The changes in adult education funding have undoubtedly brought many challenges, particularly in the further education sector. Five years ago, the funding for adult education was paid directly to the provider. Now it has been diversified and comes through supporting apprenticeships and advanced learner loans to those aged between 19 and 23.

However, funding is not the only barrier to adults in education: other issues can impact. These include confidence, lack of knowledge of what courses are available and, importantly, where to get relevant advice as to what choice to make. Some of these adults may have part time jobs or a family, and are worried about how they will juggle studying around them. Additionally there maybe a number of older or retired people who want to study - possibly due to missed opportunities when they were younger, or as a way of keeping their brain active - who are worried about fitting in.

The Workers Educational Association and the Open University (OU) - founded in 1903 and 1977, respectively - were developed specifically to make education available for all but particularly adults. The OU in particular was designed to be flexible so that those in employment could study and further their knowledge. It was not only for young but an older generation of adults who had missed opportunities. But what has happened since?

‘Not just about employment’

Sadly, adult education is often viewed as a hobby, or, as someone once put it, a leisure activity, not really a serious means to an end. But does education need to have an end? Do we think education should be about getting a job or passing exams? Sadly, our school culture is exam-driven. Colleges are driven towards apprenticeships largely due to the high amount of funding per student (around £7,000), and drive to build employability skills in the curriculum.

Is there enough investment in industry and business growth in this country to support them? To answer these questions we need to start and think about how we define education. One of the best and most eloquent definitions for me is by Rachel Lofthouse, head of education at Newcastle University. She said that there should be “no purpose of education, which in itself undermines a determination that education creates positive changes for social justice.”

For many adults, education is not just about employment - it can be a holistic experience, too. I have seen adult students who have confidence or health issues, and want a way of improving themselves. Some see it as a means of contributing to their own families and children as well as the community and society. For the older generation it is often a way of keeping their brain active by making friends and escaping the worries of loneliness, depression and dementia.

We cannot assess in the traditional sense how such holistic and social outcomes support education, but the value to the community and society is plain to see. To ensure continuity of adult education we need to embrace the idea that education is not a means to an end but the beginning of a lifelong journey. We need to encourage more adults to study; after all, their contribution to education is priceless.

Dr Christine Challen is a lecturer at South Tyneside College. She tweets at @ChallenDr