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The lifelong impact of lifelong learning: using qualitative evaluation to measure the less tangible outcomes of adult basic skills education

Wilson, K. and Train, B. (2006) The lifelong impact of lifelong learning: using qualitative evaluation to measure the less tangible outcomes of adult basic skills education. The Journal of Widening Participation and Lifelong Learning, 8 (1). Art no.2. ISSN 1466-6529

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Abstract

This article discusses the long-term outcomes and relative ‘lifestyle’ implications of adult basic skills education within the theoretical concepts of transformational education, social inclusion, emotional intelligence and qualitative evaluation research methods. Using the recent evaluation of the Thanet Basic Skills Partnership ‘Back to Basics’ project (a community adult education, multi-agency initiative) as a case study, an entirely qualitative approach to project evaluation including interviews and focus groups is shown to be an effective tool for measuring the less tangible outcomes and impact of adult basic education, including increased confidence levels, self-esteem and interpersonal skills. Outcomes relating to emotional well-being are proven to have a domino effect in improving students’ attitudes towards family responsibility, social relationships, continuing education and employability. Recommendations are made as to the role of incidental ‘transformation’ and qualitative evaluation in adult community education policy.

Item Type: Article
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > Information School (Sheffield)
Depositing User: Miss Anthea Tucker
Date Deposited: 29 Jun 2010 10:53
Last Modified: 04 Aug 2010 15:07
Published Version: http://www.staffs.ac.uk/journal/voleightone/articl...
Status: Published
Publisher: Institute for Access Studies, Staffordshire University
URI: http://eprints.whiterose.ac.uk/id/eprint/10972

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