About IFLL

Background

NIACE is hosting an independent Inquiry into the Future for Lifelong Learning. Chaired by Sir David Watson, the Inquiry was launched in September 2007 and will report in June 2009.

During the Inquiry, experts from government, business, academia, trade unions, public service, providers and the voluntary and community sector, as well as learners, will come together in a process to identify a broad consensus for the future for lifelong learning in the UK.

“We want a broad vision to come out of this Inquiry – one that doesn’t represent sectoral interests, and cuts across boundaries. It will link lifelong learning with other areas such as health, democratic participation and wellbeing, as well as the economy. This challenges us all to rethink our approach to strategy.”  
Tom Schuller, Director of the Inquiry

“The lifelong learning policy landscape is littered with policy initiatives and good intentions, but for many adults there is continuing instability of funding and variable opportunity. NIACE is sponsoring the independent Inquiry to seek a national consensus on the value of learning through the life-course, and to establish a new settlement on who should pay, and for what in funding learning opportunities.”
Alan Tuckett, Director, NIACE

 

What do we mean by lifelong learning?

The Inquiry’s interpretation balances breadth with manageability.

Lifelong learning focuses on adults returning to learning rather than on the initial period of education. It includes a wide range of learning modes from classes in institutions to informal settings for groups and individuals.

It includes people of all ages learning in a variety of contexts – in educational institutions, at work, at home and through leisure activities.

However, there can be no watertight definition. Initial education increasingly stretches well into adulthood, especially with many students mixing study and employment, and with the rapid growth of postgraduate education. The Inquiry will therefore pay attention to the relationship between initial education and lifelong learning, especially in the way FE and HE are structured and funded.

While formal education and training are core elements of the Inquiry, it must also extend to less formal modes. The intention to learn and some degree of organisation should in principle be recognisable features of an activity for it to fall within the Inquiry’s remit, but there is no restriction to certified or assessed learning.

Issues the Inquiry will consider include:

Geographically, the Inquiry covers lifelong learning in all four nations of the United Kingdom. But we will also build in a strong international dimension, inviting evidence from other countries and testing our conclusions against their experience.

This is our working definition. We would welcome feedback and comment on it.

The Goal

The overall goal of the Inquiry is to offer an authoritative and coherent strategic framework for lifelong learning in the UK. This will involve:

The Research

The Inquiry is undertaking a detailed assessment of evidence from the UK and beyond, including commissioned research and analysis and the collection of written and oral evidence.

We are actively seeking contributions from the field. Through its deliberative processes, the Inquiry aims to build consensus and support for the resulting strategic framework and engage a range of influential voices to advocate for the new agenda for lifelong learning.

The Timetable

The Inquiry is split into two phases. Up to summer 2008 the focus is on consulting widely, gathering evidence and listening to as wide a range of perspectives as possible. From summer 2008 onwards the Inquiry will formulate, test and refine elements of a strategic framework for lifelong learning. Publication is planned for June 2009.

The Commissioners

The Team

NIACE is supporting the Inquiry with a secretariat team comprising:

In the first instance, please contact:

Hanya Gordon, 0116 204 4237
Email: lifelonglearninginquiry@niace.org.uk

How you can contribute

In the first phase of the Inquiry, we are keen to receive evidence from a wide range of perspectives. You can contribute evidence to the Inquiry and help to shape the thinking by responding to the calls for evidence for each theme up to the end of August 2008.

Keep an eye on the website for details of how to respond to draft Inquiry papers from autumn 2008 onwards.