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Learning Lives was the first large-scale longitudinal study of its
kind into the learning biographies of 150 adults aged between 25
and 65+. Through interviews, observation and documentation and by
using a life-history approach the project traced and reconstructed
the learning biographies of a wide range of different adults in
different contexts and stages of their lives, both retrospectively
and over a 30-month ‘real time’ period. The life-history
study was complemented by a longitudinal survey study over the
same period.
The research focussed on the significance and impact of life
course transitions upon learning, identity and agency. Key transitions
include migration (travellers, international and intra-national
migrants, asylum seekers), life, family and community transitions
(individual, community and family support), age/stage transitions
(careers guidance; adult education) and work transitions (redundancy;
work based learning and trade union education).
Learning Lives aimed to provide an empirical informed understanding
of the reality of learning throughout the lifespan from the point
of view of those for whom learning does – or does not –
matter. It aimed to deepen understanding of the complexities of learning
throughout the lifecourse, with a focus on the relationships between
learning, identity and agency. On the basis of this, the project
identified, implemented and evaluated learning, teaching and guidance
strategies for sustained positive impact upon learning opportunities,
dispositions and practices and upon the empowerment of adults.
Learning Lives worked closely together with a range of different
project partners in order to gain access to different contexts and
to provide knowledge and understanding that will be of direct use
for those engaged in the teaching, support and guidance of adults
in different ages and stages of their lives. Project partners included
the National Institute for Careers Education and Counseling, the
Third Age Network and the Exeter Diocesan Board of Christian Care.
The project also collaborated with the Learning and Skills Development
Agency, the Scottish Further Education Unit, the Lifelong Learning
Foundations and other organisations concerned with the formal and
informal learning of adults.
More information is available on the project’s website:
www.learninglives.org
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