Adult learning
Literacy, numeracy, and second chances.
Focus — Education, Knowledge & Human Capability — Lifelong learning
LIFELONG LEARNING
IDEAS WE SUPPORT.
World Seed Fund supports people whose ideas improve the learning available to adults through working life for the adult learners and their families.
Why this area
LIFELONG LEARNING
IN CONTEXT.
Adults learn around work and family. Ideas qualify when the format fits the life the learner actually has.
Scope of the area
WHAT THIS AREA
INCLUDES.
Illustrations of scope, not a fixed list. If your idea belongs here but is not described below, introduce it anyway.
Reskilling
Moving between trades and sectors.
Community learning
Libraries, centres, and informal learning spaces.
Recognition
Credit for skill learned outside school.
Criteria to qualify
WHAT A LIFELONG LEARNING
IDEA MUST SHOW.
All five criteria apply. An idea does not need to be complete or proven — it needs to be specific enough that we can judge it, and grounded enough that a next step is possible.
A defined problem, in a defined place
We need to understand exactly who is affected, where, and how they cope today. General statements about a global challenge are not enough to qualify.
- Names the place, community, or system where the learning available to adults through working life fall short.
- States the situation today in plain terms — completion, skills gained, or work and study taken up after.
- Explains what the adult learners and their families do now, and what it costs them.
Human insight behind the idea
The idea should come from knowledge of the situation — technical, scientific, operational, cultural, or lived — rather than from an assumption about it.
- Draws on direct knowledge of the learning available to adults through working life in that place.
- Accounts for why earlier adult education programmes did not hold here.
- Was shaped with the adult learners and their families, not only for them.
A credible next step
There must be a specific thing that can be attempted next, at a scale that can be observed honestly, with a stated way of judging whether it worked.
- A defined pilot with a stated size — learners, centres, or cohorts.
- A stated measure of success — completion, skills gained, or work and study taken up after.
- A timeframe within which the result can be judged honestly.
Value for people and place
The benefit should be meaningful to the community or system the idea serves, and describable in terms they would recognise.
- Improves capability, income, and confidence for the adult learners and their families.
- The benefit is described in words the community itself would use.
- Does not shift cost, risk, or harm onto neighbouring people or systems.
A path to keep working
Ideas qualify when someone can plausibly own, operate, fund, and repair the result after the first phase of support ends.
- A named learning centre, employer, or community organisation able to carry the work after the first phase.
- Running costs, materials, and skills obtainable near the work.
- Ownership, permission, or agreement that lets the work continue.
Evidence & boundaries
WHAT HELPS,
AND WHAT DOES NOT.
Evidence can be modest. A careful account of a small trial is worth more than a projection.
Evidence we look for
- Any observation, record, or measurement of the learning available to adults through working life in that place.
- Costs, materials, or time recorded from a small trial, however modest.
- Notes, letters, or agreements from the adult learners and their families or the learning centre, employer, or community organisation.
Usually outside this area
- Broad proposals about lifelong learning with no named place and no named people.
- Equipment or funding requests with no operator and no running cost.
- Work that transfers cost, risk, or harm to neighbouring people or systems.
Submit an idea
INTRODUCE YOUR
LIFELONG LEARNING IDEA.
There is no application window and no required format. Answer these four questions in your own words and we will read them.
Who is affected, where, and how do they manage today?
What do you know about the learning available to adults through working life that others working on it may not?
What could you attempt next, and how would you judge whether it worked?
Who continues the work afterwards, and what keeps it running?
Human potential is everywhere. Opportunity should be too.