Abstract
Any discussion of the education for adults in Britain must distinguish between the rich and varied range of opportunities available to adult learners and the much more restricted definition of adult education which refers to a relatively small number of state-supported institutions which provide organized learning for adults. Historically the former include the churches, trade unions, Chartists, cooperative movements, temperance societies, libraries, museums and art galleries (Kelly 1992). More recently radio and television have added a new dimension to the non-formal learning opportunities used by adults. Paradoxically, the tension between practice and discourse has meant until recently that the significant numbers of adult learners in further and higher education who have been taking courses leading to formal qualifications have also tended to be excluded from definitions of adult education.
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© 1997 Springer Science+Business Media Dordrecht
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Raggatt, P., Edwards, R. (1997). England and Wales. In: Haddad, S. (eds) Adult Education — The Legislative and Policy Environment. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0795-5_11
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DOI: https://doi.org/10.1007/978-94-007-0795-5_11
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