Archived decisions

APPENDIX I

Extract from the White Paper

INFORMAL ADULT LEARNING IN THE 21st CENTURY

Informal Adult Learning: a working definition

Informal learning is learning for its intrinsic value. It encompasses a huge variety of activities: it could be a dance class at a church hall, a book group at a local library, cookery skills learnt in a community centre, a guided visit to

a nature reserve or stately home, researching the National Gallery collection on-line, writing a Wikipedia entry or taking part in a volunteer project to record the living history of particular community.

Although informal learning can be a good way of developing work-related skills, this movement is made up of a kaleidoscope of part-time, non-vocational learning where the primary purpose isn't to gain a qualification. People participate for enjoyment and are driven by their desire for personal fulfilment or intellectual, creative and physical stimulation. Such activity also contributes to the health and well-being of communities by building the confidence and resilience of the individuals involved. The social relationships that develop as a result of this informal learning can provide networks of support and solidarity. For the low-skilled and under-confident, informal learning can be an important stepping stone to further learning and a more skilled future.

Overarching principles

Informal adult learning is about:

· Learning to know - becoming inspired, discovering and exploring, developing a passion for learning, acquiring knowledge and understanding of ourselves, our immediate world and beyond

· Learning to do - gaining skills, confidence, competence and practical abilities

· Learning to live together - learning tolerance, mutual understanding and interdependence, sharing the experience of learning with family and friends

· Learning to be - developing ourselves, our mental and physical capacity, wellbeing and autonomy, and our ability to take control of our lives and influence the world around us.*

(Cont'd.,)

APPENDIX I (cont'd.)

Principles for implementing informal adult learning policy

1. Developing shared values and a shared vision of informal learning across the public, voluntary and private sectors

2. Implementing the principles of inclusion, equality and diversity

3. Building on good practice and welcoming innovation

4. Engaging everyone, including people who are on low incomes and/or have had the fewest opportunities

5. Increasing access to, and use of, information technology, digital communication and new ways of learning

6. Consulting, respecting and celebrating the success of individuals and organisations with a passion for adult learning

7. Maximising the use of public and private resources, including spaces for learning

8. Encouraging sustainability and building it into the learning offer

9. Joining up with other relevant agendas, including formal learning, creative arts, sporting, environmental and cultural.

Informal learning benefits individuals, families and communities by:

1. Building communities of active, confident, enthusiastic, critical, creative people, who also help others to learn

2. Promoting empowerment, civic participation and engagement

3. Contributing to mental and physical well being

4. Enabling individuals and groups to prepare for, and respond, to change

5. Supporting choice and diversity

6. Supporting social contact and independent living for older people and people with learning difficulties or disabilities

7. Stimulating all aspects of people's lives, promoting intergenerational learning and improving employment prospects.

* Principles based on `Learning: the Treasure Within' report to UNESCO of the International Commission on Education for the 21st Century

APPENDIX II

A Pledge for Learning

We pledge to play our part in the movement to bring informal learning to life.

We will be an ambassador for learning. We will use our resources and influence to create and sustain an informal learning culture.

By making this pledge, we will:

· Support the core principles of informal learning and encourage others to sign up

· Advocate wider participation, especially for those who have benefited least from learning

· Find flexible ways of using our existing spaces, or opening up new spaces, for learning

· Encourage and support learning organised by people for themselves

· Embrace new ways of learning, including the use of technology and broadcasting

· Find and work with new partners to increase learning opportunities

· Celebrate our successes

Becta, British Library, BT, BUPA, Business in the Community, Campaign for Learning, Channel 4, Cheshire County Council, Church of England, Citizens Advice Bureau, City Lit, Civil Service Pensioners Association, Communities and Local Government, Community Media Association, Croydon Council, Department for Children, Schools and Families, Department for Culture, Media and Sport, Department for Innovation, Universities and Skills, Department for Work and Pensions, Digital Unite, Derbyshire County Council, Dudley Metropolitan Borough Council, Engage, English Heritage,

First Bus, First Taste, Ginsters, Global Digital Broadcast, Gloucester County Council, HOLEX, Homeless Link, Kent County Council, Kew Gardens, LEAFEA, Life Academy, Local Government Association, Mars, Merseytravel, Microsoft, Museums Association, Museums, Libraries and Archives Council, National Association for Voluntary & Community Action, National

Federation of Women's Institutes, National Literacy Trust, National Trust, NIACE, Norfolk County Council, Open University, Royal Horticultural Society, RSPB, RWE nPower, Scottish & Southern Energy, Southern Railway, Sport England, SS Great Britain, Stockton Borough Council, The Age and Employment Network, The Association of Science and Discovery Centres,

U3A, UK Online, Unionlearn, UNISON, UNITE, Voluntary Arts Network, Westminster City Council, Workers Educational Association.