NHSU Development Plan: Learning for Everyone
A NIACE Response
Published February 2003
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NIACE welcomes:
 | the creation of a new organisation which focuses on ALL staff in the NHS; this is a major development in adult learning. |
| the breadth of vision and the recognition that learning in the workplace is a priority for funding and development. |
| recognition of the wider benefits of learning. |
| the high priority given to widening participation. |
NIACE has concerns:
| about the extent to which all social care staff can be included. | ||||||
| over the public understanding of the concept of ‘Corporate University’. | ||||||
| over the lack of emphasis on:
|
NIACE is the national membership organisation for adult learning in England and Wales, with a broad aim to advance the interests of adult learners and potential learners. Our strategic plan commits us to supporting an increase in the numbers of adults engaged in formal and informal learning and at the same time to widen access to learning opportunities and the acquisition of skills and competences to those who do not traditionally take part in education and training.
NIACE works with all the many interests active in the education and training of adults. It undertakes advocacy and policy work with national, regional and local agencies; provides information and advice to organisations and individuals; carries out research and development projects; organises conferences, seminars and training courses; publishes journals, books and directories; and co-ordinates a major national promotion of education and training for adults through Adult Learners’ Week.
NIACE welcomes the NHSU development plan, its clarity and energy and is proud to be associated with the NHSU by:
| seconding staff to lead the Skills for Life and Health portfolio. |
| seconding staff to lead on NHSU awards. |
| lending office accommodation to NHSU in the East Midlands. |
1. The overall vision of the NHSU is to be welcomed by everyone who believes that learning transforms lives. NHSU will allow us to enhance learning in the workplace, which is where most adult learners on low incomes are most likely to be learning. All our participation survey data shows this. A key issue for the NHSU will be the extent to which adequate resources can be made available to make this happen. In the strategic plan NIACE would like to see
| a clear picture of how the NHSU will work with Workforce Development Confederations (which predate the NHSU). |
| a clearer picture of the extent to which social care staff are included in the NHSU’s thinking, and how this will be achieved (relationships with local government, LGA etc). |
| clearer references as to how the NHSU will directly contribute to Skills for Life targets (by 2007). |
| stronger explanation of how the NHSU will directly impact on PSA targets outside the NHS (eg level 2 qualifications). |
| a communication strategy to explain the concept of corporate university; there is a view among some adults who see learning as “not for people like us” that the word ‘university’ may be something of a barrier at present. |
2. The NHSU guiding principles are excellent and most elements can be covered by them. The only principle that NIACE considers could be added is the centrality of the voice of learners. This key element could be incorporated into the others but must be made explicit. Under ‘equity’ we would like to have seen more clear statement on
| demographic issues (the ageing workforce; older learners). |
| cultural and language issues (professionally qualified refugees). |
Under ‘access’ it would helpful if it were even clearer that the NHSU programme will be available to the widest range of staff; such as cleaners and porters, maintenance staff and part-time workers. Cost will be a particular issue for such staff, and some will need financial and other support for their studies.
Under ‘relevance’ it would be helpful to avoid narrow definitions. Participation studies and good practice already identified (eg in the Ormskirk NHSU project) show conclusively that any kind of learning, whether or not it’s work related can produce benefits that impact on the workplace.
3. Learning needs to be built into the everyday work of healthcare staff. We need to see the NHSU working towards a culture of learning in every workplace. NHSU needs to create mechanisms to enable staff to learn at work, so that learning and earning are in tandem. Learning needs to be embedded in their own time and in various combinations of these arrangements.
4. NHSU can best support learners by ensuring that there is a comprehensive system for all. The ‘learning journey’ is an important concept but the diagram needs to strengthen the link between ‘learning’ and ‘improvements in patient care’. Not all learning can be related directly to improvement in patient care but where there is a link this should be shown.
5. NIACE is firmly committed to NHSU’s priorities. However, NHSU needs to be cautious about depending too much on e-learning solutions when some staff have limited access to IT at home or at work. In addition, NIACE believes that NHSU could develop the celebratory aspect of learning, encouraging others through awards and case studies. The success of learner representatives needs to be less patchy and more widespread. Representatives from all levels need to be recruited, trained and encourage other to take up learning. Other development needs to include a sharper focus on key skills embedded in all learning.
6. On delivering learning and support NIACE considers that the strategic plan needs to celebrate more the concept of the learners’ charter. A learners’ charter can be enormously helpful. NIACE has one for adults with learning difficulties ( http://www.niace.org.uk/Research/HDE/projects/charter/poster.htm ). NHSU may wish to consider the concept of a learning environment appropriate to all, which is eloquently described in the introduction to the Tomlinson Report on Inclusive Learning (HMSO, 1997). Experience has shown that if learning is right for the most marginalized groups of learners, such as those with disabilities or learning difficulties, then it will be right for all. NIACE strongly commends the concept of the learning advice service. However, the learndirect service in relation to the national strategy for adult basic skills has not necessarily been an unqualified success. A large number of enquirers did not take up learning as a result. Advice and information are crucial but without guidance, there may be no real impact for many. Advisors, particularly those in call centres, need a high level of specific training and this should be part of the contract.
7. The great challenges for the NHSU, will be:
| vested interest of the supply side. |
| the public and NHS staff understanding of the concept of the ‘corporate university’. |
| the relationship with Trusts, HR departments and WDCs and lack of clear understanding of what NHSU offers. |
| a real understanding in the public mind about what NHSU offers which local colleges, universities, WDCs and Trusts do not. |
| having enough income to make a difference, but not too much to take resources away from patient care. |
| the relationship and role with social care agencies and staff. |
| making the particular projects into sustainable widespread provision. |
8. All workplace learning needs to be recognised through mechanisms such as the Health Learning Accounts (HLA). Here, there needs to be an emphasis on using HLAs as much for generic learning (eg to improve confidence in learning) as for specific job related learning. All learning opportunities need to have the possibility of credit which can ultimately be accumulated to a qualification. However, all achievement needs to be valued and some programmes without credit must be valued for what they add rather than for the credit they result in.
9. High quality research and development will be important, although NHSU is more likely to invest in qualitative R&D than in large scale scientific research.
10. NIACE already has a strong relationship with NHSU. To enhance this, NIACE could contribute
| expertise on widening participation; Skills for Life and Health; effective ways of helping adults in the workplace and community; embedding learning; neighbourhood renewal. |
| experience of particular project/development work (eg refugees). |
| experience of facilitating forums to capture the voice of adult learners, especially the National Adult Learners’ Forum. |
| experience of promoting/campaigning for adult learning. |
NHSU can help NIACE to understand more about
| creative uses of Health Learning Accounts. |
| how to embed Health Learning Accounts. |
| how to embed learning in the workplace. |
| effective development of the role of learning representatives. |
11. Who should pay is complex. NIACE recommends that there is a joint circular from HEFCE, LSC and NHSU which sets out arrangements, particularly on standard programmes. For some programmes (eg development) there needs to be shared funding. For role specific courses then NHS should pay unless they contribute to national PSA education targets, when LSC should fund.
12. NIACE recommends that there is a section of the NHSU which looks particularly at the learning which NHSU staff might encourage among patients, carers and users. Second, that the NHSU gives careful thought to the front line NHS staff and their training. Third, that NHSU develops a strategy for the recruitment of tutors, mentors, and support staff, and their training. Finally, the NHSU needs a more substantial media impact in the further education world. The NHSU has a huge FE potential and needs to recognise this. NIACE considers that not since the creation of the Open University has there been such potential for the development of adult learning and for more and different adults to learn.
