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It shows participants experience substantial improvements across multiple aspects of their lives. The study argues that these effects are multiple and interconnected, benefiting both learners and the wider community served by this education system. The discussion situates results within evolving European and Irish lifelong-learning policy contexts.",{"@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/the-social-value-of-community-based-adult-education-in-limerick-city/588406/",{"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/the-social-value-of-community-based-adult-education-in-limerick-city/588406.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the qualitative study in Limerick City?","Question",{"text":112,"@type":113},"The study examines the social value of community-based adult education in Limerick City, emphasizing how it affects participants and the community.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of changes do participants experience?",{"text":117,"@type":113},"Participants report significant improvements across many facets of their lives, including social and personal outcomes that extend beyond learning itself.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article link community education to wider policy developments?",{"text":121,"@type":113},"It explains how European and Irish policy shifts promote lifelong learning and active citizenship, while also raising concerns about reducing community education to mainly economic value.","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},588406,1792208836,{"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":19,"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},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Social Value of Community-Based Adult Education in Limerick City  \npatricia neville, university of bristol maria o’dwyer, paul partnership, limerick martin j power, university of limerick  \nAbstract  \nThis article documents the findings of a qualitative study into the social value of community-based adult education in Limerick City. The article demonstrates that participants experience significant improvements in numerous facets of their lives and we argue that it is crucial that we recognise the multiple and inter-connected social impacts that community-based adult education offers to its participants, as well as to the community in which this service is provided.  \nKey words: (Social Benefits, Community Education, Community Education policy)  \nIntroduction  \nIt has long been established that public education promotes civic solidarity and social cohesion (Heyneman, 2003) . However, European and national policy developments in recent years havecreated an expanded vision of lifelong learning, one that promotes active citizenship as well as employability. The Lisbon Strategy (2000) and Europe 2020 (cited in CEFA, 2014, pp.3, 9) have promoted this policy shift at a European level, following research that demonstrates that participating in education has a positive impact on peoples employability, income levels and occupation (Carnoy, 2000, Blondard et al., 2002 both cited in Schuller, 2004a, p.3). Nationally, the economic collapse of the Irish economy and the chronic unemployment problem has meant that education and training, especially in the community education sector, is increasingly being offered as one of the ways to reduce Ireland’s economic deficit. With policy documents such as Pathways to Work (and the Action Plan for Jobs cited in CEFA 2014, p.13) the once apolitical and informal community education sector is being increas-  \ningly co-opted into the state mechanism. Many could contend that this subsuming of community education into state governance predates the current economic climate, a process that began with the increased neoliberalism of the Irish state throughout the Celtic Tiger years (1994–2008) . This increased neoliberalism is evidenced in the imposition of a‘value-for-money’managerialism into the Irish healthcare system (Skillington, 2009), community development (Lloyd, 2010) and education (Grummel, 2007). The desire to align community education with government priorities and the potentially negative impact on its original ‘aims of enhancing learning, empowerment and contributing to civic society’(Department of Education and Skills, 2011, p.25) has also been acknowledged.  \nIndividual commentators (e.g. Finnegan 2008, Connolly 2007, Brady 2006 all cited in CEFA, 2014, p.6) as well as the Community Education Facilitators’Association (cited in CEFA, 2014, p.18) have called attention to the increasing political tendency to reduce community education to an economic rather than social value. The possibility that community education in Ireland could be further depoliticised has also come one step closer with the publication of the Community Education Programme: Operational Guidelines for Providers (Department of Education and Skills,(DES) 2012 cited in CEFA, 2014, p.18) . These guidelines present a contradictory picture of the role and function of community education in Ireland. On the one hand, the guidelines underline the role of community education in combating educational disadvantage. However, in outlining the intention to develop ‘a cohesive integrated service approach’ the guidelines worryingly add that one aspect of this approach will be to ‘avoid duplication’ (DES 2012 cited in CEFA, 2014, p.18) of services. Such a statement resonates strongly with the managerialism of neoliberalism but also jars with the grassroots ethos of community education and its interest with being ‘community-led, reflecting and valuing the lived experiences of individuals and their community’(CEN, 2000 cited in O’Reilly 2012, p.","cbCaicxPtVbwW0BY","https://ap.wps.com/l/cbCaicxPtVbwW0BY","pdf",223322,15,"English","# Abstract\n# Introduction","[{\"question\":\"What is the focus of the qualitative study in Limerick City?\",\"answer\":\"The study examines the social value of community-based adult education in Limerick City, emphasizing how it affects participants and the community.\"},{\"question\":\"What kinds of changes do participants experience?\",\"answer\":\"Participants report significant improvements across many facets of their lives, including social and personal outcomes that extend beyond learning itself.\"},{\"question\":\"Why does the article link community education to wider policy developments?\",\"answer\":\"It explains how European and Irish policy shifts promote lifelong learning and active citizenship, while also raising concerns about reducing community education to mainly economic value.\"}]","The Social Value of Community-Based Adult Education in Limerick City | PDF",1792065175,38]