Community-Based Adult Learning: A Scottish Case Study in the Time of COVID-19

Author(s): Lyn Tett – Universities of Edinburgh and Huddersfield

This article discusses the impact of community-based adult literacy (CBAL) programs in Scotland, particularly in the context of reduced funding for local government. The study highlights the positive consequences of CBAL, such as increased confidence, self-esteem, and mental well-being for learners. It also addresses the challenges of transitioning to online learning during the COVID-19 pandemic.

The article emphasizes the importance of partnerships, learner-centered approaches, and addressing inequalities in promoting effective CBAL programs. Overall, CBAL plays a crucial role in reducing educational, digital, and socioeconomic inequalities.

ALE Journal – Volume 5, Issue 1

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