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WHAT THIRD AGE LEARNERS WILL BE ASKING THE POLITICIANS
Britain’s 743 U3As, and their 229,871 members are to be asked to quiz political candidates on their views about adult education, third age education and informal adult learning.
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BRITAIN SHOULD INVEST IN THIRD AGE LEARNING
A call for the government to put £800 million into third age learning, and a further £200 million into fourth age learning, came today from both Ian Searle, chairman of the University of the Third Age, and Tom Schuller, director of the enquiry into lifelong learning, set up by the adult learners’ organisation NIACE, which reported last week.
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U3A WELCOMES LEARNING REVOLUTION
The University of the Third Age today welcomed the launch of the government’s Learning Revolution.
“We have been proud to be associated with this project from the start” said U3A vice chairman Barbara Lewis. “It will bring together providers of informal adult learning and thereby enhance what we are all doing.”
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U3A CRITICISES MANDELSON SPEECH
“We have heard today not a word about the sort of learning that makes out society better, only about the sort of learning that may make it wealthier.”
Ian Searle, chairman of the University of the Third Age, said today (Tuesday):
“Business Secretary Lord Mandelson spoke today as though the only purpose of education is to serve the needs of business. Since his department swallowed up the functions of the former Department of Innovation, Universities and Skills in the early summer, we have hardly had a word from our Secretary of State about education as a vital component of a civilised society; or about education for citizenship; or about learning for pleasure.
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MANDELSON SPEECH: NO PLACE FOR ADULT EDUCATION
U3A chairman Ian Searle said today:
“I was interested to hear Lord Mandelson’s call this afternoon for closer links between businesses and universities. It is regrettable that this was virtually his only reference to higher, further and adult education, all of which now come under the control of his very large department.
“The government is increasingly giving the impression that the only sort of education that matters is the sort that offers an immediate financial payoff; the sort that helps make money.
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