The following list shows current and recent research in adult learning:
‘What Scotland Learned’- 100 stories of lockdown learning
Education Scotland is delighted to announce the release of a collection of lockdown stories from across the education system called ‘What Scotland Learned’.
‘What Scotland Learned’ showcases some fantastic examples of how work was carried out across Scotland after the sudden closure of school buildings and other learning sites. It features 100 tales of the work undertaken to support learners and communities through innovation, creativity and resilience. This free publication is a collection of some of the best examples of the brilliant work we know has taken place across Scotland since the first lockdown in March last year. The stories from the book, as well as additional stories, are also published online.
Education Scotland have also published a professional learning paper which takes the inspiring stories from the book and synthesises them with education research. Designed to support education leaders and practitioners, it takes six themes that came through the stories and explores the existing evidence-based findings to add depth and understanding to lived experience.
The key objective of this research is to learn more about how young people use digital spaces and particularly how their engagement in the digital space connects with social mobility and equality. In addition, the study seeks to ask how digital engagement can be enriched through creative and cultural production.
The Urban Big Data Centre (UBDC) in the University of Glasgow is a unique UK ESRC-funded research centre to address social, economic and environmental challenges facing cities. UBDC brings interdisciplinary expertise of urban social scientists and data scientists from University of Glasgow and five partner universities of Edinburgh, Cambridge, Reading, Bristol and Illinois-Chicago to seek solutions in addressing such challenges.
This new project, started in November 2013, aims to study the TLL strategies of higher education institutes to improve the quality of work of learners and the quality of their work performance.
This project is designed as a mixed-method comparative study on Austria, Bulgaria, Croatia, Finland, Italy, Germany, Portugal, Spain, and the United Kingdom and focuses on LLL policies for young adults – particularly those in ‘vulnerable’ positions – with the aim to critically analyse current developments of LLL policies in Europe
This is short for “Shaping Educational Attitudes and Aspirations: The Influence of Parents, Place and Poverty.” This is a two-stage study which aims to better understand the relationship between young people’s aspirations in relation to education and employment, and the contexts in which they are formed in Glasgow, London and Nottingham. In particular, the study seeks to explore how parental circumstances and attitudes, schools as institutions, and the opportunity structures in neighborhoods come together to shape aspirations in deprived urban areas.
This project focuses on unemployment, underemployment and precarious work among young people. The project involves secondary analysis of two projects carried out in the 1980s which are compared with contemporary data from a national survey, Understanding Society. The project began in February 2013.
The project aims to study the TLL of HE institutes in several countries with respect to inclusion of mid-life learners. At the core stands a comparative study with concrete example analysing statistically available data, making series of interviews with decision makers, stakeholders, lecturers and mid-life learners. The study will analyse the efficiency of TLL programs to achieve the inclusion of mid-life learners.
“LLS have a very professional approach to training & Learning, which I have shared with others internally and externally.”
Scottish Language Dictionaries
“It feels good to be belong to Learning link and I look forward to other events and to making use of your materials.”