Teachers of adult education in British universities 1948–1998

Abstract

The role and position of liberal non- or semi-vocational adult education (LAE) within English university provision is endlessly debated, centred upon policy and funding issues in Higher Education (HE). This debate seldom descends to delivery level to relate strategy to the experiences of a largely part-time, casually employed tutor body. This is despite the historic reliance of LAE upon part-timers and ‘enlightened amateurs’. Examination of the tutor body reveals groups with distinct motivations, aims and objectives, diversity that is both a strength and a weakness. The ability to innovate and to respond rapidly to social change is balanced against potential alienation from mainstream university practice and quality procedures. Policy may be formulated at national and institutional level but its success is hugely dependent upon the goodwill of these diverse practitioners.