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With technological advances, the generation of deepfake material is now within reach of those operating consumer-grade hardware. As a result, much research has been undertaken on deepfake detection techniques. This work has analysed and measured the performance of various detection techniques using multiple metrics and discussed the effectiveness of these deepfake detection techniques. This has been undertaken by examining and analysing the current state of deepfake detection techniques. Unlike other existing surveys, this work produced a Systematic Literature Review (SLR) on research conducted from the beginning of 2021 to August 2022. This SLR includes tabulated data containing details of the techniques used and the accuracy of those techniques, performance metrics provided in each study, summaries of the datasets used, and challenges and future trends. This SLR has been undertaken with a focus on using a mixed methods approach. This SLR has determined that deep learning (DL) has surpassed machine learning (ML) as the preferred deepfake detection model. However, ML is still a primary focus method in medical imagery. It was also discovered that traditional artificial neural networks are no longer effective and require additional modules to produce ensembled and multi-attentional architectures. [ABSTRACT FROM AUTHOR]

The government is consulting the sector on a new skills strategy and a simplified funding system for further education (FE). Some of the leading players were asked what they made of the government's vision and what they would like to see in the strategy. Brendan Barber warns that spending cuts will undermine many of the positive proposals in the government's skills strategy. Lynne Sedgmore says colleges have a key role to play in creating a genuinely demand-driven system that is responsive to local needs and circumstances. Graham Hoyle argues that the government must be bold and move towards a demand-led open skills market with a single FE budget open to all providers. Ian Searle advises to recognise that all kinds of learning can be worthwhile and give learners greater control over their destinies. Susan Anderson argues that the focus must be on a "bottom-up" approach with employers building partnerships with local providers. Peter Templeton says the proposals don't go far enough in creating a funding and policy framework that sustains adult learning, especially in the most disadvantaged communities. Tricia Hartley suggests that people must support the minister in ensuring that personal development and the joy of learning stand alongside employability in everything they do. Finally, Alastair Thomson says ministers have set out the government's priorities for adult education with energy and passion, but little of that vision appears to have made it into the consultation papers.

With the new government, the implications for learning policy are not yet clear. On the positive side, the new Minister for Further Education, Lifelong Learning and Skills, John Hayes attended both NIACE's policy conference and the Campaign for Learning's Learning at Work Day debate and expressed his support for adult learning and the work that is done in this area. As an organisation that has always championed learning in the workplace, Campaign for Learning was pleased to see workplace learning prioritised under the last government, but was dismayed at the concomitant massive reductions in adult learning opportunities elsewhere. The organisation argued that subsidising training for large companies--training most of them would have offered anyway--was wasteful, and the new government has taken the same view. The author, Chief Executive of the Campaign for Learning, stresses that education spending underpins social and economic progress. It's vital that ministers recognise it as a solution to creating a fairer and more inclusive society in tough economic times, and not just another cost. Campaign for Learning will continue to commend all their proposals to the new government as a way of developing and expanding learning opportunities that will create a stronger, wealthier and more vibrant society.

The Campaign for Learning supported the lead-up to the "Learning Revolution" White Paper and is delighted to be part of the Learning Revolution Festival of Learning, which runs throughout October. It has been heartening to identify, alongside organisations from outside the learning sector and the departments that sponsor them, the value of informal adult learning in itself and its contribution to a range of personal and social benefits, from health improvement through greater civic engagement to crime reduction. The cross-government commitment the White Paper has secured is a major step forward. Ironically, however, the Department for Children, Schools and Families (DCSF) has had less involvement than might have been expected. The authors were pleased that family learning was a key strand of the consultation, and facilitated this through the National Family Learning Network, the 10,000-member practitioner organisation they coordinate in partnership with NIACE and ContinYou. The "double whammy" benefits of family learning--for children's achievement and enthusiasm for learning, and for adults' confidence to support them as well as for their own engagement--are well documented but not always fully appreciated in the schools sector. At a recent network conference a senior DCSF civil servant admitted that, until recently, there was limited awareness in government of how family learning benefits children as well as adults: in the silos of Whitehall, it was seen as a Department for Business, Innovation and Skills (BIS) responsibility and thus of no significance for DCSF. The authors contend that it's time its value was recognised across Whitehall, especially in the schools sector.

National learning and skills policy aims both to build economic prosperity and to achieve social justice. Participation in higher education (HE) has the potential to contribute substantially to both aims. That is why the Campaign for Learning has supported the ambition to increase the proportion of the working-age population with a Level 4 qualification or higher from 30 per cent today to 40 per cent by 2020. In a policy pamphlet published by the Campaign in December, Mark Corney, Nigel Brown and Mick Fletcher argue that what they call the "fixation" of policymakers with full-time HE for young people crowds out research and debate on the potential contribution of other parts of the higher education system to economic prosperity and social justice--that it is, in their terms, "the cuckoo in the nest". To maximise the contribution of HE, they suggest, people must broaden their thinking to include part-time HE combined with work as a route for both young people and adults, and full-time HE options for mature students. The authors argue that the current system works on limiting and outmoded assumptions about what constitutes higher education, assumptions that are ultimately self-defeating. If social justice ambitions are to be achieved, individuals must not be turned away from higher education, or channelled into one specific type of HE provision, simply as a result of their background or previous qualifications. The pamphlet encourages the expansion of part-time opportunities and non-traditional HE, and advocates open debate and research on the opportunities these offer. In the Campaign's view, it is vital that such options form part of a rich mix in which social background is not the primary determinant of choice. The Campaign for Learning hopes this pamphlet will help policymakers "think outside the box" to ensure that higher education in all its forms contributes to both social justice and economic prosperity by helping to "unlock the talents of all people".

The Campaign for Learning, with its partners NIACE and ContinYou, established the National Family Learning Network (NFLN) in 2001. Most of the expertise in any field, including family learning, exists at grassroots level, but all too often stays at the very local, even single-institutional, level, because structures make effective sharing on a wider basis difficult. Practitioner networks offer one way to address this problem, and the Campaign for Learning is proud to be leading two of these--the NFLN and the new, parallel, National Workplace Learning Network, launched this year. In this article, the author reports on the development of these two networks.