, if at all, despite much advocacy.  However, since the SDGs give considerable attention to educational access and learning outcomes among adults in several of the targets, it can be asked whether this represents a hopeful sign for those committed to the further development of adult learning programmes. Has the climate changed in significant ways to encourage the hope that the inclusion of adults in lifelong learning programmes will now be recognised, promoted and effectively implemented? What is there in today’s discussions and initiatives which encourages such a hope?

In looking at this issue, it will be important for us first to try to discover why it is that adult learning programmes have so far received so little attention from many policy makers and others.  What are the arguments used to exclude adults from these discussions?  What might be the hidden assumptions behind the prioritising by many agencies of children’s educational programmes over adult learning programmes? Unless we understand the reasons for the priority given to learning programmes for young people, we cannot know whether the climate has changed or not. 

This then is the theme of the Uppingham Seminar to be held between 7 and 9 April 2016 – adult learning programmes both past and future. Can we try to explore why many educationalists and others have given priority to children’s learning programmes  to the neglect of those of adults?

We will here be concerned with the whole of adult learning programmes – continuing and lifelong education, work-place training and skills development, literacy and basic education, citizenship and education for ageing. We shall also look at some encouraging signs of change, such as the growing interest in learning outside of school and alternative educational systems. And undoubtedly there will be much scope for discussion about our responses to the justifications given for prioritising the formal education of children and adolescents as we look to the future.  But the main task of the Seminar will be trying to understand the thinking and ideologies behind the often exclusive focus on young people in some of the discussions about the educational goals, and whether such arguments and assumptions have changed. As with all Uppingham Seminars, we do not set out to come to a common mind – the aim of the seminar is to give the participants space and time to reflect on these issues from their own experience and to clarify their own thinking and courses of action. 

This seminar will follow the tradition of Uppingham Seminars. Participation is by invitation but anyone may apply to come. We shall try to ensure a balance of participants, including some from ‘developing’ countries if possible. The participants will not be asked to make any formal presentation but everyone is asked to bring with them their experience of the field and to be prepared to talk about this experience (papers for discussion may be circulated in advance to all participants). There will be no pre-set timetable – the participants will create that for themselves during the opening session. The only requirement is that all participants are asked to attend for the whole session – both the beginning in order to help with creating the programme and the end to contribute to the sense of group identity.

Aaron Benavot, Director of the Global Education Monitoring Report at UNESCO, Professor Brian Street and Professor Anna Robinson-Pant will be with us for this seminar.

This Uppingham Seminar will be held at Dunford House, Midhurst, Sussex, a small residential centre of the YMCA in a deep rural setting in the south-east of England. This is convenient for both Gatwick and Heathrow airports and accessed by train from London to Haslemere (nearest station). We shall be the only occupants of the centre during this period; we have a maximum of 25 places.  

The cost of the seminar will be £225 for both accommodation and board and the use of conference facilities; a limited number of places are available for some students and other participants from developing countries.

For an expression of interest in participating, please contact us at [email protected]   

Places will be limited, and in order to ensure a balance, a choice may be needed; if so, you will be informed as soon as possible. 

Alan Rogers (Convenor, Uppingham Seminars)
January 2016