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"Budget deserves two cheers from adult learners" says NIACE
The Chancellor has taken some helpful steps to improve opportunities for adult learners – but education for citizenship, culture and community development could still be squeezed, says the adult learning advocacy body NIACE.
Commenting on the 2004 Budget, Alan Tuckett, Director of NIACE, said:
“We welcome the announcement of a New Deal for Skills, an enhanced role for information, advice and guidance integrated with Jobcentre Plus and of further work on ‘skills passports' ”.
“New incentives for workforce learning, more Employer Training Pilots and strong regional skills partnerships are also good news”.
Sounding a note of caution, Alan Tuckett went on: “The language of learning must not be reduced to consideration of schools, skills and scholars. Lifelong learning pays in different ways – more engaged and healthier citizens, more confident parents, more tolerant communities and a range of more vibrant and diverse cultural activities”.
Source: NIACE Press Release: "Budget deserves two cheers from adult learners" , 17 March 2004 (PDF file)
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Testing, Testing 1,2,3...
Identifying achievement in the education of adults is an inexact science. And yet it influences the funding of courses and politicians’ targets. This is a particularly sensitive area in the national basic skills strategy.
A new publication from the National Institute of Adult Continuing Education - ‘Testing, testing…1 2 3’ - is the first examination of the place of national tests in literacy, language and numeracy work. This NIACE discussion document comprises three expert papers on the topic. In the first, Dr Peter Lavender of NIACE argues that national targets based on qualification pass rates in basic skills risk distorting a generously drawn national policy.
In the second paper, Jay Derrick explores the difficulties involved in assessment of learning; assessment for learning; and the relationship between formative and summative assessment. In the third paper, Barry Brooks analyses the challenges confronted and progress made in identifying national standards and tools of assessment and aims “to set the record straight”.
Alan Tuckett, Director of NIACE says: “This challenging book provides a timely reminder that educational policies and procedures are the result of both conscious and unconscious choices which are political and which privilege some interests over others. It will be useful to anyone concerned about how the basic skills strategy for adults is going.”
| Testing, Testing…1, 2, 3: Assessment in adult literacy, language and numeracy (ISBN 1 86201 193 1) by Peter Lavender, Jay Derrick and Barry Brooks is published by NIACE on Wednesday 17th March, priced at £8.95. It is available to buy online, or from Publication Sales on 0116 2044 200 |
Source: NIACE Press Release: "Testing, Testing 1,2,3..". , 17 March 2004 (PDF file)
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What About the learners? FE is at the heart of adult learning
“If colleges of further education did not exist, they would have to be invented. They are the crucial pivot of the education system of the UK and are the largest providers of post-16 education. They make a major contribution to higher education, (and will make an increasing one to the achievement of the 50% HE target); they are vital to the successful implementation of the national skills strategy - and they provide opportunities for learning for millions of adults. The comprehensive all-inclusive nature of FE’s provision is its greatest strength, and its diversity needs to be valued and defended. FE is above all an adult service.”
Colin Flint, author of Further Education and Adults Learning, and Associate Director for FE at NIACE, says “there is no question that the colleges have a vital part to play with regard to specific targets. However to limit that role, to give pre-eminence in the resourcing and strategic planning of colleges to tasks which a properly planned secondary education system would deliver, is to put at risk the richness and diversity which is the true strength of good FE colleges.”
With more than 80% of students enrolled in further education over the age of 19, over 77% over 21, the further education sector is a sector for adult learners and should be perceived to be so. In this new policy discussion paper published on March 15th by NIACE, Colin Flint argues that the FE sector needs to be at the heart of the reforms planned in post-compulsory education, and that the sector be recognised and celebrated for its pivotal role and contribution to an inclusive learning society.
‘Further Education and Adult Learning’ explores the role of FE colleges in the creation of a lifelong learning culture. It acts as a reminder of the pluralities of FE’s mission and a call to action to protect and promote the essential vision and purposes of further education, drawing upon recent history as well as current Government policies and priorities.
With recommendations for Government and others, the paper reminds everyone engaged in the formulation and implementation of policy, (including colleges themselves), that the FE sector is at the heart of adult learning.
| Further Education and Adult Learning, priced £8.95 can be purchased online via the NIACE website. |
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Spending Review: NIACE recommendations
NIACE has made nine recommendations to the Government in a response to the Spending Review.
In its response, Lifelong Learning and the Spending Review , NIACE makes a case for the maintenance of public investment in lifelong learning in the medium term. While acknowledging the pressures facing Government in the run-up to a tight spending review for the period 2006-07 to 2007-08, it suggests that sustained investment is necessary in order to realise the Government’s vision and policy aspirations. It also suggests that there is a strong case for a modest additional investment in lifelong learning if tied to visible and measurable outcomes contributing to improved productivity and to the reduction of poverty.
The full NIACE response can be downloaded below.
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A-levels could be scrapped in exam overhaul
The school examination system is flawed and A-levels and GCSEs should be scrapped and replaced with a four-tier diploma, according to the Tomlinson working group’s interim report on the 14-19 curriculum and qualifications.
The committee, headed by former Chief Inspector of Schools Mike Tomlinson,
proposes absorbing GCSEs and A-levels into a single system, which would require
students to have basic reading, writing, maths and ICT skills, while allowing
them to specialise in their chosen subjects. The recommendation was at the heart
of sweeping proposals to address ‘fundamental and long-standing weaknesses’ in
the exam system, responding to the concerns of employers and universities.
Under the proposed reforms, all pupils will have to pass courses in the core
skills to at least GCSE grade C to gain a GCSE-equivalent diploma. The report
also proposes a new seven-point grading system for A-levels to allow greater
differentiation among candidates. There would be less coursework under the
reforms, with a single extended project replacing it. Candidates will be
permitted to learn at their own pace, with the possibility of mixed-age classes
and some students entering university as early as 16.
‘The time for reform has come,’ said Mr Tomlinson. ‘Too many young people leave learning or fail to progress. Too many are left unchallenged and constrained by the curriculum they are offered.’ School Standards Minister David Miliband said that the report was ‘ambitious in scope, exciting in its potential and practical in its focus’.
TUC Secretary General Brendan Barber welcomed what he termed ‘a brave attempt’
to address the high drop-out rate among 16-year-olds, adding that it was
important that the reforms were phased in gradually, in consultation with
unions. It was also welcomed by Judith Norrington, Association of Colleges
Director of Curriculum and Quality: ‘Colleges have 50 per cent more 16-19 year
olds than schools and offer a very wide range of qualifications and other
learning opportunities to the full range of ability levels. If it works for us,
it should work for the rest of the system,’ she said.
David Sherlock, Chief Inspector of Adult Learning, said that the interim report
provided a sound foundation for long-term change and for ‘a much fairer and more
equitable system’. However, Digby Jones, Director General of the CBI, warned
that if the Government wanted to reduce literacy and numeracy problems it would
have to ‘raise standards, not simply structures’: ‘What matters most is what
young people are able to achieve.’
The changes, described by Mike Tomlinson as ‘evolutionary’ rather than ‘revolutionary’, would take place over 10 years. The working group will produce its final report for autumn this year. View the interim report at www.14-19reform.gov.uk.
Key changes
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Read next month’s Adults Learning for the best and most detailed analysis and commentary on the Tomlinson report. Source: Adults Learning
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‘Sam’s Bill’ will give carers more chances to learn
A Private Member’s Bill which aims to give carers in England and Wales more opportunity to learn and develop ‘a life beyond their caring responsibilities’ has cleared a major hurdle in the House of Commons.
Hywel Francis, Labour MP for Aberavon, successfully introduced the second reading of the bill, known as ‘Sam’s Bill’ after the late son of the MP and wife Mair. Mr Francis told the Commons that he knew from first-hand experience how long-term carers could feel isolated and unable to pursue training or education because of their responsibilities. He and his wife cared for their son, who had Down’s syndrome, until his death in 1997, aged 16.
The Bill, if passed, will ensure that carers receive adequate personal support and information about entitlements from local authorities. ‘It asks how can we ensure the health and well-being of carers is enhanced by securing equal opportunities for them beyond their caring responsibilities. Most of this change is about attitude, it’s about culture,’ said Mr Francis.
‘It’s about valuing cares and their role, not hiding them away, pretending they don’t exist.’
The Bill will reach its committee stage on 10 March. Read Hywel Francis’s account of the story of the Bill and what it will do for carers on pages 24-5. Source: Adults Learning
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Poor students to be paid to take gap year
School leavers from poor backgrounds could be given £45 a week for using a gap year to do community work under a multi-million pound Government scheme.
Announcing the national roll-out of the scheme, which was piloted last year, Chancellor Gordon Brown said that helping those who want a year out for community service but who cannot afford it was a national priority. A recent Mori poll suggested 59 per cent of 15-24-year-olds wanted to know more about getting involved in their local communities. Eight per cent of 18-year-olds take gap years, most of them from private schools and southern England.
Mr Brown will set out the costs and other details of the scheme in his Budget on 17 March. The plan is based on the successful AmeriCorps project, which has been operating in the US since 1993. Source: Adults Learning
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Have your say on BBC
Viewers and listeners have until the end of March to contribute their views to
the BBC’s Charter review.
The BBC’s activities are governed by a Royal Charter – a document that shapes
the BBC, setting out what it is for, what it does and how it does it – and a
review is currently being carried out, canvassing views on the present state and
future of the Corporation.
More information – including a list of key questions designed to get people thinking about the BBC – can be found at www.bbccharterreview.org.uk . You can send your views on the BBC to: BBC Charter Review Consultation, Department for Culture, Media and Sport, 2-4 Cockspur Street, London, SW1Y 5DH; Email: bbccharterreview@culture.gsi.gov.uk ; 0207 211 6418. Source: Adults Learning
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South Asian scholars seek peace in Bradford
The University of Bradford has created a new unit to identify ways of reducing tensions around weapons of mass destruction in South Asia. The South Asian Strategic Stability Unit (SASSU) will be based in the Department of Peace Studies and will host scholars from across the region, discussing a range of issues relating to the tensions between bordering nuclear countries India and Pakistan. Scholarships will be offered to junior and senior academics from the region to carry out research at the Unit. SASSU Director Shaun Gregory is pictured with Zubair Hayat from the High Commission of Pakistan. Source: Adults Learning
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Towards a national credit framework
NIACE and the Federation of Awarding Bodies (FAB) are collaborating in the organisation of Devilish Details: Next steps towards a national credit framework, a conference taking place on 28 April 2004, in Birmingham. Timed to take place following agreement on the principles for a national credit framework, it will address the challenges to be faced in translating these principles into practice.
View more details of this conference or contact Gurjit Kaur on 0116 204 2833; e-mail: gurjit.kaur@niace.org.uk. Source: Adults Learning
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City & Guilds opens high street outlet
City & Guilds, the UK’s largest vocational awarding body, has opened up a high street centre, which, if successful, will be the first of a string nationwide. The ‘City & Guilds Local’, as it is to be known, will be based in Alveston, Derby, and will be jointly run with Derby College.
The idea is to take learning into the community, to reach those at present disengaged, providing a friendly environment where people can drop in seven days a week. Chris Humphries, Director General of City & Guilds, said that the plans formed part of City & Guilds’ long-term commitment to raising the UK’s skills base.
‘For many individuals, accessing effective learning is difficult unless that opportunity is close at hand, completely flexible in timing, and modular so that learning can be fitted around other work, domestic and social commitments. City & Guilds Local is our response to that need, bringing learning out of the institution and into the heart of the local community.’ Source: Adults Learning
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Passionate adult educator dies
Konrad Elsdon, adult educator, HM inspector and author, has died, aged 81. Born in southern Germany in 1922, the youngest of four children, friends arranged his family’s passage to England in 1938. In the summer of 1940 he was interned on the Isle of Man as a Category B (potentially dangerous) enemy alien and later spent two years in camps in the Australian outback. It was during these years that he discovered a passion for adult education, organising classes among other transportees. On his return to England, he worked as Warden of the Wilmslow Guild, an adult education centre in Cheshire, and, later, at the Folk House, Bristol. He became an HMI in the East and West Ridings Division, then in Nottingham and Surrey, becoming a specialist further education inspector. On retirement, he was offered an honorary position with Nottingham University’s Adult Education Department. He is survived by his wife Sheila. Brian Groombridge and Alan Tuckett offer their appreciations of Konrad Elsdon on page 27. Source: Adults Learning
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VCs accused of double standards over pay
Lecturers have complained of double standards following the publication of figures showing that vice-chancellors accepted pay rises far higher than those offered to their staff. The figures were published as members of the Association of University Teachers voted to take strike action against their 3.5 per cent pay offer.
A survey by the Times Higher Educational Supplement showed that, on average, vice-chancellors accepted more than six per cent in 2002-03, compared to the 3.5 per cent offered to academics for the same period. Average pay for a vice-chancellor was £135,000 last year. Rank and file lecturers get £23,000 a year after five years in post.
Roger Kline, Head of Universities at lecturers’ union NATFHE, said that the figures showed that 27 of the 164 university and college heads accepted pay rises of more than 10 per cent: ‘Our members take a dim view of double standards. Many vice-chancellors claim that their additional pay rises are due to improved performance of the institution they head. Staff won’t understand why that affects the pay of chief executives but not the staff who helped achieve it.’
A spokeswoman for Universities UK said that the remuneration packages of vice-chancellors and principals reflected what was needed to attract talented individuals to top jobs in a competitive market. Source: Adults Learning
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Vocational imperatives
NIACE runs its first joint conference with the Centre for Labour Market Studies at Leicester University on 16 March 2004. The theme of the conference, Vocational Imperatives, will encompass discussion on the skills strategy and the Tomlinson recommendations, which presently dominate the educational agenda. Keynote speakers include Professor Lorna Unwin, a national authority on workplace learning, Geoff Stanton, former Director of the FEU, and Carole Stott, Chief Executive, the National Open College Network. The conference deals with the critical importance of adult learning to national strategies, includes examples of best practice in provision.
View more details of this conference or contact Gurjit Kaur, Tel: 0116 204 2833, email: gurjit.kaur@niace.org.uk. Source: Adults Learning
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