Some thoughts on the British government's Post-16 Education and Skills White Paper, and how adult learning is perceived within England.

With results day looming, I've been reflecting on England's GCSE resits policy and why - despite its apparent 'success' - I've always been sceptical about whether it misses the point

Discussion, collaboration and praxis aren't optional extras for educators and education professionals. We ALL need thinking and sharing space. Last week I spent a few days away in Wales and England, working with two organisations close to my heart - North West Migrants Forum (NWMF) and Research and Practice in Adult Literacies (RaPAL) . Since leaving the Technical Advisor role a year ago, I've spent less time travelling than I used to and (Masters aside) less face-to-face ti

Yesterday, shortly after offering my customary congratulations to everyone receiving their Level 3 qualification results across England, NI and Wales, I got drawn into a Twitter discussion about the efficacy and fairness of exams versus other forms of assessment. It stemmed from these comments by Gary Neville: Professor Rachel Lofthouse QT'd her support for Gary's comments, but had received quite an aggressive reply from one teacher complaining that "Coursework [was] less fa