Learning from models of adult education
Learning from models of adult education
Morley Gallery has now closed for refurbishment for the first time since it opened in 1969. We will reopen in Spring/Summer 2020. This pause in proceedings is important as it gives us time to reflect and carefully think about the gallery’s identity and purpose. What follows below are a series of notes on how the context of the Gallery - being part of Morley College London, one of the oldest providers of adult education should guide the gallery’s future, specifically as a centre for learning.
Adult education is a unique context, it’s responsive and varied to meet the needs of adult learners, and as a result the diversity of provision is vast, as is the diversity of the student body. Everyone who attends Morley is embarking on very personal journeys, whether it is returning to education after a long period of time, coming to education for the first time, learning a new skill, trying something new – while their motivations are all different, Morley is one place that brings people from all backgrounds together and we know these types of spaces are important but becoming rarer in our communities. The civic-ness of the College, together with the multitude of learning it offers are qualities we want the new gallery to embody. It is interesting to note that the metaphor of a College was also used in Calouste Gulbenkin’s inquiry, which aimed to increase awareness of the civic role that arts organisations play, or could play, nationally and in their communities.
‘Learning is about skills and creativity and also about knowledge and experiences; it is in part based on experience of the world and its complexities, knowledge that acquaints us with our history and culture and that of others. Emphasis has rightly been placed on creative learning and what happens in schools. However, we also learn outside formal educational settings, and throughout our lives. The arts are integral to this. Arts organisations have a role as places of lifelong learning, enabling everyone to reach their potential.’ (http://civicroleartsinquiry.gulbenkian.org.uk/wp-content/uploads/2019/01/What-Happens-Next_Inquiry-Phase-2-plan.pdf)
The model of adult education has also been recently championed by the authors of, ‘Who are Universities For? Remaking Higher Education’, who argue that Universities should model themselves more on adult learning institutions, as it is here that learning and life intersect in ways that are more responsive and meaningful to the learner. Therefore, the gallery is perfectly positioned within the context of the College to impact the lives of its users however, we need to look more closely at the ways in which we can achieve the qualities of personalisation, collaboration and informalisation (informal life-wide and life-long learning) which makes adult education so valuable, throughout our public programme. More thoughts on this to follow…