Transcript Adult Participation in Learning 2009

Adult Learning and
Participation
Stuart Hollis
Simon Beer
Programme Director
June 2009
This Presentation
 The
UK background
 The recession
 Participation the
evidence
 Implications
THE UK
Background
Stuart Hollis
National, Regional and Local Landscape:
National priorities reflected in regional and local strategies
with customised local delivery
Defining Demand
UKCES
“State of the nation” defines national
needs, progress, gaps
RDAs/SFA/DWP
Identify skills demands to meet regional
economic needs
MAAs with ESBs
Identify skills demands to meet city /
regional economic needs
LAAs with LSPs
Identify skills demands to meet local
community needs
SCCs
Identify sector skills needs
Supply Response
SFA
Funding is learner and employer driven
SFA Skills “Co-ordinators”
Within business support match demand
supply and take up in line with needs
SFA “Fixers” Ensure strategic
skills needs addressed eg responding to
inward investment, redundancies etc.
Local self-organised
networks
Networks of providers work with local
partners to align local demand and supply
Define funded qualification
of QCF and sector compacts
Define priorities for broker / providers in
delivering Train to Gain
Context and Challenge MOG
The change will affect learners and employers
Streamlined and
integrated service for
employers
Funding in the hands of
learners and employers
(demand led system)
Integrated advice and
guidance services for
learners
More young people and
adults with the skills
employers need
Coherent offer
for
all young people
Further Education and Skills Model
A new landscape to support a demand led system
Opportunity to clarify
and confirm new roles and responsibilities
Understand market
Set objectives
Set regulatory framework
Operate
Assess performance
UK Employment
and Skills
Commission
Skills
Forecasting
Sector Skills
Council
Determining
the
qualifications
on offer
Ofqual
Regulating
the offer
DIUS
Policy
Investment
strategy
Skills
Funding
Agency
Funding and
Settlement
Advice
Funding
Demand-side focus
Regulatory focus
Via DCSF
Data
Supply-side focus
Colleges
and
Providers
Providing
Learning
Programmes
for Students
Learning
and Skills
Improvement
Service
Supporting
colleges and
providers
Ofsted
Inspection
Further Education and Skills
Landscape
New Roles and Responsibilities



DIUS




UKCES




SSCs



RDAs
Leading the system
Determining Overall Investment and Priorities
Determining Performance System (Framework for Excellence)
Responsible for meeting the Skills PSA
Responsible for the Further Education Sponsorship and colleges’ and learning providers’
contribution to DCSF targets
Responsible for Advising DIUS on the Skills needs of the Country, including regional strategic
needs
Monitor and challenge performance of employment and skills system
Managing the FE and Skills Research Function
Managing the SSCs and ensuring their effectiveness
Advising on re-licensing
Determining the Skills offer for their vocational area
With the SFA raise employer demand for Skills
With SFA raise employer demand for skills
Determine with SFA and Jobcentre+ the Regional Skills strategy and manage the Skills
brokerage service
Further Education and Skills
Landscape
New Roles and Responsibilities (2)

SFA




Colleges/
Providers


Lead and provide the four client gateways (Train to Gain, Apprenticeship, Advancement Service and the
direct learner responsive service) and underpinning systems
Fund colleges and learning providers
Co-ordinate action on strategic skills regionally and sub regionally
Work with LA’s on MAA’s/ESBs
Colleges and Learning Providers meeting student and employers learning and skills requirements
Cooperate with LAs, ES Boards and each other to respond to demand
Collaborating with each other to provide a range of support services of their choice which could include
peer assessment, staff development programmes, shared service and procurement

Regulate the qualifications offer

Support college and learning providers performance and facilitate self-regulation Sector Innovation

Provide an independent view of college and learning providers Performance.
Ofqual
LSIS
Ofsted
Objectives for a ‘demand-led’
market
Target
Outcomes
The Apprenticeships, Skills, Children and
Learning Bill
Introduced in Feb 2009:

As part of this Bill, it is proposed to create a new statutory office
holder, the Chief Executive of Skills Funding, who will have specific
powers and duties including responsibility for the SFA.

The Skills Funding Agency will be agency of DBIS, with staff provided
by the Secretary of State.

The aim is to ensure the autonomy and academic freedom of colleges
and providers and in line with best practice in the public sector,
ensure decisions are taken as close to the frontline as possible.

To ensure this a duty to collaborate will be placed on colleges and
learning providers.
UK position
Current international position
Productivity
11th
Employment
10th
Equality (gap between
richest and poorest paid)
23rd
Stuart Hollis
Companies’ priority for
employee training
35th
Skilled labour available
32nd
Source: Ambition 2020: World Class Skills and Jobs for the UK, UKCES, 2009
HDI Rank
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
United Kingdom Human Development
Index: 1992 – 2008
0
2
4
6
8
10
12
14
16
18
20
22
Human Development Index 2008
1.
Iceland
16.
Spain
2.
Norway
17.
Belgium
3.
Canada
18.
Greece
4.
Australia
19.
Italy
5.
Ireland
20.
New Zealand
6.
Netherlands
21.
United Kingdom
7.
Sweden
22.
Hong Kong
8.
Japan
23.
Germany
9.
Luxembourg
24.
Israel
10.
Switzerland
25.
Korea
11.
France
26.
Slovenia
12.
Finland
27.
Brunei Darussalam
13.
Denmark
28.
Singapore
14.
Austria
29.
Kuwait
15.
United States
30.
Cyprus
How much richer are the richest 20%
than the poorest 20% in each country
Income gap
The Spirit Level, (2009) Penguin
Age demography
20,000
Thousands of people
15,000
Population Index (2006=100)
85+
75-84
65-74
10,000
5,000
0-19
20-64
200
180
65+
85+
160
140
120
100
of over 65s is set to be more
rapid than the increase in the
rest of the population
1) GAD Demography Database downloaded 5th December 2007
2015
2019
2023
2027
41
31
• This increase in the number
2011
20
29
20
20
27
25
20
23
20
21
20
20
19
17
20
15
20
13
20
11
20
20
09
2007
20
20
07
0
220
• Increases in life expectancy will
also mean that the number of
people aged 85 and over will
increase particularly rapidly
Recession
- Immediate context
Stuart Hollis
Headlines - this recession
Media talks about….
 Quarters of
‘negative growth’
 The past (1980s
and 1990s)
 Unemployment
 Structural change
This time…
 Mortgages down
 Savings are down
 We have less
savings (12% less)
 Dip could be
sharper
 …no one really
knows
New context this time


Unemployment change sharper
‘Worklessness’ is localised

Demography: particularly age

Debt: there is no safety net

And in learning, employment and skills:
•
Different provider infrastructure
Unemployment is up
(ILO)
Vacancies are down
Longer-term unemployment is
up
The low skills issue is
highly localised
“The quantity and quality
of jobs available locally
is of particular
importance to them:
geography matters most
to those with poor skills.”
(The Geography of Poor Skills
and Access to Work, Green &
Owen, JRF, 2006)
Unemployment rates by age
Policy responses prerecession

Centralised skills forecasting

Social market model
•
•
•
•

Market stimulation
Market segmentation
Market regulation
Capacity building
‘Advancement’… to 80% employment
Participation
The facts
Stuart Hollis
Current or recent participation
in learning by nation of the UK,
1996-2009 compared
1996
%
1999
%
2002
%
2005
%
2008
%
2009
%
Total sample
40
40
42
42
38
39
England
42
41
42
42
39
39
Wales
37
43
39
42
38
41
Scotland
38
33
44
36
31
33
Northern Ireland
28
32
40
37
40
42
Weighted base
4,755
5,205
5.885
5,053
Base: all respondents
4,932 4,917
Participation in learning 2009,
by socio-economic class
Current or recent learning by
employment status, 1996 –
2009 compared
1996
%
1999
%
2002
%
2005
%
2008
%
2009
%
Total sample
40
40
42
42
38
39
Full-time employment
49
51
52
52
45
47
Part-time employment
42
50
51
53
48
49
Unemployed
40
41
46
40
43
40
Retired
20
16
19
17
17
16
4,755
5,025
5,885
5,053
4,932
4,917
Weighted base
Base: all respondents
Percentage of respondents
Current or recent participation
in learning by age, 2009
Base: all respondents
How adults are learning 2009,
by socio-economic class
Total
%
AB
%
C1
%
C2
%
DE
%
Through a publicly funded institution
42
39
43
36
52
Through work
32
36
34
37
18
Informally though a voluntary organisation
or community facilities
8
7
7
9
12
Independently on my own
16
18
15
15
16
Independently with others
6
10
5
4
5
Online
4
6
4
3
2
4,917
962
1,472
1,022
1,461
Weighted base
Base: all learners. Totals may exceed 100% as respondents were
allowed to make multiple responses
UK projected change in age
groups, 2006 to 2020 (000’s)
Source: ONS, Population projects, 2006 based
Implications
For those seeking to widen participation
Stuart Hollis
Advancement
‘2004 model’ is about reform of three things:

The individual

The system

The workplace
Recession affects these in
different ways for example

Individuals




The system



Less people in work
Further marginalises the most marginalised
Greater levels of personal debt
Danger to flagship programmes (TTG Ap’ships)
Drift towards greater localism
Workplaces


Less viable workplaces, short-termism
Unions—some harder hit than others
Opportunities and Questions


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

Fees issues not tackled?
Vocational/non-vocational divide maintained
Local authorities role in adult learning could
develop across range of agendas
Support for connecting self organised
learning and technology
A return to creative widening participation ?
Opportunities and Questions 2
•
•
•
•
Is there a connect between key parts of the
FE and HE system?
Lack of sustainable budgets for actual WP
related provision?
Lack of recognition of “non-educational”
barriers to participation?
Does system enable empowerment and
collective approaches?
Lifelong Learning
Tangibles
Structural
Formal
Targets
Priorities
Procedures
Outcomes
Skills
Qualifications
Networks/Alliances
•Leitch agenda
•Evidence basis for service
delivery
•Impact assessment
•fit for purpose infrastructure
and systems
Informal
Values & Belief
History
Politics
Intangibles
Cultural
•Conflict/ risk
•Building Partnerships
Relationships
•Barrier mapping
Personalities
•Soft intelligence
Power
•Communication
strategy
Adult learning: some Key
Characteristics of the Terrain
 Time, place, pace, form & purposes of learner’s choice
 Life-long & life-wide – linked to key moments in the lifecourse
 Informal, non-formal & even ‘tacit’
 ‘Learning to learn’ - meta-competence
 Critical skills, curiosity & challenge
 Flexibility, adaptability & responsiveness of both learning &




learners
Confidence & autonomy – capability & competence
Motivation, commitment & progression
Co-produced between learners and ‘teachers’ & amongst
learners
Capacity for independent & interdependent, functioning
individuals , families, groups, organisations & communities
Personal Domain
Public Domain
Social & Community
Economic
•Emotional and physical
wellbeing
•Spiritual peace
•Maturity
•Sense of belonging
•Cognitive development
•Communication skills
•Enhanced personal
relationships
•Creative ability
•Literacy and language
•Personal choices
•Recreation
•Cross-cultural knowledge
•Organisational capacity
•Community service
•Employability skills
•Self-sufficiency
•Expanded pathways
•Income generation
•Professional development
•Social connections
•Community building
•Active citizenship
•Activisim
•Cultural expression
•Sharing resources
•New community
•Groups
•Community identity
•
•Empowerment
•Appreciation and respect
for diversity
•Productive enterprises
•Increased small business
capacity
•Employment advocacy
•Micro-economic
development
•Creation of goods and
services
•Savings in personal and
organisational costs due to
greater efficiency
Challenges




Equalities: differential effects of recession
Where will the demand be?
Do we really want to be where we were?
New ways of working for government:




tight values, flexible systems
no new systems, just flex the existing ones
let go to the local
Where has advancement gone?
Groups at risk
•
•
•
•
•
•
•
•
46
working class adults
part-time and temporary workers
older workers
migrants
women outside the labour force – especially from
ethnic minority groups
people on welfare benefits - especially incapacity
benefit
ex-offenders
adults with literacy and numeracy skills below entry
level 2
The Year Ahead
Agenda 2010
 New government wanting quick wins
 Enhanced role for localities
 Community Cohesion
 Well-being
 Volunteering
 ……………………all slightly different where
you are
Participation: Questions for
providers
We should be asking
the following
questions:
Provision in the right places?
Are we giving the right
signals?
Removing barriers or just
working around them?
Is there a high trust
relationship?