WorldCat Identities

National Institute of Adult Continuing Education (England and Wales)

Works: 673 works in 1,304 publications in 3 languages and 15,252 library holdings
Genres: Periodicals  Handbooks and manuals  Bibliography of bibliographies  History  Cross-cultural studies  Case studies  Bibliography  Abstracts 
Roles: Other, Publisher, Originator, Author, Editor
Classifications: LC5201, 374
Publication Timeline
Most widely held works about National Institute of Adult Continuing Education (England and Wales)
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Most widely held works by National Institute of Adult Continuing Education (England and Wales)
Studies in the education of adults( )

in English and held by 1,271 WorldCat member libraries worldwide

Adults learning( )

in English and held by 1,198 WorldCat member libraries worldwide

Adults with learning difficulties : education for choice & empowerment : a handbook of good practice by Jeannie Sutcliffe( Book )

4 editions published in 1990 in English and held by 310 WorldCat member libraries worldwide

A practical handbook for those who want to offer high quality learning opportunities to adults with learning difficulties. It stresses the importance of quality of provision and range of opportunities throughout and is illustrated with examples from all areas of the curriculum
Adult education( )

in English and held by 192 WorldCat member libraries worldwide

Journal of adult and continuing education( )

in English and Swedish and held by 171 WorldCat member libraries worldwide

Studies in adult education( )

in English and Undetermined and held by 154 WorldCat member libraries worldwide

Adult learning, critical intelligence and social change by Marjorie Mayo( Book )

4 editions published between 1995 and 1997 in English and held by 110 WorldCat member libraries worldwide

This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition" (Paula Allman, John Wallis) offers a specific challenge to postmodernism in relation to adult learning. "Are We Not More Than Half the Nation?" (Julia Swindells) argues that focus on the relationship between independent working men's movements and adult education has tended either to exclude or distort recognition of the importance of women's education. "Cultural Struggle or Identity Politics" (Tom Steele) argues that the seed of a cultural struggle in Britain after World War ii found fertile ground among adult educators. "Radical Adult Education" (Hilda Kean) explores the tradition of working-class reading to examine the way in which socialists and feminists saw education as a mechanism for the development of the self. "Piecing together the Fragments" (Martin Yarnit) focuses on the education of adults as a vital part of the whole national apparatus of education and training. "Competence, Curriculum, and Democracy" (David Alexander, Ian Martin) reflects the authors' experience of the current process of professionalism within the field of adult and community education in Scotland. "Really Useful Knowledge" (Katherine Hughes) describes the history of the Ruskin Learning Project. "All Equal Now?" (Rebecca O'Rourke) reflects on some concerns about the changing context for radical adult education. "Feminism and Women's Education" (Jane Thompson) looks at the contribution of feminism to recognition of "really useful knowledge.""Making Experience Count" (Wilma Fraser) focuses on programs that emphasize reflection on experience. "The Dying of the Light?" (John McIlroy) offers a radical look at trade union education. "Learning in Working Life" (Keith Forrester) outlines difficulties in provision of educational programs by trade unions. "Popular Education and the State" (Keith Jackson) explores the contribution adult education might make "in the community.""Beyond Subversion" (Mae Shaw, Jim Crowther) argues that broad dissatisfaction with the current orthodoxy provides an opportunity for a radical agenda to be reasserted. "Training the Community" (John Grayson) focuses on the field of tenant training. "Seizing the Quality Initiative" (Cilla Ross) identifies ways in which radical adult education practice can be redefined and remade. "Amman Valley Enterprise" (Sonia Reynolds) describes adult education and community revival in the Welsh valleys. "Formal Systems" (Chris Duke) focuses on those who adhere to a radical vision while working within the formal organization. "Adult Learning in the Context of Global, Neo-Liberal Economic Policies" (John Payne) looks at experiences in the London Borough of Wandsworth and in Nicaragua. "Popular Education in Northern Ireland" (Tom Lovett) describes the Ulster People's College. (Each article contains references.) (Ylb)
Perspectives on adult education and training in Europe by Peter Jarvis( Book )

4 editions published in 1992 in English and held by 107 WorldCat member libraries worldwide

Border country : Raymond Williams in adult education by John McIlroy( Book )

4 editions published in 1993 in English and held by 97 WorldCat member libraries worldwide

This volume brings together a collection of writings from 1946-61 by Raymond Williams, a British university adult educator. Section 1 is a brief account by McIlroy of Williams' involvement in teaching adults, his intellectual influences, and the relationship of his educational and intellectual life to his personal experience and political concerns. Section 2 is a selection of Williams' published work that documents his chief intellectual concerns. It presents 14 writings ranging from pieces in the journals "Politics and Letters" and "The Critic" through early essays on the theme of culture and society to his review of "The Uses of Literacy," an extended dialogue with Richard Hoggart, and a contemporary evaluation of the New Left. Section 3 illustrates the changing curriculum and methods of literature teaching in university adult education and illuminates, in 12 articles on teaching culture and environment, public expression and film criticism, the beginnings of today's cultural studies. Section 4 is a series of 15 essays in which Williams analyzes contemporary controversies and concerns in adult education and reflects on the philosophy and purpose of adult education. Section 5, Retrospect and Prospect, contains an essay by McIlroy integrating Williams' intellectual production with his role as a tutor in adult education and a discussion by Westwood of Williams' later book, "Towards 2000." An index is provided. (Ylb)
A history of modern British adult education by Roger Fieldhouse( Book )

7 editions published between 1996 and 2003 in English and held by 92 WorldCat member libraries worldwide

The purpose of this book is: to set the historical development of British adult education in its wider policy and ideological context; to examine its various forms and formulations; and to identify what purpose or purposes it has served. The 16 chapters are as follows: "Historical and Political Context" (Roger Fieldhouse); "The Nineteenth Century" (Roger Fieldhouse); "An Overview of British Adult Education in the Twentieth Century" (Roger Fieldhouse); "The Local Education Authorities and Adult Education" (Roger Fieldhouse); "Community Education: The Dialectics of Development" (Ian Martin); "Literacy and Adult Basic Education" (Mary Hamilton); "The Workers' Educational Association" (Roger Fieldhouse); "University Adult Education" (Roger Fieldhouse); "Residential Colleges and Non-Residential Settlements and Centres" (Walter Drews, Roger Fieldhouse); "Independent Working Class Education and Trade Union Education and Training" (John McIlroy); "The Open University" (Naomi Sargant); "Adult Education Auxiliaries and Informal Learning" (Peter Baynes, Harold Marks); "Learning for Work: Vocational Education and Training" (John Field); "Broadcasting and Adult Education" (Brian Groombridge); "Women and Adult Education" (Roseanne Benn); and "British Adult Education: Past, Present, and Future" (Roger Fieldhouse). The book contains 1,035 references, notes on contributors, and an index. (Ylb)
A Select bibliography of adult continuing education( Book )

5 editions published in 1988 in English and held by 92 WorldCat member libraries worldwide

More powerful literacies by Lyn Tett( Book )

2 editions published in 2012 in English and held by 90 WorldCat member libraries worldwide

The growth of a knowledge-based economy and an information society has meant that literacy increasingly mediates our lives and activities. Literacy has also been a way of critically comprehending the world in order to make it different and better. It is an important tool for increasing the autonomy of powerless individuals and groups by reducing the gap between those with access to information and those denied it. Building on the original Powerful Literacies first published in 2001, this volume considers the new developments in theory, technology and policy that are having an impact on learning and teaching literacies. It also addresses the current policy context of lifelong learning, active citizenship and social inclusion by showing how learners can be positioned in ways that seek to enhance their control and autonomy. Using examples from the UK and elsewhere, this book makes a powerful contribution to the analysis of the different, and sometimes ‘ hidden’, ways in which literacies are conceptualised and politicised; and on the generation of ‘liberating‘ educational practice in the light of such work. Table of contents: * Foreword (David Barton) * More Powerful Literacies: An introduction (Mary Hamilton, Lyn Tett and Jim Crowther) Section one: Theoretical and policy frameworks * Contexts for literacy work: New literacy studies, multimodality, and the ‘local and the global’ (Brian Street) * More Powerful Literacies: The policy context (Mary Hamilton and Lyn Tett) Section two: Making power visible * Signatures and the lettered world (Jane Mace) * Beyond disempowering counts: Mapping a fruitful future for adult literacies (Tannis Atkinson) * Power and positioning in writing: Exploring issues of authorship and authority (Amy Burgess) * Form-filling, power and the ILP: Tensions and tutor strategies in one adult literacy classroom (Sandra Varey and Karin Tusting) * Learning literacy for citizenship and democracy (Jim Crowther and Lyn Tett) Section three: Resistance and challenges * Affective power: Exploring the concept of learning care in the context of adult literacy (Maggie Feeley) * Empowerment in educational processes: Feminist re-appropriations (Malini Ghose and Disha Mullick) * Transnational migrants in the workplace: Agency and opportunity (Judy Hunter) * The Glory and Dismay Football Literacies Programme (GDFLP) (John Player) * ESOL learners online: New media as a site of identity negotiation (James Simpson and Richard Gresswell) * Using Scots literacy in family literacy work (Alan F.P. Addison)
Ethics and education for adults in a late modern society by Peter Jarvis( Book )

4 editions published in 1997 in English and held by 88 WorldCat member libraries worldwide

Based on the argument that there is only one universal good and all other moral goods are cultural and relative, this book develops the position that adult education is a site within which human morality is worked out. Chapter 1 inquires into education as a practical activity, the educational, and the nature of educational knowledge. Chapter 2 presents a critical overview of the main theoretical positions in moral philosophy, moral and nonmoral good, and some arguments for moral goodness. Chapter 3 examines an existentialist argument for one universal good, how it is to be distinguished from cultural moral values, and the application of this position to the wider society. Chapter 4 explores the basis of social values and what constitutes socially accepted behavior. Chapter 5 explores the moral base of learning, education, and training and teaching techniques. Chapter 6 examines the assertion that the process of teaching and learning is the location of universal value. Chapter 7 addresses concepts underlying mentoring and mentoring itself. Chapter 8 addresses teaching techniques that emphasize the individual and individualism: self-directed and contract learning. Chapter 9 examines ethical implications for teaching in distance education. Chapter 10 argues education has become a marketable commodity and the market has no place for welfare or the common good. Chapter 11 explores the distinction between being and having and relates the distinction to learning and education. Chapter 12 discusses the relationship between measurement and assessment and evaluation and relates this to the processes of assessing students' achievements and evaluating courses or curricula. Chapter 13 locates adult education within social movements, explores the way in which society is changing, and discusses the role education can play in future social movements. Chapter 14 considers the learning society and the education of desire. (Contains 249 references and author and subject indexes.) (Ylb)
Radical agendas? : the politics of adult education by Sallie Westwood( Book )

5 editions published between 1991 and 1992 in English and German and held by 85 WorldCat member libraries worldwide

This book brings together eight of the most significant papers published in the journal "Studies in the Education of Adults" from the 1970s and 1980s, together with three new essays that place the earlier material in context. It examines the changes in British adult education between 1970 and 1990 and is concerned with the place of radicalism in those years, how it was perceived, and what forms it took. Part I contains the three new contributions to the debates within adult education: "Innocence and After: Radicalism in the 1970s" (J. E. Thomas); "Counting the Cost: Managerialism, the Market, and the Education of Adults in the 1980s and Beyond" (Alan Tuckett); and "Constructing the Future: a Postmodern Agenda for Adult Education" (Sallie Westwood). The four papers in Part ii focus on the 1970s: "Community Adult Education" (T. Lovett); "Education at the Bottom" (David Head); "The Concept of Deprivation" (R. W. K. Paterson); and "Adult Education and Social Change" (J. E. Thomas, G. Harries-Jenkins). Part iii contains four papers relating to the 1980s: "a University Adult Education Project with the Unemployed" (Kevin Ward); "Conformity and Contradiction in 'English Responsible Body' Adult Education, 1925-1950" (Roger Fieldhouse); "Gender and Education: a Study of the Ideology and Practice of Community Based Women's Education" (Gillian Highet); and "Constructing the Other: Minorities, the State, and Adult Education in Europe" (Sallie Westwood). (Ylb)
Women, education and training : barriers to access, informal starting points and progression routes by Veronica McGivney( Book )

1 edition published in 1993 in English and held by 84 WorldCat member libraries worldwide

A study identified the factors that assist or impede women's access, participation, and progression within education and training in Britain. The project rationale was as follows: women face continuing inequalities in the labor market, there are signs of a diminishing concern with equal opportunities, and women's position and experiences in education and training have been underanalyzed and underreported. Difficulties participants identified in relation to gaining access to education, training, and employment fell into three broad clusters: personal and domestic, dispositional or psychological, and structural constraints. Course components that help women move to employment or other levels of education or training were core or basic skills, study skills, educational and vocational guidance, planning for change, job search and acquisition skills, accreditation, and assessment of prior experiential learning, experience, and skills. The most effective reentry or threshold learning activities for women shared features common to all good community education: sensitive recruitment, informal venues, flexibility, and empathetic staff. Problems women experienced in moving from an informal to a formal education or training environment arose largely due to lack of information and guidance, lack of coherent learning routes, and lack of support and practical assistance. (Appendixes include descriptions of courses and initiatives that have assisted women's access and progression.) Contains 109 references. (Ylb)
Adult learning, citizenship and community voices : exploring community-based practice( Book )

7 editions published between 2003 and 2005 in English and held by 84 WorldCat member libraries worldwide

This topical book examines the connections between theory and practice in citizenship learning. Focusing on the experiences and views of a range of citizens, many on the margins of society, the contributors explore the significance and impact of particular forms of educational policies and provision in peoples' lives and the role adult learning can play in the development of citizenship. Organised into three sections, the book provides a theoretical overview and a framework for understanding the links between learning and citizenship. This is followed by an exploration of the voices of different citizens as they seek to develop their lives and learning. The final section brings together theory and practice and identifies ten 'Propositions for Practice' in developing adult learning for citizenship, primarily in community contexts
Popular education : engaging the academy : international perspectives( Book )

5 editions published in 2005 in English and held by 83 WorldCat member libraries worldwide

Adult literacy and development : stories from the field by Alan Rogers( Book )

4 editions published in 2012 in English and held by 73 WorldCat member libraries worldwide

Of great importance for international practitioners, students, researchers, and policy makers alike, this book brings together adult learning and anthropology and introduces a picture of the world of adult literacy today; explores relationships between the teaching and learning of literacy and numeracy, and literacy practices in daily life
Learning through life : inquiry into the future for lifelong learning by Tom Schuller( Book )

3 editions published in 2009 in English and held by 71 WorldCat member libraries worldwide

Learning Through Life is the definitive report into the future for lifelong learning in the UK. Essential reading for everyone with a personal or professional interest in the social and economic trends shaping tomorrow's world, it provides a comprehensive vision for the future of lifelong learning. For government, employers, civil society, the lifelong learning sector, broadcasters, researchers and the international community the report provides unique insights and recommendations guaranteed to generate debate across all areas of social policy. Sponsored by NIACE (the National institute of Adult Continuing Education) this is the main report from the independent Inquiry into the Future for Lifelong Learning and presents: the first authoritative and coherent strategic framework for lifelong learning in the UK for the next 10 - 15 years; an overview of the current state of learning in the UK; and radical recommendations for long-term change
Lone parents' experiences as higher education students : learning to juggle by Tamsin Hinton-Smith( Book )

4 editions published between 2011 and 2012 in English and held by 54 WorldCat member libraries worldwide

Lone Parents' Experiences as Higher Education Students presents and explores unique research focusing on lone parents' educational engagement in the UK higher education sector as a whole, a topic of acknowledged and increasing contemporary importance as lone parenthood persists as a social trend, and lone parents seek to develop their educational potential and employability. It is the only text in the field providing an in-depth, up-to-date sociological analysis of lone parents' experiences as HE students. - Through valuable new insights illuminating lone parents' own interpretations of their experiences at UK universities, balancing higher education with wider life responsibilities, Hinton-Smith challenges deeply entrenched stereotypes of lone parents as lazy, work-shy, benefit scrounging and poor role models to their children. In sharp contrast, the evidence demonstrates many lone parents to be highly motivated to improve the lives of themselves and their children, and contribute usefully to society, by becoming educated and securely employed, despite the many barriers and lack of support they face
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Adults with learning difficulties : education for choice & empowerment : a handbook of good practice
Alternative Names

controlled identityNational Institute of Adult Education (England and Wales)

Grande-Bretagne. National institute of adult continuing education

Institute of Adult Continuing Education

Institute of Adult Continuing Education (England and Wales)

Institute of Continuing Education

Institute of Continuing Education (England and Wales)


N.I.A.C.E. (National Institute of Adult Continuing Education (England and Wales))

National Institute for Adult Continuing Education (Anglie a Wales)

National Institute for Adult Continuing Education (England and Wales)

National Institute of Adult Continuing Education

National institute of adult continuing education (England and Wales)

National Institute of Continuing Education

National Institute of Continuing Education (England and Wales)


NIACE (National Institute of Adult Continuing Education (England and Wales))


English (107)

German (1)

Swedish (1)

Adult learning, critical intelligence and social changeBorder country : Raymond Williams in adult educationA history of modern British adult educationEthics and education for adults in a late modern societyAdult learning, citizenship and community voices : exploring community-based practicePopular education : engaging the academy : international perspectivesLearning through life : inquiry into the future for lifelong learning