Vocational education is education that prepares people to work as a technician or to take up employment in a skilled craft or trade as a tradesperson or artisan. Vocational education is sometimes referred to as career and technical education.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner. and to ensure the fulfillment of an individual.
Barnsley College is a further education college just outside the town centre of Barnsley, England. It has several campuses, including the SciTech Digital Innovation Centre, and Barnsley Sixth Form College. The college provides A Levels, vocational courses, and apprenticeships for students from Years 12 to 13. It also offers Higher Education for students over the age of 18.
The Higher Education Funding Council for England (HEFCE) was a non-departmental public body in the United Kingdom, which was responsible for the distribution of funding for higher education to universities and further education colleges in England since 1992. It ceased to exist as of 1 April 2018, when its duties were divided between the newly created Office for Students and Research England.
The Learning and Skills Council (LSC) was a non-departmental public body jointly sponsored by the Department for Business, Innovation and Skills (BIS) and the Department for Children, Schools and Families (DCSF) in England. It closed on 31 March 2010 and was replaced by the Skills Funding Agency and the Young People's Learning Agency.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
Jisc is a United Kingdom not-for-profit company that provides network and IT services and digital resources in support of higher education institutions and research.
Longley Park Sixth Form is a 16-18 academy and was previously a further education sixth form in the Longley area of Sheffield, South Yorkshire, England. It is not to be confused with the multi-campus Sheffield College. Longley Park Sixth Form was established in 2004 with circa 1,200 students enrolled. It is part of the Brigantia Learning Trust, an academies partnership with feeder school Hinde House 3-16 School.
Chesterfield College is a further and higher education college in the town of Chesterfield in North East Derbyshire, England. The college consists of a number of campuses including Infirmary Road and Lockoford Lane spread over the town of Chesterfield. The college also has satellite sites in Derby, Nottingham, Manchester and Markham Vale, Chesterfield. It serves over 21,000 students of which 5,600 are full-time attends.
Skills for Life was the national strategy in England for improving adult literacy, language (ESOL) and numeracy skills and was established as part of the wider national Skills Strategy to increase the numbers of young people and adults with adequate skills. The strategy was launched by the Prime Minister, Tony Blair, in March 2001.
Higher Futures, established in 2006, is the Lifelong Learning Network (LLN) for South Yorkshire, North Derbyshire and North Nottinghamshire. It is one of many LLNs operating in each region across the country.
ASET is a national awarding body in the United Kingdom that provides Awards and Qualifications in post-14 vocational and higher education and training.
The West London Lifelong Learning Network is a government funded partnership.
The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. Since 2012, all new qualifications issued in Europe carry a reference to an appropriate EQF level.
Train to Gain (T2G), was a UK government funded initiative to deliver vocational training to employed adults. It was discontinued in 2010.
Recognising and recording progress and achievement (RARPA), in the education sector in England, is an approach for measuring the progress and achievement of learners on some further education courses which do not lead to an externally accredited award or qualification. The majority of such courses are in the adult and community learning sector and other non-accredited learning settings.
In England, learning and skills refers typically to post-compulsory education and training, provided by further education and sixth form colleges, schools with sixth forms, local authority and adult education institutions, private and voluntary sector providers, offender learning, and workplace learning including Apprenticeships and other employer-facing initiatives. The learning and skills sector is vital to increasing productivity, economic competitiveness and sustainable employment in the UK
The Young People's Learning Agency for England, commonly referred to as the Young People's Learning Agency (YPLA), was a UK government body, based in Coventry, which funded further education for 16- to 19-year-olds in England. It closed on 31 March 2012, when its responsibilities were transferred to the newly created Education Funding Agency.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Climate change education (CCE) is education that aims to address and develop effective responses to climate change. It helps learners understand the causes and consequences of climate change, prepares them to live with the impacts of climate change and empowers learners to take appropriate actions to adopt more sustainable lifestyles.