This research examines the issues surrounding the delivery of the Skills for Life agenda (DfEE, 2001) to adult learners in six rural counties of England. Although the research is situated in the rural the findings and policy recommendations offer much to those concerned with the planning and delivery of the Skills for Life agenda in the urban and semi-urban context. We argue that providing adult literacy, numeracy and ESOL in rural communities and then engaging learners with that provision is a major challenge for providers and policy makers alike. Currently the Skills for Life policy draws heavily on research material grounded largely in the urban context and relies on urban models of delivery and funding that are often found to be inappropriate and unworkable in many rural areas. Our analysis draws on, amongst other data, 103 questionnaire responses and 214 learner interviews. We make recommendations for policy development and future research in this field.
Provision of, and learner engagement with, adult literacy, numeracy and ESOL support in rural England: a comparative case study
