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Generative AI technologies are gaining unprecedented popularity, causing a mix of excitement and apprehension through their remarkable capabilities. In this paper, we study the challenges associated with deploying synthetic data, a subfield of Generative AI. Our focus centers on enterprise deployment, with an emphasis on privacy concerns caused by the vast amount of personal and highly sensitive data. We identify 40+ challenges and systematize them into five main groups -- i) generation, ii) infrastructure & architecture, iii) governance, iv) compliance & regulation, and v) adoption. Additionally, we discuss a strategic and systematic approach that enterprises can employ to effectively address the challenges and achieve their goals by establishing trust in the implemented solutions., Comment: Accepted to the 1st Workshop on Challenges in Deployable Generative AI, part of ICML 2023

In this paper, we present a geometric framework for the passive localisation of static emitters. The objective is to localise the position of the emitters in a given area by centralised coordination of mobile passive sensors. This framework uses only the geometry of the problem to minimise the maximal bounds of the emitters' locations without using a belief or probability distribution. This geometric approach provides effective boundaries on the emitters' position. It can also be useful in evaluating different decision-making strategies for coordinating mobile passive sensors and complementing statistical methods during the initialisation process. The effectiveness of the geometric approach is shown by designing and evaluating a greedy decision-making strategy, where a sensor selects its future position by minimising the maximum uncertainty on its next measurement using one of the global objective functions. Finally, we analyse and discuss the emergent behaviour and robustness of the proposed algorithms.

Although the National Targets for Education and Training in England and Wales include indicators for lifelong learning, and the progress towards the targets set for these indicators has been lauded by politicians and other observers, much of this apparent progress is actually accounted for by changes in these same indicators. However, once the "conveyor belt effect" of passing increasingly qualified 16-18 year-olds into the working-age population instead of less-qualified 60 and 65 year-olds is taken into account, then progress in qualifying those of working-age is much less. In fact, there is then very limited evidence that lifelong learning targets have had any impact at all. Certainly work-based training has not increased and may even have declined over the last decade. Some socioeconomic inequalities in adult participation in education and training have worsened. The study concluded that a more carefully designed "average" target could allow all residents to be included in progress toward meeting the target and be more useful in measuring the actual progression of the population toward more educational qualifications. (Contains 52 references.) (Author/KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study examines the relationship between patterns of participation in education and training within families and considers the respondents' own explanations for the patterns observed. The analysis uses these three indicators of participation in lifelong learning: the highest lifetime qualification so far; the age of leaving full-time continuous education; and the individual's learning trajectory. The study found that the role of parental background in children's educational attainment and lifelong learning is much stronger than has been posited in other studies. The study found considerable reproduction of learning trajectories within families--strongest among lifelong learners and non-participants, and weakest among delayed and transitional learners. Although the role of family background decreases with age of children, the study suggests that families continue to play a key role in the transition from initial to postcompulsory education and beyond. (Contains 27 references.) (KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study reports evidence emphasizing the importance of social background as a determinant of patterns of participation in adult education and training. By investigating the potential predictors of these patterns, the study finds that school-based qualifications are not particularly significant but are themselves predictable from an individual's background characteristics. Lifelong patterns of participation are highly predictable, although the theoretical model used here to explain them also involves individual rationality. The situation is changing, however. Over the 50 years covered by the survey data, while initial education has lengthened, later participation in formal learning has decreased in frequency, duration, and the proportion funded by employers. Thus, while extended initial education is now far less determined by socioeconomic characteristics, including gender, later education and training is slightly more determined by socioeconomic characteristics, especially gender. (Contains 40 references.) (KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study begins by questioning the narrow definition of learning used in much present writing concerning lifelong learning, which tends to focus on the purported economic and societal benefits of prolonging and widening participation in formal education and training programs. In contrast, much valuable learning already goes on, and has always gone on, outside formal programs of instruction, both at work and at leisure. The study concludes that if such informal learning continues to be ignored by proponents of a learning society, as it has been by the authors of the recent green papers, for example, then the result will be an unnecessary exclusiveness in definitions of a learning society and an unjustifiable reliance on certification. (Contains 24 references.) (KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study uses brief accounts from the interviews to examine the social determinants of adult participation and training as identified in earlier papers (Working Papers 7 and 9). The individuals' participation in adult learning is defined in this study within an empirically derived typology of learning trajectories. Treating these types as a dependent variable, the analysis identifies age, cohort, period, and location effects as well as considering their relationships to other variables such as respondent characteristics, personal and societal opportunities, and economic conditions. The study found that the most important determinants of participation in further education are time and place. The study concluded that ameliorating inequalities in society could make alternative learning trajectories available to more people, and it is worth doing, even if economic benefits do not accrue. (Contains 42 references.) (KC)

This paper considers the social and structural determinants of adult participation in education and training. Section 1 deals with 11 lifetime learning trajectories identified from a systematic stratified sample of 1,104 education and training histories collected from respondents aged 15-65 in industrial South Wales. For the purposes of the paper, they are analyzed at a higher level of abstraction, with only five categories: non-participant, delayed, transitional, lifetime, and immature. This section is a simple report of empirical findings relating to the similarities and differences between the trajectories in terms of the major variables. These findings form the basis of an outline hypothesis of the social and structural determinants of participation in lifelong learning, which section 2 makes explicit. Section 3 tests the hypothesis by attempting to predict which post-compulsory trajectory each respondent will follow, using only variables not used in the classification into trajectories. A conclusion finds the determinants of participation in adult education and training are not linearly progressive; the two-component model of determination suggests that immediate further and higher education histories are predictable from privileged family background, while later learning is more dependent on changing opportunities, motivation, and learner identity. Appendixes include classification of trajectories, data tables, and trajectory determinants. Contains 25 references. (YLB)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study examined learning trajectories, defined in an earlier study, by area of residence, for non-participants by area and age, for delayed learners by area and age, for transitional learners by area and age, for lifetime learners by area and age-cohort, by place of birth, and by number of area moves. Ethnicity was also examined. The study found that traditional Christians of working-class families are more likely to be lifetime learners, as are middle-class families speaking Welsh and those who are more mobile, while fundamentalist Christians are less likely to engage in learning activities. Over time, the trend has been for all types of families to engage in more learning, including ethnic groups from other countries. (Contains 23 references.) (KC)

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. This paper describes the notion of learning trajectories and considers determinants of an individual's participation in education or training. It discusses a door-to-door survey of 1,104 householders in industrial South Wales to obtain their life work and educational histories that were analyzed to identify trajectories--characteristic patterns of participation and non-participation in post-compulsory education and training. These 5 categories with 11 trajectories are identified: disaffected learner (non-learner, near non-learner); delayed learner (delayed learner, deferred student, twilight learners); transitional learner (false-start trainee, false-start student); immature learner (still at school, still in full-time education); and lifetime learner (work-based learner, early learner). The analysis that led to determination of six predictor variables--area of residence, gender, type of school, attempting qualifications, qualification at age 16, and occupational class of father--is explained. Appendixes include development of learning trajectories. Contains 57 references. (YLB)

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. It examines the notion of a learning society in Britain, suggesting that markedly different interpretations of the term are in common use among politicians, economists, policymakers, and educationalists. The paper outlines chief arguments currently being used to advocate the establishment of a learning society in Britain. These arguments have two strands--the claim that the standard of education and training in a country has a direct impact on its economy and that, therefore, expenditure on learning by the state and employers will be recouped, and the claim that there is a lack of justice in the distribution of education and its rewards in Britain today. Since this involves a brief description of the availability of education and training in Britain, the paper allows a preliminary consideration of the extent to which a learning society already exists or can be said to have existed in the past. It concludes that to some extent the "learning society" is used as a term of convenience. Appendixes include definitions and acronyms. Contains 103 references. (YLB)