Adult Learning in an new Parliament

Posted: 24th May 2001

The prospect of a general election means that NIACE needs to prepare to brief existing contacts as well as (post-election) new MPs and a new ministerial team.

What follows is an initial list of lobbying themes and priorities for our work in Westminster and Whitehall (not Cardiff or Brussels). (Non-UK readers should note that NIACE is an England/Wales body. Our remit does not extend to Scotland or Northern Ireland). While this list is not exhaustive, it is intended to cover the broad range of NIACE concerns.

Items are NOT listed in order of priority.

10 features to sustain and celebrate:

1. An emphasis on the primacy of quality and standards, learner empowerment and choice;
2. A well-funded basic skills strategy running across government.
3. A well-funded and coherent strategy to exploit ICT in adult learning (UK online, learndirect, BBC).
4. Targeted funds for specific intervention (whether in the form of Standards funds, the Union Learning Fund and the Adult and Community Learning Fund).
5. No top-up tuition fees within HE.
6. The intention to reduce discrimination in education and training faced by people with learning difficulties and disabilities (if the Special Educational Needs and Disabilities legislation fails because of an election being called, it should be re-introduced immediately).
7. The ending of the schedule 2/non-schedule 2 distinction and a more level playing field for funding.
8. Premium funding for widening participation in both further and higher education provision.
9. An enhanced role for local government in securing adult learning - including access to capital funding, through a national capital development fund for LEA-secured adult learning in England.
10. An emphasis on partnership working, in particular ensuring the contribution adult and community learning has to make to the national strategy for neighbourhood renewal

 

10 features to review, monitor or reform:

1. Plans to develop FE colleges as centres of excellence at the expense of being prime providers of a broad range of learning activities for adults.
2. Student support arrangements that privilege full-time study, primarily for younger people, over part-time study undertaken primarily by older people.
3. The effectiveness of the two inspection agencies (ALI and OFSTED) in raising standards for adult learning.
4. The benefits and effectiveness of Individual Learning Accounts (as presently constituted) in stimulating demand when compared with alternative mechanisms
5. Wide variations in range or quality of provision of adult access to information, advice and guidance. Is there a case for an adult version of Connexions?
6. An end to discrimination against older students’ ability to access loans – and adult student finance more widely.
7. Arrangements for progression and quality assurance at the FE/HE interface.
8. The effectiveness of foundation degrees to open access to higher education for adult learners in work.
9. The effectiveness of UfI Learndirect to deliver what it has promised.
10. A tendency to introduce accreditation simply mechanism for accessing funding without recognition that there is value in learning which cannot easily be measured.

10 features to introduce:

1. A right to time off for study to be extended to 19-24 year olds.
2. A workplace development strategy which does not exclude temporary and part-time workers.
3. Revenue support for community-based ICT learning centres.
4. Tax relief on employer-led training/encouragement for training levies.
5. Better arrangements for the professional development of teachers and trainers of adults (especially part-time staff).
6. A new and comprehensive strategy for family learning.
7. Greater emphasis on retention and achievement.
8. An entitlement for adults to access public funding towards the cost of obtaining their first level 3 qualification.
9. Regulatory obligations to broadcast educational programmes for adults for all terrestrial broadcasters.
10. An effective model for funding outreach and the training of staff to provide it.

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