Lifelong Learning and Further Education

8/10/2019 Lifelong Learning and Further Education

1/17

1

Lifelong Learning and Further Education V4 October 2014

Lifelong Learning and Further Education steps towards the

Good Society

Proposals from Compass

Introduction

In recent years, England has lost sight of the purposes of education, and its role in creating

the good society. Instead, there has been an unremitting public policy focus on outputs

measured in terms of paper qualifications. The consequences have been a narrowing of

purpose and curriculum, a growing sense of desperation amongst educationalists and

disillusionment for far too many students.

Compass believes that the time has come to redefine the purposes of education and re-

assert the social value of learning in helping to bring about the three inter-relatededucational goals of a good society:

Economic growth and advancement

Social inclusion and democratic empowerment

Personal growth and the increase of autonomy.1

This paper has been written as part of an enquiry into the future of education in England led

by the campaigning group Compass in collaboration with the National Union of Teachers. It

is a summary of a longer report dealing with lifelong learning and further education. It

complements a wider study, The Bloomsbury Paper: the interim report of the inquiry into a

21st

century education systemwhose main focus is on schooling. (Downloadable at

http://www.compassonline.org.uk/education-inquiry/interim-report.)

Our approach throughout has been to start with a discussion of purpose and underpinning

values before moving onto the policy and practices that should flow from it. We begin by

recognizing the strengths, as well as the weaknesses, of our education system, and attempt

to build on those rather than throwing the baby out with the bath water. A massive

upheaval is the last thing we need after the permanent revolution in education of the last

twenty years. On the other hand, we aim to avoid the haphazard tinkering with one part of

the service or another that has devoured so much energy and left it fragmented and

confusing to both users and practitioners. We believe that by having an agreed purpose and

values it is possible to take steps incrementally and build coherently towards a clear goal.

In this paper we are concerned with the need to develop an over-arching framework for the

education service, cradle to grave, which we refer to as a lifelong learning system. Here we

focus on those aspects of post-school educationfurther education (FE) as it is most

commonly termed - that we believe can make a significant contribution to building the good

society but which have long been neglected, the victim of meddling and cuts.

Further education is a complex set of institutions, providers and qualifications that has

emerged haphazardly since Victorian times. We use the term to refer to all education and

training after the age of 16 other than higher education - and which is supported from public

funds. It therefore includes work in school 6th

forms, work based learning and employer

1Aspin, Chapman, Evans and Bagnall (eds.) 2012, Second International Handbook of Lifelong

Learning, Springer, London, Part 2, page lv.
http://www.compassonline.org.uk/education-inquiry/interim-reporthttp://www.compassonline.org.uk/education-inquiry/interim-reporthttp://www.compassonline.org.uk/education-inquiry/interim-report


2/17

2


training, as well as adult and community learning (ACL). It also takes account of the growing

number of young people 14+ on courses in FE colleges which supports the case for a 14-19

phase. It caters for the widest range of students of any educational sector: almost one in

two young people depend on it for general and vocational education as well as large

numbers of adults seeking re-skilling, a second chance or simply following their passions. It

addresses both economic and social challenges: it is crucial to the health of our economyand our society

1. Lifelong learning

Given the permanence of social and economic change, almost nobody can expect to be

qualified for life or to be equipped for changing roles and contexts solely through their

experience of initial education. That is the rationale for lifelong learningthat is, a system

that enables learning through the life course, as well as offering a good initial education,

so that people can re-train, acquire the knowledge and skills that eluded them before they

became adults, enjoy a second chance, learn English as a second language, learn parenting

skills, understand and influencepolitics and economics, take up new hobbies, indulge in

seriously useless learning2

if they please, or prepare for and enjoy retirement and the thirdageall at a moment that suits them. Such a system gives everyone a real choice of routes

to higher level learning: a stronger escalator from pre-school to post-graduate studies which

one can jump on and off.3

Lifelong learning has been both a handmaidenof a competitive economy, but it is also the

agent of a strong and vibrant society: an emancipatory force that the Labour movement has

long harnessed in our historic crusade for social justice and equal opportunity4.

Throughout two centuries it has grown and flourished thanks to the commitment of (mainly)

working people. Its highs and, more frequent, lows are well documented in Tucketts writing

in Seriously Useless Learningas is the essential inter-relatedness of learning in and for the

workplace with the innumerable forms taken by the learning that we love. Recent decadeshave seen a ruthlessly focused utilitarian agenda that has almost squeezed out everything

else.

Lifelong learning is a key ingredient of national well-being in a democratic society,

potentially providing the intellectual tools for every citizen to participate critically and

positively in shaping a better future for all. At a time when the democratic deficit the

disillusionment with institutions generally and politics in particular - threaten our democratic

system, breeding isolationism and resentment, education has a key role to play in

awakening interest and understanding and in motivating young people and adults. To do

that we need to develop a new form of adult education, one that has its roots in past

traditions but is brought into the 21

st

century. The challenge to our physical world musturgently be combatted through public awareness and action. The isolation of the elderly,

physical and mental ill-health- all can benefit from lifelong learning; education must be seen

as an investment not an expense. The potential is enormous if it can be realised. This

2Seriously Useless Learning: the collected TES writings of Alan Tuckett with an introduction and

narrative by Ian Nash, Niace, 20143Notes from a talk by Liam Byrne MP to NIACE conference to launch skills manifesto, June 2014.

NB Higher is not a term we would use because it reflects the damaging notion of superior learning

that is part and parcel of our class divided education system. Deeper would make more sense.4Tristram Hunt, MP, Labours Shadow Education Secretary, in a speech at Microsoft, The Choice in

Education70 years of the Butler Settlement, 18.08.14.s


3/17

3


A curriculum for sustainability should be developed that:

addresses the skills challenges entailed in a successful transition to a sustainable

and low carbon workforce

equips individuals and communities as architects and shapers of a better society

embedding sustainability across the curriculum as well as through specific courses

explores the role of democracy and equality in creating and maintaining a

sustainable society.

is a serious challenge for supporters of lifelong learning. To strengthen and give depth to

that potential, it is important to ground it in an understanding of sustainability, seen both as

a challenge and as a long-term benefit.

Sustainability

As well as the threat of climate change and the depletion of the earths resources,sustainability is about our capability as human beings to manage and shape society, globally,

for the good of all. That is why, for Compass, sustainability is one of the cross-cutting issues

for the entire education service given its salience for the Good Society. At its core must be

the twin notions of democracy and equality because they are the prerequisites of that sense

of a shared fate and of inter-dependence that we call social cohesion. This is the basis for a

society that values the contribution of all, enabling everyone to flourisha well-being

society.

A number of steps should be taken to put it on the agenda from the point of view of

organization, training and curriculum development.

An inclusive system

The decline in enrolments amongst the elderly and the rarity of training opportunities for

low paid employees remind us of the inequalities built into the English system of education

a system built primarily around the needs of its universities and those young people who

flourish in an academic environment. Or those who choose elite vocational pathways such

as medicine or law, and a small though a growing number of blue chip apprenticeships with

firms such as British Aerospace and British Gas.

For the rest, despite the best efforts of educationalists in all sectors, formal learning after

school can either cease or be a mediocre and demoralizing experience. If at first you dont

succeed, you dont succeed, as Helena Kennedy put it.

5

This is because the pathways forthose who dont take the A level route are not as clear and well supported. This is not

accidental. The educational system mimics the priorities and snobbery of the social system.

It privileges university education and treats fee paying schools for the elite as charities. It is

much less interested in the education of those in low paid, manual or office jobs without

whom the country could not function for more than a day. The vision of Butler in 1944 of a

tripartite system, the third leg of which would concentrate upon producing the most highly

skilled technologists the world can show6was never realized as grammar schools became

(and remained) the aspiration and technical schools never catered for more than 2% of the

population. Opportunities post-school have mirrored that neglect.

5Learning Works (1997), Further Education Funding Council, Coventry.

6Butler speaking in a commons debate in 1944 as quoted by Tristram Hunt in his speech at Microsoft .


4/17

4


Nevertheless, some of the elements of a lifelong learning system already exist, or are in the

making. For example, further education colleges and adult learning centres provide a wide

menu of courses, whilst a modular qualifications system and open learning providers,

including notably the Open University, make it possible to build towards a degree or similar

qualification at a pace to suit the individual. These developments should be recognized and

built on.

Learning through life- a plan

Learning Through Life, the inquiry into the future for lifelong learning, led by Tom Schuller

and David Watson, set out a rationale and a detailed plan for the introduction of a

comprehensive national lifelong learning system, which we support.7It is not our intention

here to re-visit in detail the recommendations. Instead, we want to focus on some specific

areas of activity that were touched on by the inquiry and which deserve greater

prominence. In order to do that, we need to outline the strategy set out in Learning

Through Life.

The Inquiry argues for a four stage approach to the provision of education and a re-balancing of public investment. The first stage would cover the age group up to 25, the

second between 25-50, the third for the third age of 50-75, the limit of economic activity

and then 75 and over. The inquiry calls for a re-distribution in favour of the three later

stages to take account of later economic activity and longer life expectancy. It calls for

distinct entitlements to enable access to various types of learning and the creation of a

citizens curriculum. In principle, we support the strategy set out in Learning Through Life.

We are particularly attracted towards measures that put learning power in the hands of

disadvantaged or second chancestudents through a monetarised entitlement. An

individual or citizens learning account, targeted to prioritise inclusion, would help stimulate

participation, and build on the successful experience of the Army, Fords EDAP (employeedevelopment programme) in which Ford established their own university and allowed

workers time out for non-work-related learning, and others where an entitlement to

educational leave leads to a growth of participation.8TUCs UnionLearn has supported the

growth of similar initiatives. The NHS University - designed to address the learning needs of

the lowest paid in the workforce - illustrated an important feature of adult learning:

although marginal to the education budget, it has a key role to play as catalyst in the

achievement of other goals for achieving the good society such as physical and mental

health and well-being.

7

NIACE, 2009.

8Mace, J. and Yarnit, M. (1987) Time off to learn: paid educational leave and low paid workers,

Routledge.

We advocate several steps that would set England on the road to a lifelong learning

system:

1.

Shared planning and oversight arrangements at the local or sub-regionallevel for all publicly funded education with local plans and education boards.

2. The creation of citizens learning networks and trusts to promote and fund

the citizens curriculum proposed in Learning Through Life and by NIACE.

3. A strengthening of information, advice and guidance services available to all

through schools, colleges, workplaces and other agencies linked to -

4. An individual or citizens entitlement to learning available to all as and when

it is needed, through electronic personal skills accounts, supported by tax

relief on learner and employer contributions.


5/17


6/17


7/17

7


Local provider partnerships would be accountable to their communities through the boards.

As recipients of public funding, providers would be required to collaborate in drawing up

and implementing local plans.

Confining Whitehall to a strategic role in education and strengthening local capacity

provides a strong platform for tackling the twin bugbears of the poor standing of vocational

education and the poor skills of much of the population. Before we can develop some

specific measures for resolving these problems we must first consider the state of health of

further education which plays such a vital role in creating opportunities for young people

and adults, especially the most disadvantaged. We then go on to discuss several key aspects

of an emerging system of lifelong learning:

how to create a better deal for the 50% or so of young people who dont opt for the

A level route to university

apprenticeships skills for employment

an agenda for citizens and community education.

3. Further Education

A crucial part of a lifelong learning framework is further education (FE), the least understood

and appreciated part of our education system. It provides a lifeline for the 50% of young

people who do not follow the A level route from school to university, accurately referred to

as the forgotten 50%, skills for workers and the unemployed and a second chance for

adults returning to learning later in life. The sector trains 3 million people a year, as well as

providing more than 30% of all entrants to HE; it delivers 85% of all Higher NationalCertificates and boasts an 85% completion rate.

To summarise our proposals on the local dimension, we support

A shift of responsibility and resources away from Whitehall to the local level,

leaving the secretary of state the key role of overseeing the creation of a national

framework setting out objectives, priorities and standards.

The creation of a new national education council for pedagogy, curriculum and

qualifications.

The creation of a unified department for education.

The refocusing on Ofsted on formative assessment and expert support for

problematic institutions.

The creation of local provider partnerships in every locality, to collaborate todevelop a plan for education reflecting local conditions and in line with the

national framework

The conversion of local education scrutiny committees into education boards

serving one or more local authority areas to oversee the implementation of the

local education plan, to propose ways of improving the service and to provide

access to redress for students and parents.

The development of intelligent accountability, with transparent and formative

assessment based on publicly available data and rational debate between users,

provider partnerships and local education boards, supported by Ofsted.


8/17


9/17

9


a coreincluding A levels and vocational qualifications

maths and English

personal skillspossibly community service, digital literacy and work related

learning

extended study or project in line with the International Bacc (IB) and the upper

secondary experience offered by independent schools.

This should advance the educational prospects of those likely to follow a broadly academic

or a vocational route, or a combination of the two. It will certainly be an advance for the

almost 60% (according to 2012 figures) who do not opt for A levels and university entry, and

it should go some way to weakening the snobbish attachment to the gold standard

qualifications that distort so many educational choices and our system as a whole.

But the proposed Bacc wont work for everyone, especially the many young people who find

it hard to settle down to study in whatever form. Raising the participation age to 18 maydisguise this problem but it wont overcome it. The proportion of NEETs remains stubbornly

high. It is 16% of the age group, and up to 25% in places such as Hackney, Doncaster and

Grimsby and expected to rise.10

Raising the participation age also simply postpones the

difficult entry into the labour market.

Young peoples job prospects have been particularly hard hit by the 2008 financial crisis and

the ensuing recession, aggravated by the Coalitions austerity policies. Youth

unemployment at 881,000 has become a larger percentage of overall unemployment since

2008.11

DWP programmes are making little headway especially in areas like the north east

and the Welsh Valleys where the number of vacancies is exceeded several times over by

applicants. In other parts of the country youth unemployment figures may be falling butlargely due to a range of insecure, low-quality jobs including zero-hours contract. In this

context Finlands approach is worth consideration:

Each young person under 25 and recently graduated under 30 will be offered a job, a

traineeship, on-the-job training, a study place, or a period in a workshop or rehabilitation

within 3 months of becoming unemployed. Every school-leaver will be guaranteed a place in

upper secondary school, in vocational education and training, in apprenticeship training, in a

youth workshop, in rehabilitation or by other means.12

10 Neil Lee and Jonathan Wright, Off the map?the geography of NEETs (2011), the Work

Foundation11Unemployment data for March 2014-

http://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-

unemployment-statistics 12

Commission staff working document accompanying the document Proposal for a Council

Recommendation on Establishing a Youth Guarantee { COM(2012) 729 final}, European Commission,

Brussels, 2012, p.5.
http://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-unemployment-statisticshttp://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-unemployment-statisticshttp://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-unemployment-statisticshttp://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-unemployment-statisticshttp://www.parliament.uk/business/publications/research/briefing-papers/SN05871/youth-unemployment-statistics


10/17

10


We fully support this approach but would add that it should apply to adults as well as those

entering the labour market.

5. Apprenticeships

Apprenticeships is another area where there are welcome signs of an emerging consensus

with the three main political parties competing to have the best apprenticeship policy in the

run up to the 2015 elections. How realistic are their promises, and will the race for ever-

increasing volumes diminish attempts to ensure rigour and quality? We support the

proposals from Husbands and Richard setting out rigorous standards for apprenticeships and

distinguishing them from shorter, less demanding programmes with little or no off the job

We favour a package of measures designed to improve young peoples employment

prospects and to make it easier for them to navigate a bafflingly complex education

and benefits system:

1. At the local level, local authorities, local enterprise partnerships and their allies

should create education, employment training plans for all young people and

set up mechanisms to track progress of NEETs and unemployed. Their work

should focus on prevention - targeting those most at risk- and accompanied by

excellent careers advice and guidance closely allied to local employment

opportunities. Each area should publish and annually review transparent

information on performance.

2. A new maintenance allowance should be introduced for young people 16-24

taking them out of benefit regulations so that they can take part in workplace

learning, community service and relevant courses of study

3. The Future Jobs Fund should be restored, enabling private, public and not for

profit sectors to take part

4. Community and voluntary organisations should be given a lead role in the

commissioning of support for young people, NEETs and the unemployed with

targeted case management for those most at risk: many children face a

challenging pathway through numerous services and interventions. Anintegrated case management approach is needed to improve coordination.

5. Increase knowledge of what works: we need to establish an anonymised

database of the cost effectiveness of intervention (as maintained by NICE in

the healthcare sector) and publish standard guidelines on what data funders

should track to encourage the analysis and dissemination of best practice.

6. Whilst these measures focus largely on young unemployed people, similar

programmes should be created for unemployed adults.


11/17

11


training.13

Too few apprenticeships are based on rigorous and expansive learning, on and

off the job, with many narrowly focused on skills for specific roles, lacking in underpinning

theory and too short in duration. We also support the proposals for pre-apprenticeship or

trainee programmes: We need pre- apprenticeship opportunities which offer a genuine,

recognised ladder into high skilled apprenticeships, as Richard argues.

Distinguishing between rigorous apprenticeship programmes and the other less demanding

programmes means that there should be a fall in the number of apprenticeships that can

properly be counted as authentic. Another implication is that the cost of such

apprenticeships is bound to rise. Maintaining, let alone increasing the volume of good

apprenticeships will entail a lot of hard swallowing by ministers.

If we are serious about increasing the supply of apprenticeships and related opportunities,

the key challenge, apart from public funding, is employer engagement, both in designing

and setting up programmes and in contributing towards their cost. The measures set out

above should help. We are, however, sceptical about the Husbands something for

something deal with employers which involves handing over control of resources andqualifications. Employers with large apprenticeship programmes already have a big say in

spending and the design of courses; it is far from clear that smaller employers want this level

of responsibility; in fact as stated above, research indicates the opposite conclusion. Many

FE colleges stake a strong claim to a central role in providing apprenticeships and support to

smaller businesses in apprenticeship management, citing the 300,000 apprenticeships

currently linked to colleges. Whilst we endorse the strong role that colleges and private

training providers can play:

Then, we might make some progress towards simplifying pathways for sectors and

establishing key qualifications with a public profile.

6. Skills for employment

There is something badly wrong with the UK skills system. Despite the publication of endless

reports and multiple reforms, it remains the case that skill levels across the UK workforce

compare badly with our OECD counterparts. Around 27% of the working age population has

less than level 2 qualifications.

14

Low skill levelsequivalent to GCSE (level 2) and beloware linked with low productivity, low wages and a higher risk of companies going out of

business. Fortunately, there has been a fall in recent years in those without a level 2

qualification from one third to one fifth although more than double that proportion fail to

get a grade C or above in Maths and English.15

Poor skill levels are also concentrated in former industrial areas and cities, such as

Birmingham and the North East, that have not yet recovered from the contractions of the

13A revolution in apprenticeships: a something for something deal with employers, Husbands review

of vocational education and training, Labour Party Policy Review, 2013.14

http://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdf15

http://www.poverty.org.uk/30/index.shtml?2 ; Husbands Review, Qualifications matter, 2014, p.2.

We propose the creation of local or sub-regional consortia involving employers, trade

unions, providers and local government with the donkey-work done by an agency on

behalf of the partners linked with the provision of business advice (as in Emilia-Romagna,Italy).
http://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdfhttp://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdfhttp://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdfhttp://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdfhttp://www.poverty.org.uk/30/index.shtml?2http://www.poverty.org.uk/30/index.shtml?2http://www.poverty.org.uk/30/index.shtml?2http://www.poverty.org.uk/30/index.shtml?2http://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdfhttp://www.ukces.org.uk/assets/ukces/docs/publications/evidence-report-70-uk-skill-levels-and-international-competitiveness.pdf


12/17

12


last four decades. Unemployed people, especially the long term unemployed and young

people, are typically poorly qualified, while those who are not, often find themselves in

areas of the country where job applicants far outnumber vacancies. But even amongst

relatively well qualified people there is often a lack of preparation for work, reflecting the

sometimes weak links between education providers and employers.

This brief review of the UKs skills problems highlights a major challenge for economic policy

as well as for the FE system, for demand as well as supply. Individually, many employers and

further education providers are keen to rise to the challenge and well prepared for them but

they operate within a fragmented system where the urge to collaborate is poorly rewarded,

where skills policy and economic policy are poorly coordinated and where the prevailing

culture in small and medium sizes enterprises is sceptical about the value of training.

Unlike almost every other industrial country, many employers in Britain think training is

something the state should pay for, an attitude reinforced by the bizarre Train to Gain

programme, where the funding agency begged Tesco to take its money for training the

supermarket giant was already doing. Leitch recognised the problem in his 2006 HMTreasury report, arguing that if employers in an industry werent training 50 plus percent of

the workforce then licence to practice should be introduced.16

Government is not powerless

to change employers attitudes and practice, but has to have the will.

Such a shift in skills policy has to be seen as part of a wider suite of policy measures that link

better productivity, higher wages and innovation with improved training on the job as well

as opportunities to take part in learning for personal development.17

We know from

research that the vast bulk of adult employee learning takes place not through formal

courses, but informally and on-the-job. We also know that employers are not always able to

make best use of their existing skills pool.

The high standards that are routinely required for law, medicine and gas fitting should apply

across the board, with a balance between underpinning theoretical and practical knowledge

and skills. Even in the regulation-averse US, twice as many employees as in the UK are

covered by licence to practice legislation. Employers accept the need for health and safetyrules; why not rules for skilled employees? Vocational qualifications should strengthen

notions of occupational identity and professionalism rather than offering the minimum of

learning required to perform a specific bundle of tasks. Such qualifications would also appeal

to employers who can more easily grasp their relevance and value as recent research by ippr

16Leitch is quoted as saying "The licence to practice in retail financial services, where you have to be

licensed to sell basic asset management or insurance products, has been a very good thing for the

industry. It protects the consumer, it gives a level of professionalism, it increases the esteem."

http://www.theguardian.com/education/2006/nov/28/furthereducation.uk1 17

Once workers are inducted the greatest productivity gain, according to the OECD PIACC skillssurvey, comes from them learning something for personal development rather than narrow work

related skill. See: Skilled for Life: OECD PIACC Survey, p.16-17

Therefore, externally provided training should assist employers to re-engineer their

work processes in a manner that expanded the range and quality of learning

opportunities inherent in the day to day routines and processes dictated by work

organization, job design and production processes and technologies, as Keep and

Mayhew argue.1
http://www.theguardian.com/education/2006/nov/28/furthereducation.uk1http://www.theguardian.com/education/2006/nov/28/furthereducation.uk1http://www.theguardian.com/education/2006/nov/28/furthereducation.uk1


13/17

13


suggests.18

General education, including the knowledge required for citizenship, should be a

significant feature of all vocational education programmes as is the case in Sweden and

Germany, for example.

All in all, we are proposing a major shift in policy and outlook amongst employers and

policymakers that will require large reserves of political will. Alongside this, there will alsohave to be significant changes to the organization of vocational education. Career change is

a feature of the modern labour market that must be reflected in the organisation of

vocational education and apprenticeships. In its review of adult vocational programmes, the

Commission on Adult Vocational Teaching and Learning, makes some observations about

the organization of delivery that apply to provision for all ages:

Reflecting on our visits, seminars, and evidence submitted to the Commission, we believe

there are four characteristics on which excellent programmes of adult vocational teaching

and learning depend:

1. a clear line of sight to the real work context on all vocational programmes;

2.

dual professional teachers and trainers who combine occupational and pedagogical

expertise, and are trusted and given the time to develop partnerships and curricula

with employers;

3. access to industry-standard facilities and resources reflecting the ways in which

technology is transforming work;

4. clear escalators to higher level vocational learning, developing and combining deep

knowledge and skills.19

The emphasis on a clear line of sight links with our earlier argument for the devolution of

responsibility and resources in education from national to local level. Powers over theplanning and delivery of skills and economic development should be devolved to local

authorities and their city-region partners, including employers and trade unions.

All of this matters, but it is also vital that steps are taken to raise employee participation in

workplace education, formal and informal. Over decades employers have proved to be far

less interested in, and committed to, active engagement in the process of design and

delivery of training than policy makers have chosen to believe. Many, especially smaller

businesses, have stated quite clearly that they do not have the capacity to be actively

involved.

In addition, it is important to establish a lead agency that can work confidently with largeemployers, group training associations, small and medium sized enterprises and the trade

unions. Currently, BIS, the Skills Funding Agency, the National Apprenticeship Service (now

subsumed within the SFA), the UK Commission for Employment and Skills and Ofqual, who

regulate the vocational qualification system including the new apprenticeship qualifications

being delivered as part of the Richards review, all have a finger in the pie.

We support current moves to establish robust criteria for the design and subsequent

evaluation of new vocational qualifications so that they support wide notions of

occupational identity and progression in many directions; place greater stress on under-

18

States of uncertainty: youth unemployment in Europe, Spencer Thompson, ippr, 2013, p.3.

19 Its about work the report of the Commission on Adult Vocational Teaching and Learning, LSIS,

2013


14/17

14


pinning theory/knowledge; are valued by employers and used in recruitment and deliver a

wage premium to holders. But it is hard to see how this can be brought about without

adequate investment and effective measures to generate greater demand for vocational

education and training.

Finally, or perhaps first and foremost, if government will have less money in future to buyinfluence and control, it will be far more dependent on the skills of thought leadership and

agenda setting. The quality of VET expertise in Whitehall and regional centres will be at a

premium. As Ewart Keep has argued, we need a UK equivalent of Germans BiBBa stable

institutional architecture[so that] good practice can be identified, developed and moved

around the system.20

20In a note on a Compass seminar on skills for employment (June 2014).

We propose several measures for increasing employer engagement and demand for

skills:

make it a condition of public procurement that employersincluding the FE

sector itself - meet training standards in line with the 2012 Public Services Act

and the new EU procurement directive1

introduce licensing of skilled occupations and require employers and employees

to meet industry training standards

provide tax incentives for employers as Richard proposes in his apprenticeship

review.1

develop vocational education strategies as a core component of industrial

strategies

require local enterprise partnerships to develop a vocational education plan for

their area with the involvement of employers, trade unions and providers

ensure that impartial information, advice and guidance offered in schools,

libraries and elsewhere properly takes account of vocational educational routes

create a national centre or regional centres for employment innovation to

research ways of improving productivity and to assist employers to design and

deliver ood ualit work lace learnin .


15/17

15


7. Citizens learning

Adult and community education has struggled to survive in the new, skills-focussed world

with the ACL fund frozen (at 210m) for at least the last 10 years. But the case for it is

stronger than ever, in the face of demographic and social change as well as prolonged life

expectancy with many more people living for decades beyond their working lives. The

result is that more and more people are beyond employment age or have only tenuous linksto the labour market. Yet the economic returns to investing in their learning are as

important as for those of working age. One of the strengths of community based adult

learning is the benefits it brings in terms of better physical and mental health and well-

being. Another is that it brings together people of different backgrounds and experiences,

something harder to achieve in a more atomised society. Adult learning can also enable

people shut out of the political system to learn how to participate as citizens and influence

developments. A relatively small increase in the overall ACL spend coupled with the

entitlements proposed by the Future of Lifelong Learning Inquirythrough Citizens Learning

Accounts - could catalyse a significant rise in participation in learning after years of decline.

The case, as we say, is strong and largely uncontested but the reality is declining publicinvestment in adult and community learning, and the disappearance or contraction of the

institutions that have traditionally provided it. The educational impact of the labour

movement is greatly diminished and most university extra-mural departments are now but a

memory. In many ways, we have to start again, to develop new institutions and to create

new networks.

By their very nature, these new initiatives are likely to be autonomous and independently

fundeda new form of mutual or cooperative organizationbut drawing on public

contributions from local authorities or local enterprise partnerships in some areas. They will

rest on the energy and imagination of the people who set them up and support them

ncluding visionary local authorities, charities and trade unions.

New technologies have opened up unparalleled opportunities for individual learning. But

many people prefer to learn in the company of others. Citizens Learning Networks could

combine new digital learning hubs in colleges, schools, libraries, workplace learning centres

and community centres with the power of volunteer-based learning through the WEA, U3A,

union learning representatives and learning champions. Older people could mentor youngerlearners and would themselves benefit from the experience, for no more than the costs of

support and coordination. Technology also facilitates the exchange of skills along the lines of

the Australian Learning Exchanges.

A key characteristic of the Networks would be a relentless engagement with the big issues

defined by ordinary people and through dialogue to identify principles, causes and solutions

to generate really useful knowledge and frameworks for understanding. This is what we

mean by a citizens curriculum. Their success would be judged by the extent to which they

demonstrated the relevance of learning in enabling people to bring about collective action

for social change. The Citizens Learning Networks, whilst echoing earlier radical traditions

such as the work of the Army Bureau of Current Affairs in wartime Britain or the work of

That is why Compass supports the creation of Citizens Learning Networks throughwhich

people can develop critical thinking skills together and apply them to the myriad

problems that beset them.


16/17

16


Paolo Freire in Brazil, must carve out a new methodology and develop a new following for

learning with a social purpose. 21

Other aspects of adult and community learning

There are other aspects of adult and community learning which may seem more prosaic but

which are equally important. They have proved their worth but they are suffering from thecontraction of funding.

There is growing evidence about the beneficial impact of literacy, numeracy and problem

solving and adult learning in general. 22The problem is that funding in England for adult

literacy, numeracy and ESOL (ALNE) has shrunk and access to free provision has been

curtailedall from a relatively low base. Also essential to the social justice agenda is family

learning but that has suffered a similar fate. The 'long tail of under-achievement' which

bedevils our society starts at birth and must be tackled in the early years. Research has

shown that educational interventions that involve the whole family can make a huge

difference not only to the aspirations and attainment of children but to the skills, confidence

and ambition of their parents or carers. Family learning aims to support each family memberto become lifelong learners. So, what should be done?

21For Freire (1921-1997), the educational process is never neutral. People can be passive recipients of

knowledge whatever the content or they can engage in a problem-posing approach in which

they become active participants.22

OECD PIACC Skills Outlook 2013, p. 240; Feinstein and Sabates (2007), Public Value of AdultLearning: Skills and Social Productivity at

http://www.niace.org.uk/lifelonglearninginquiry/docs/Feinstein-Sabates12.pdf

Several measures taken together would enable more people to enjoy the benefits of

adult learning:

Re-establish a wider entitlement to adult learning regardless of age, employment

or benefits status with a statutory entitlement to ESOL provision appropriate to

needs.

Fully integrate ALNE into workplace and community contexts with professional

support from trained ALNE specialist teachers, making use of local mentors and

volunteers such as trade union learning reps and learning champions.

Integrate digital literacies into provision to maximise creative uses, motivate

learners and harness technologies for democratic ends. See the section on digital

technology below.

Improve guidance available to help students orient and keep track.

Help individuals to invest in education through an approach built around

reciprocity and mutual support rather than an extension of commercial debt

Support time-flexible and self-organised models of learning, including mixtures

of formal course participation, self-study activities and informal activities such asproject, reading or writing groups.

As with every part of the FE system, investing in the continuous professional

development of teachers is a pre-requisite for advance.
http://www.niace.org.uk/lifelonglearninginquiry/docs/Feinstein-Sabates12.pdfhttp://www.niace.org.uk/lifelonglearninginquiry/docs/Feinstein-Sabates12.pdfhttp://www.niace.org.uk/lifelonglearninginquiry/docs/Feinstein-Sabates12.pdf


17/17

17


Conclusions

Compass believes that the time has come to re-assert the social value of learning in helping

to bring about the three inter-related educational goals of a good society:

Economic growth and advancement

Social inclusion and democratic empowerment

Personal growth and the increase of autonomy.

To bring this about we need to think holistically about the kind of education system we

need. We have argued for a cradle to grave system of lifelong learning to enable everyone to

realize their potential and to develop at the pace that suits them. We have also called for a

shift of power and resources away Whitehall so as to better reflect local conditions. We have

argued for the creation of local education plans and for local scrutiny committees to be

turned into education boards, representing all the stakeholders, charged with ensuring the

accountability of publicly funded education providers to their communities and to

parliament.

Our focus in this paper is on what for the want of a better term we have called furthereducation and adult learning, as a key component of a lifelong learning system. We have

made recommendations for improving provision for young people, for apprenticeships and

skills for work. We have also argued for a new focus on citizens learning networks and a

citizensentitlement to learning as a core component of adult and community learning.

Our concern throughout is to ensure that education contributes to the building of a more

equal, inclusive and sustainable society, and that its management at every level reflects our

commitment to a more democratic and collaborative order. This will require a series of

cultural shifts particularly to the way that the English view the nature of work and vocational

education. It means recognizing the importance of education that

promotes social mobility and cohesion

opens up opportunities for young people who have not chosen the A level route to

university, and second chance adults

offers learning throughout life and a critical understanding of the world to help

people to both shape as well as adapt to change in their own lives and the reality

around themto use learning to create a more just society.

For Compass, all these purposes are equally important, as are the values that underpin

them. We want a more coherent, democratized and collaborative service, planned and

delivered locally, guided by a national policy framework. It is this vision above all which

defines the distinctiveness of our approach.

Documents

Lifelong Learning and Further Education