Supplementary Papers

Sector Papers

The Inquiry’s Sector Papers will discuss the implications of lifelong learning for each of the sectors involved in providing learning opportunities: pre-school, school, FE, HE, private trainers, third sector organisations and local authorities. The goal here is to encourage innovative thinking on how these parts do or do not fit together, as part of a systemic approach to lifelong learning.

(most recent listed first)

How museums, libraries and archives contribute to lifelong learning, by Natasha Innocent
This paper sets out how museums, libraries and archives contribute to lifelong learning and calls for their collections, spaces and learning programmes to be integrated into a new joined-up framework that connects formal and informal learning providers. The paper also poses questions for museums, libraries and archives themselves – what more could they do to embrace the opportunities now available to work in partnership with others and support integration to happen?

The impact of learning as a family: a model for the 21st century, by Penny Lamb
This is the ninth of the Inquiry’s sector papers, published on 12 November 2009. The paper argues that learning together as a family has a powerful contribution to make in a future vision for lifelong learning. It examines the gaps between strategy and practice, and argues for a new systematic approach to think learning in families and recognition of the impact of learning across policy boundaries.

Lifelong Learning and the Future of Higher Education, by David Watson
This short paper is based upon the discussion at the IFLL seminar on Higher Education (HE) held in October 2008 and at the North of England Education Conference in Chester in January 2009. It is structured around ten propositions and explores issues such as the position of part time students, student support and entitlement, and credit.

FE Colleges in a New Culture of Adult and Lifelong Learning, by Ursula Howard
This paper explores how further education (FE) colleges can make the best contribution to a renewed system and culture of adult and lifelong learning in the future, 15–20 years from 2009.  It argues that FE colleges have learned since their incorporation in 1993 to work with more, and more diverse, adult learners than ever before, although their work is currently hindered by narrowly cast policies and inequitable funding regimes for adult learning.  The paper draws on FE colleges, past and present, to propose their future contribution.

Collaborative Local Learning Ecologies: Reflections on the Governance of Lifelong Learning in England, by Ann Hodgson and Ken Spours
This paper is an attempt to use ecological concepts that have been developed across a number of different areas of human and natural activity to think about approaches to governance in the complex area of lifelong learning.  The ecological metaphor helps us to recognise important features of the diverse, dynamic, complex, evolving, fragile spaces and entities that constitute adult learning.  This paper uses these tools to reflect upon strategies for building effective, inclusive and collaborative local learning ecologies, capable of meeting the needs of all learners in a locality.

A Learning City Perspective, by Ian Sandbrook
This paper outlines what a learning city is, what a learning city needs and sets out a vision for lifelong learning.  Specifically, the paper explores the experience of the inception of Southampton as a unitary authority in 1997 with its bold declaration to be a Learning City.

A Lifelong Learning, Local Authority, by Tim Brighouse
This paper examines the role and different contexts of any local authority determined to take lifelong learning seriously.  The paper has three sections. The first highlights the importance of identity and context, and explores the key strategic role of the local authority in acting as guardian of its local community.  The second focuses on the various internal practices a local authority can take to ensure lifelong learning internally is effective.  The third argues for creating an accessible and changing bank of interesting practice.

Lifelong Learning and the Early Years, by Margaret Lochrie
Much writing and thinking about lifelong learning relates to a purely adult constituency and how they can expect to capitalise on the benefits of an investment of learning within the span of their own lives. Less attention has been given to the benefits of learning for adults for the very youngest members of society, in particular those whose lives are compromised by structural disadvantage. The possible intergenerational benefits of a revitalised system of lifelong learning provide the focus of this paper.

The Private Training Market in the UK, by Lindsey Simpson
This is the second of the Inquiry’s sector papers, published on 26 May 2009. The paper examines the nature of the private training market in the UK. It focuses on training purchased by employers rather than by individuals. Whilst there is a body of statistical and other evidence in relation to publicly funded training aimed at employers, there is lower awareness among policy makers of the nature of the private sector market and how it operates. The report examines the market dynamics and the implications for learning and skills policy in the UK.

Schools as a foundation for lifelong learning, by Guy Claxton and Bill Lucas

This is the first of the Inquiry’s Sector Papers, published on 24 February 2009. It explores the role of school as a foundation for lifelong learning through four themes: