[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589221-105":59,"doc-detail-589221-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","community-based-adult-learning-a-scottish-case-study-in-the-time-of-covid-19","Community-Based Adult Learning - a Scottish Case Study in the Time of COVID-19","","Community-based adult learning (CBAL) improves quality of life for the most disadvantaged through an ideology, methods, and curriculum distinct from mainstream education. A Scottish case study examined the key changes influencing CBAL provision in the prior three years: reduced funding and undervaluation by other professions, COVID-19 impacts on learning and teaching, and CBAL’s role in promoting wellbeing. The study argues these Scottish effects resemble other Western contexts, worsening inequalities while also highlighting CBAL value in addressing digital divides and mental health issues.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/community-based-adult-learning-a-scottish-case-study-in-the-time-of-covid-19/589221/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/community-based-adult-learning-a-scottish-case-study-in-the-time-of-covid-19/589221.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is community-based adult learning (CBAL) and what distinguishes it from mainstream education?","Question",{"text":112,"@type":113},"CBAL focuses on improving life quality for disadvantaged groups and uses different ideology, methods, and curriculum than mainstream education. It emphasizes empowering participants and building learning from their lived experience and community priorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which major changes over the preceding three years affected CBAL in Scotland?",{"text":117,"@type":113},"The study identifies reduced funding for CBAL and its undervaluing by other professions, the impact of COVID-19 on learning and teaching, and the importance of CBAL in promoting wellbeing.",{"name":119,"@type":110,"acceptedAnswer":120},"What balance of negative and positive outcomes does the article argue for Western countries during this period?",{"text":121,"@type":113},"Negatively, COVID-19 exacerbated educational inequalities for the least advantaged. Positively, CBAL practitioners demonstrated their value, particularly in addressing digital inequalities and mental health issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589221,1792599142,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADULT LITERACY EDUCATION WINTER 2023  \n| [http://doi.org/10.35847/LTett.5.1.21](http://doi.org/10.35847/LTett.5.1.21) |  |\n| --- | --- |\n|  | Research Article |\n\nCommunity-Based Adult Learning: a  \nScottish Case Study in the Time ofCOVID-19  \nLyn Tett, Universities of Edinburgh and Huddersfield  \nAbstract  \nCommunity-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years . These were: a reduction in funding for CBAL and its undervaluing by other professions; the impact ofCOVID-19 on learning and teaching; the importance ofCBAL in promoting wellbeing. It is argued that these Scottish issues are similar in their impact to other Western countries; negatively because COVID-19 has exacerbated inequalities in the education available to the least advantaged, and positively in that CBAL practitioners have demonstrated the value of their work especially in addressing digital inequalities and mental health issues.  \nKeywords: wellbeing; digital inequalities; empowerment  \nThis article focuses on community-based adult learning (CBAL) to examine the changes that have affected practitioners especially in the  \ntime ofCOVID-19. Although it is set in Scotland, it illuminates the impact of the reduction of resources for CBAL experienced by many Western countries. CBAL has a different focus from mainstream education in its underpinning ideology, its methods, and its curriculum. Its ideology is based on empowering participants and aims to deepen democracy and improve the quality of life for those that are the most disadvantaged in society (Kane, 2013) . Its methods are to encourage and engage people in learning that is relevant to them, so it is responsive to community priorities identified with people rather than for them. Rather than having a pre-set curriculum it uses people’s  \nexperience and interests to build the learning program because the acknowledgement of learners’ lived experiences provides rich resources for their emotional and social development (Baquedano-López et al. , 2013) .  \nCBAL’s roots lie in the 19th century and come from the Swedish tradition of Folkbildning , which focused on the relationship between lifelong learning, power, and democracy in society (Laginder et al. , 2013), as well as UK radical working-class organizations that acted and educated against the status quo to develop“knowledge calculated to make you free”(Johnson, 1988) . In the United States, CBAL was developed in the 1900s based on“Dewey’s (1916) educational philosophy, which emphasized the critical role of a well-educated and engaged populace for community development  \nCorrespondence: [lyn.tett@ed.ac.uk](lyn.tett@ed.ac.uk) 21  \nand the proper functioning of democratic forms of governance at all levels”(Zhang & Perkins, 2022, p.4) . This underpinning philosophy, together with the influence of the Danish folk high schools, led to the establishment of the Highlander Research and Education Center in Tennessee in 1932. Since then, this Center has created strong social movement infrastructure in the South and Appalachia, and its current organizing efforts focus on environmental, economic, and racial justice. This focus is common amongst the many other organizations in the United States that offer empowerment-orientated CBAL programs.  \nCurrently, it appears that CBAL is experiencing“scattered and unsteady progress in many Western countries”(Zhang & Perkins, 2022, p.15) despite research showing it is an effective way of engaging disadvantaged learners (Smyth, 2015), can positively change the educational practices of families (UNESCO Institute for Lifelong Leaning, 2010) and contribute to economic, educational, and personal progression by supporting learners towards the achievement of their goals (Macintyre, 2012) . CBAL ","cbCaigYE9TwFABED","https://ap.wps.com/l/cbCaigYE9TwFABED","pdf",155305,15,"English","# Abstract\n## Community-based adult learning under COVID-19\n## Scottish context and definitions\n## Impact, evidence, and funding decline","[{\"question\":\"What is community-based adult learning (CBAL) and what distinguishes it from mainstream education?\",\"answer\":\"CBAL focuses on improving life quality for disadvantaged groups and uses different ideology, methods, and curriculum than mainstream education. It emphasizes empowering participants and building learning from their lived experience and community priorities.\"},{\"question\":\"Which major changes over the preceding three years affected CBAL in Scotland?\",\"answer\":\"The study identifies reduced funding for CBAL and its undervaluing by other professions, the impact of COVID-19 on learning and teaching, and the importance of CBAL in promoting wellbeing.\"},{\"question\":\"What balance of negative and positive outcomes does the article argue for Western countries during this period?\",\"answer\":\"Negatively, COVID-19 exacerbated educational inequalities for the least advantaged. Positively, CBAL practitioners demonstrated their value, particularly in addressing digital inequalities and mental health issues.\"}]","Community-Based Adult Learning - a Scottish Case Study in the Time of COVID-19 | PDF",1792066780,38]