Latest News: May 2006

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'Skill us softly', say British workers

More workers find learning on the job helps their performance rather than attending training courses, according to a survey - commissioned by NIACE - for this year’s Learning at Work Day (25th May 2006) as part of Adult Learners’ Week.

The report - Skilling Me Softly - found that 77% of workers find doing the job to be the most effective means of improving performance. Nearly three-fifths (59%) of those surveyed find that hands-on learning - being shown by colleagues, watching and listening - to be just as useful.

Yet despite government emphasis on qualifications, only 57% of employees had found attendance on training courses to be very or quite helpful. One in five (21%) reported that training courses had been of little or no help whatsoever. 27% of employees reported that the skills they had developed while studying for a qualification were also of little or no help.

Skilling Me Softly also found evidence of gender differences in attitudes to improved performance at work with women more open than men to almost all the forms of learning analysed. Age has a significant impact, too, with the youngest and oldest cohorts surveyed expressing more scepticism as to the value of learning as acquisition. Courses work best for people in their thirties and forties. The Internet as a learning tool, has yet to reach the bulk of British workplaces with only 1 in 3 workers (33%) saying it is very or quite helpful and nearly half (46%) saying it is of little or no help whatsoever.

Alan Tuckett and Fiona Aldridge of NIACE, and co-authors of Skilling Me Softly, said:

“The key finding of this survey is that all the groups have a marked preference for improving performance through informal learning. As in so many other areas, the middle classes, the most skilled, and those with the most exposure to structured learning have markedly greater enthusiasm for it than working class and low skilled adults, and those who have had little opportunity to participate. Here, as in so many arenas the learning divide is alive and well. Yet when it comes to less formal learning, and in particular learning by doing the job, and learning from peers, the gap is dramatically smaller.”

They continued, “In part, the greater scepticism about formal learning shown by the least skilled may result from the lack of opportunity to join in. After all, British business is notorious in offering massively more opportunities for development to the most skilled than are available to low skilled workers – which is why, after all we need a skills strategy in Britain.”

They ended, “All in all Skilling Me Softly suggests that informal learning has more to offer the country than our current policies adequately recognise. This is not to denigrate a qualifications focus in policy – just to suggest it needs to be complemented by a better understanding and celebration of the other ways adults develop skills and competence at work.”

Source: NIACE Press Release: "Skill us softly’, say British Workers" Released On 25/05/2006

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National Award Ceremony Proves Learning Works

An award ceremony to be held in London on Thursday 25th May 2006, as part of Adult Learners’ Week, will prove that learning really does work. The Learning at Work Day Awards Ceremony, organised by NIACE, will celebrate individuals who have learned either at work or to gain employment (Learning Works Awards), and projects that provide creative opportunities for adults to learn (Opening Doors to Adult Learners Awards).

Bill Rammell MP, Minister for Higher Education and Lifelong Learning will be giving a keynote speech and presenting some of the awards. Dermot Murnaghan, BBC Breakfast Presenter, will host the ceremony, which will be taking place at Cabot Hall, Canary Wharf in London.

Congratulating the winners of the Learning Works and Opening Doors to New Learners Awards, Minister for Lifelong Learning, Bill Rammell said:

"Adult Learners Week is about promoting the power of learning and the rewards on offer to hundreds of thousands of adults who sign up for courses to improve their lives each year. As a centrepiece for the week Learning at Work Day gives us the chance to recognise award winners who epitomise our objectives for adult learning and help those who lost out at school to get back into learning and progress.

"The range of experiences of today's winners shows the benefit of gearing courses for individual's needs and helping them study for qualifications that employers need. By celebrating people's successes we will inspire others. Today's award winners prove that people can overcome any obstacles to seize opportunities that are both valuable and permanent."

"Our overriding need is to keep this country productive and competitive. This Government's priority in funding learning is aimed at closing skills gaps and giving people the foundation and technical skills they need for their jobs. The number of people planning to undertake learning in the coming 3 years is rising and we are developing a learning culture in this country. Today's winners are at the vanguard of that change."

Source: NIACE Press Release: "National Award Ceremony Proves Learning Works" Released On 25/05/2006

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Survey Shows Significant Change in Adults Who Learn

The annual Adult Learners’ Week survey on adult participation in learning - commissioned by NIACE - at first glance, makes grim reading. It confirms - as have all previous surveys over the last decade - that one in three of the population (34%) have not participated in learning since school. However, when looked at in more detail, the survey suggests that there is a significant change taking place in the pattern of those who take part in learning.

The headline figures for the 2006 survey show that one in five adults are currently learning (20%), with more than double that (42%) having participated in learning in the last three years. The emerging pattern, however, is illustrated by the rise in recent years in participation among C2s (41% up from 33% in 1996) – skilled manual workers – which offers some encouragement that the Skills Strategy is working in providing provision for people at work. There has also been a major change over the last decade in opportunities for part-time workers (55%), who now exceed the participation rates of full-time employees (51%). The New Deals have had an impact as unemployed people - despite the growth in jobs - are participating in learning at higher levels than a decade ago (47% now compared with 40% in 1996).

As women’s participation in the labour market has grown their access to learning opportunities at work has increased. As a result - in the space of a decade – they have overtaken men’s former lead in participation rates (44% compared to 41%). But older people, and people outside the labour market in general, do not share these benefits, and this is a cause for concern due to our increasingly ageing society. Participation for older learners is markedly worse now than in 1996, with the proportion of current and recent learners falling from 15% to only 10%.

The most striking change reported in the 2006 survey relates to future intentions to engage in learning. There is a major increase in people’s expectations that they will take up learning in the future (47%). As in the past, current participation has a powerful impact on future intentions, with 90% of current learners expecting to undertake further learning, and just 15% who report no learning since school planning to do any.

Alan Tuckett, Director of NIACE and co-author of the report, said:

“It’s clear that the long-term prospects for our society relies on people engaging in lifelong learning. And over the last decade the evidence of the benefits of learning have become indisputable. Learning delays the social impact of Alzheimer’s and the onset of morbidity. It prolongs active citizenship, and enhances the quality of life. The government may point to 48% more investment in further education. However this has been predominantly targeted at younger learners and this increased investment has done little to overcome inequities in access, participation and achievement. “

He continued, “Whilst participation is unchanged, and social class, age, prior education and employment status still impact on your likelihood to study, there is significant change taking place in the pattern of participation in adult learning. These changes can be interpreted as the green shoots of an emerging learning society – and Government may wish to see these findings as evidence that its commitment to creating a lifelong learning culture is at last having an impact - or as early indicators of sharpened inequalities and a narrowing of participation. Which analysis is right should become clear over time.”

Source: NIACE Press Release: "Survey Shows Significant Change in Adults Who Learn" Released On 22/05/2006

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‘Enormous problems’ for classes in ESOL

Provision for English for speakers of other languages (ESOL) is, ‘beset by enormous problems’, according to the interim report, More than a language… of an independent inquiry published on Thursday 18th May 2006. The inquiry - led by NIACE and part-funded by the European Social Fund – found that while there is a shortage of full-time and qualified teachers, demand for ESOL classes is high and student numbers have increased by 65 per cent in two years. However training arrangements show no sign of catching up with the scale of need.

Other problems affecting ESOL include waiting lists for classes. This is familiar in London and is now common in many other areas of the country. The inspectorates regard ESOL as probably the weakest curriculum area in the learning and skills sector, and, despite much good practice, there is not much sign of consistent quality improvement. Migrant workers, particularly from the new EU member countries, are increasing demand although they still make up only 6.1% of the half million ESOL learners in the system and costs are rising with the numbers of learners.

The inquiry notes that ESOL is not just a basic skill. Although courses for those with fewest skills remain a priority, the system has to accommodate demand from skilled migrant labour. The inquiry urges that a fair settlement that makes the most effective use of public money needs to be reached.

Launching the report of the Committee, Derek Grover, the Chair of the Inquiry, said, “More than a language… argues that ESOL is a key issue for educational, social and economic policy. It identifies the main issues which we believe need to be tackled to improve the provision made for learners and suggests possible ways forward. It is not our intention, at this point, to offer definitive recommendations, but to set out our view of the main issues and to invite comment on the ways in which they might be tackled.”

Peter Lavender from NIACE, said, “ESOL is an essential skill for life. For individuals, families, communities and the economy to thrive we need effective and available ESOL tuition. For individuals it makes a difference to the way we relate to each other and how our children perform at school. For many, confidence in English language opens doors and helps people engage in and contribute to civil society. Lack of fluency in the language condemns many people to poverty. English language is a recognised route to citizenship. In the workplace ESOL can make the difference between a confident and skilled workforce and one that is hesitant or exploited, where individuals are at risk of missing opportunities. It can make a difference to economic development and to the effectiveness of services and companies.”

In the next few months the inquiry will focus on ESOL for work and employability, how provision should be funded, English language and citizenship, and the issue of ESOL learners in literacy classes. This interim report sets out some of the Committee’s thinking and early recommendations; the final report will also offer firm recommendations for action.

‘More than a language…’ suggests fifteen early recommendations (detailed below) and the inquiry will publish the final report on 3rd October 2006 at a conference in London.

The 15 early recommendations from ‘More than a language…’ are:

1. There should be a cross-departmental review of the need for ESOL and expenditure on it in the context of the forthcoming Comprehensive Spending Review.

2. Any review of the funding structure for ESOL and EFL should take into account the convergence between ESOL and EFL and not rely on distinctions which no longer accurately reflect the nature of provision and learners’ needs.

3. The DfES should re-examine the place of ESOL in the Skills for Life strategy and the arrangements for its implementation to ensure that the distinctive needs of ESOL learners are given proper weight.

4. ALI and OfSTED should undertake a survey inspection which would analyse existing reports and undertake some field visits, with a view to making recommendations, taking into account the recommendations of this Committee.

5. The appropriateness of the current ILP format for ESOL learners, particularly at lower levels, should be reviewed, in the light of the need to ensure that learning is properly planned and that the mechanisms used are appropriate to the skills and needs of learners.

6. The survey inspection proposed by the Committee should examine in particular how appropriately skilled and qualified learning assistants, learning support workers and teaching assistants can be used to support programmes.

7. Consideration should be given to a programme of research into the most effective pedagogic approaches to underpin the use of ICT to support ESOL learning and teaching.

8. Consideration should be given to allowing holders of TESOL diplomas to be considered as qualified for the purpose of the Success for All targets.

9. Urgent consideration should be given to extending the cut-off date for courses meeting the current standards, to avoid a lacuna of courses in September 2007.

10. Consideration should be given to the possibility of a one-off snapshot survey of the ESOL workforce to provide a proper benchmark for the development of workforce policy.

11. Further consideration should be given to the issue of a clear career structure for ESOL teachers, leading wherever possible to full-time, permanent jobs, in order to provide motivation to undertake professional training.

12. HEFCE and LSC should consider the level at which they are prepared to fund ESOL teacher training, to ensure that the new qualifications include high quality teaching practice placements in a range of learning contexts with support from ESOL specialist teacher trainers and mentors.

13. Guidelines to LEAs on means-tested maintenance grants and funding guidelines for teachers taking ESOL teacher training courses should be clarified.

14. Any revisions to the funding system should be based on learners’ circumstances rather than on a categorisation of types of provision.

15. Guidance to local LSCs should make it clear that Entry Level 1 and 2 provision leading to nationally approved qualifications is fundable, and that one of the objectives of their purchasing strategy for ESOL should be to achieve a balanced portfolio of provision with clear progression routes available for learners.

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The Big Conversation

Now is a crucial time for the future of adult learning. One million adult learning places are threatened over the next two years and there's already been a drop of 23% of people over 60 learning. However, two in three of the jobs of the next decade will need to be filled by adults, including migrants, older people and women returners - because there will simply not be enough young people to fill their parents' shoes when finally we retire. More and more of tomorrow's jobs will require higher-level know-how. Adult learning is not an option - it's an economic necessity. Learning also contributes to community wellbeing, cultural creativity and social solidarity - in ways that can be quantified.

We've decided that now is the right time to have a grown-up conversation about grown-ups' learning. Over the next few weeks we are calling on people who recognise the vital importance of lifelong learning in joining us to question:

Learners, teachers, lecturers, college staff, and other groups and organisations in the sector are encouraged to consider these questions and report back to us and your MP before the end of June. We will collect your responses and submit a dossier of evidence, opinion and analysis to the government.

Please contact us at: bigconversation@niace.org.uk

An edited version of this appeared in the Daily Telegraph on Saturday the 13th May 2006.

It was signed by the following:

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Adult Learning - Who Should Pay?

When asked in a survey about who should pay for adult education and training, the British public don’t always make the link between spending by “government” and spending by “the taxpayer”.

The survey - of almost 6,000 people, conducted for NIACE - asked about the contribution individuals, employers and the public should make to various kinds of adult education. The respondents gave dramatically different responses depending on whether public investment was described as being from “taxpayers” or from “government”.

The key finding was that people think the government should pay a bigger share of the cost than the taxpayer. 54% more citizens think the government, rather than the taxpayer, should pay for basic skills courses: 48% for level 2 provision (equivalent to 5 GCSEs Grade A* - C); 67% for vocational learning; and 36% for personal development courses.

The research also found that those who have not participated in learning since school believe that individuals should pay more for their courses – but in other research, they cite cost as a major reason for their own non-participation.

This does not make comfortable reading for the government, nor for providers of education and training.

Public spending prioritises young people’s post-school education above that of adults’ – and within adult learning, the government has decided that learners should pay more towards the costs of their courses unless these are intended to improve basic skills or lead to first full level 2 qualification, in which case they are free. Evidence from this survey suggests though, that the public thinks this is over-generous.

Basic skills courses should, in the judgment of the adult population overall, recover almost 40% of the cost from learners themselves. Just under of one in four adults agree with the government that such courses should be free.

Employers, as a group, escape lightly. Respondents believe that, even for courses with an explicit vocational purpose, companies should pay only half of the actual cost – with individuals themselves paying more than 30% and the state just 15%.

The survey highlights a key tension in public policy-making and a dilemma for government. People engaged in learning as adults value it and government figures demonstrate that it has benefits for society, for businesses and for neighbourhoods, families and employers – but while people want it to be provided, they do not want to pay for it with higher taxes.

NIACE director Professor Alan Tuckett, one of the report’s authors, commented:

“Despite cuts in spending and learner numbers in England, there is growing recognition that it is in the public interest to secure a learning society. As well as helping individuals, lifelong learning benefits both society and the economy more widely. The question is ‘who should pay?’”

He continued, “Politicians have a hard job here. People don’t want higher taxes but expect adult education and training to be a public service, not a leisure option. We can’t have our cake and eat it. There needs to be a much better informed debate about what the country expects and can afford.”

NIACE Launches a Big Conversation for Adult Learners' Week
We think now’s the time for a grown-up conversation about grown-ups’ learning, so NIACE has launched a Big Conversation for Adult Learners' Week on "how to pay for adult learning".  We will collect your responses and submit a dossier of evidence, opinion and analysis to the government.

Click here for full details about the Big Conversation

Responses required by 30 June 2006

Source: NIACE Press Release: "Adult Learning - Who Should Pay?" Released On 08/05/2006

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ALW 2006 Award Winners Announced

From over one thousand nominations of inspirational stories about learners - young and old and in all their diversity - from across the country whose lives have been transformed through learning, this year's Adult Learners' Week Award Winners have been announced.

Stories of people who had given up on life and thought learning was not for them, stories of the complete dread adults faced before taking that first giant leap back into learning but through sheer determination, commitment and dedication learners have achieved so much, achievements which previously seemed impossible.

All of the award winners are proof - with encouragement and perseverance - of what is possible.

Click here for a full list of all the winners

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