Introduction In the past learning was seen by many as something that was done (by some) at school, and perhaps in the first few years of their working lives. As the nature of work, and of leisure, has changed, it has become increasingly important that adults can go on learning throughout their lives. Very few people now stay in the same job, or even the same area of work, throughout their working lives. Technologies change quickly and in ways that affect us all, influencing our ability to compete in the labour market and to participate in other forms of social activity. In order to cope with these challenges, adults need to be able to retain and develop the ability to learn. They need access to means of learning, and they need to pass on the habit of learning, and positive attitudes to learning as an activity, to their children. Recognition of the importance of lifelong learning is at the heart of policy, as expressed in ‘The Learning Age’. ‘To achieve stable and sustainable growth, we will need a well-educated, well-equipped and adaptable labour force. To cope with rapid change and the challenge of the information and communication age, we must ensure that people can return to learning throughout their lives.. we need the creativity, enterprise and scholarship of all our people… Learning enables people to play a full part in their community. It strengthens the family, the neighbourhood and consequently the nation… we value learning for its own sake as well as for the equality of opportunity it brings.’ Foreword to ‘The Learning Age’. Unfortunately some continue to regard learning either as something which they ‘cannot do’, or as something which does not interest them. They present a challenge to national efforts to foster the practice of ‘lifelong learning’ and to make this second nature for all. The major aspects of this challenge are: reaching these individuals and gaining their attention; changing their attitudes towards learning; providing routes into learning which will attract them; building on initial success to provide opportunities to continue and progress. Broadcasting, in all its forms, is one of the key ways of accessing and engaging large numbers of individuals. The main terrestrial networks are open to anyone with access to a radio or television. They can reach those with limited reading skills, and can influence people who would be difficult to reach in any other way. They can also present messages more actively by seizing the attention of the audience in ways which are difficult for written media, which require the reader to be more active. Although the omnipresence of broadcasting is part of our everyday experience, it is worth noting some of the numbers involved: by 1998 24.3 million UK households owned at least one TV; the average person watches TV for almost 24 hours per week; over 14 million watch an episode of Coronation Street (from a working age population of 33 million);1 almost 31 million listen to BBC radio stations, including a BBC Radio 2 weekly audience of around 9.9 million.2 Broadcasting, therefore, presents a key opportunity to address some of the challenges faced in fostering lifelong learning; to reach out to individuals, gain their attention and interest, and present learning in new and more positive lights. The success of the Open University illustrates how effectively broadcasting can function as a provider of access to learning opportunities. However there is an earlier step, which OU learners have already taken, but which many others have not - the first step back into learning. This broadcasters can also support. Many broadcasters have been working with the Department for Education and Skills (DfES) and others, to explore ways in which these challenges can be met. This Guide looks at the ways in which they have done this; it identifies good practice which is likely to be useful for others, or for the future development of this work. And it looks at the experience of some broadcasters, the lessons they have learned, and the benefits which have arisen for them, for lifelong learning, and for their learning audiences. The Guide is for: policymakers and funders such as the Learning and Skills Council (LSC) and Regional Development Agencies (RDAs); the Employment Service and other organisations working on employment and learning issues, such as the Basic Skills Agency, National Training Organisations (NTOs), unions, and employer bodies; broadcasters themselves. The document is based on visits and interviews undertaken by York Consulting Limited in late 2000 and early 2001, to: Tyne Tees Television; Meridian Broadcasting Charitable Trust; Channel 4; BBC Television; Discovery Networks Europe. Each of these had different aims and target audiences, and adopted different methods in pursuit of these. They were all supported with DfES funding and advice; the diversity of this work illustrates the wide range of possibilities in this area. 1. Source for these figures: BARB 2. Source: UK Radio RAJAR

Home

Next