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3 3 A successful economy Loss of capacity A new settlement Constructive engagement
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After the White Paper:A Big Conversation Event
Alastair Thomson June 2006
222
Why a conversation?
Less choice Higher fees Fewer jobs Fewer adult learners
333
A successful economy Loss of capacity A new settlement Constructive engagement
444
Productivity + Productivity + CompetitivenessCompetitiveness
Social Social InclusionInclusion
The challenge for Lord Leitch
How to get both?
555
‘We remain strongly committed to learning for personal fulfilment, civic participation and community development and are taking steps to strengthen the range, and quality of such provision …
but there will increasingly be an expectation that individuals should pay for this kind of provision where they can afford to do so.’
666
Learning for Personal and community development £210 million safeguard (but only to
2008) includes: £153 million for personal and
community development learning £38 million for family literacy,
language and numeracy and wider family learning
£19 million for neighbourhood learning in deprived communities
777
Worth paying for? tap dancing/lap dancing flower arranging (Conservatives 1992) Australian cake decorating (Phil Hope 2005) Indian head massage Willow weaving Pilates (Alan Johnson 2006) Plumbing Physics History (Charles Clarke) tai chi
888
Who should pay what? 1NIACE survey on fees: for every £10 of cost
Tax payer Employers Individuals
Skills for LifeLevel 2Vocational Personal development
3.793.281.490.92
2.462.475.060.84
3.754.253.458.24
Government Employers Individuals
Skills for LifeLevel 2Vocational Personal development
5.834.872.491.25
1.571.814.490.73
2.603.323.018.02
999
Who should pay what? 2 current learners think individuals should pay a smaller
proportion
older people think the individual should pay more
women think employers should pay a higher proportion
A/Bs want more taxpayer investment, except for personal development
Yet under-represented groups report fees as a barrier to participation
101010
What’s the issue? A flawed law? Problems of success? Tough spending round ahead? Excesses of a target culture? Wrong(ly applied) priorities Loss of vision? Unintended consequences? What sort of a society do we want?
111111
What can we expect? Queens’ Speech (November 2006?) Leitch to report (with PBR?)(Late
November/early December 2006) FE Bill introduced (early 2007?) Legislation passed (summer 2007?)
+ Labour leadership change?+ Comprehensive Spending Review?
121212
LSC-funded FE 19 plus (excluding ACL)
2004/5 out turn 3,096,853
2005/6LSC estimate
out turn
2,760,000
2,601,979
2006/7LSC estimate
out turn
2,306,487
?
131313
LSC funded FEBetween 1 October 2004 and 1 October 2005
overall 5.3% reduction in numbers under 19s up 4.4% 19+ down 9% 30 + every age cohort down 45-49 down 16% 55-59 down 18.4% 60+ down 23.8% adults on full level 2 up 3.4% adults on full level 3 up 6.8% Skills for Life down 5.8% part-time learners down 10%
141414
Current /recent participation in adult Current /recent participation in adult learning, by socio-economic classlearning, by socio-economic class
58
50
41
27
0
10
20
30
40
50
60
Percentage
AB C1 C2 DE
Base: all respondents
151515
Current /recent participation in adult Current /recent participation in adult learning, by agelearning, by age
82
68
49 48 4434
1910
0
10
20
30
40
50
60
70
80
90
Percentage
17-19 20-24 25-34 35-44 45-54 55-64 65-74 75+
Base: all respondents
161616
Participation in learning, minority ethnic Participation in learning, minority ethnic groups compared (adults aged 16+)groups compared (adults aged 16+)
67
72
71
78
68
5043
7873
71
0 20 40 60 80 100
Other
Mixed ethnic origin
Bangladeshi
Pakistani
Indian
Chinese
Black Caribbean
Black African
All minority ethnic groups
All repondents
Base: all adults 16+ = 100%
171717
The economic case
181818
UK population changesUK population changes
The third age is growing dramatically!
05,000
10,00015,00020,000
25,00030,000
1998 2001 2006 2011 2016 2021Over 55s increase from 25% to 33% of population
(Thousands)
65+55-6415-24
Source: Office of National Statistics, 2001
Age
191919
-1,000 -500 0 500 1,000 1,500 2,000 2,500 3,000
Whole workforce
Elementary Occupations
Machine & Transport Operatives
Sales & Customer Service
Personal Service
Skilled Trades
Admin, Clerical & Secretarial
Assoc Professional & Technical
Professionals
Managers & Senior Officials
(Thousands)New growth/decline Overall demand
Source: DfES, Working Futures National Report 2003-04, IER, 2004
Recruitment requirements 2002 - 2012Recruitment requirements 2002 - 2012
13,504
202020
Future intentions to learn, Future intentions to learn, by learning statusby learning status
89
10
71
2533
63
15
83
0
10
20
30
40
50
60
70
80
90
Percentage
Current Recent Past Never
Likely to learn Unlikely to learn
Base: all respondents who have finished full-time education
212121
NIACE’s 8 groupsNIACE’s 8 groups part-time and temporary workers those employed in businesses which are “cool to training” workers aged 45+ who are too often neglected when it
comes to training and development migrants women – especially from ethnic minority communities
culturally resistant to high levels of female employment outside the home
people currently on welfare benefits ex-offenders adults with literacy levels at and below ‘entry level 2’
and the existing workforce needs to strengthen skills
222222
The wider case
232323
Wider benefitsWider benefits prolongs active citizenship inhibits onset of Alzheimer’s and
Parkinson’s learners 13% more likely to give up smoking learners 34% increase in racial tolerance learners much less likely to be politically
cynical learners less dissatisfied with their lives
242424
Learning has these impacts
whatever your prior education whatever your social class
252525
Four Questions• What principles should determine how limited
amounts of public funding are best used?• What should employers pay for – and what
should be the balance between regulation and persuasion?
• How much should individuals be expected to contribute to their learning? How much should this vary by level or subject?
• What has the government got right and where do you fear it’s going wrong?
262626
‘As well as securing our economic future, learning has a wider contribution. It helps make ours a civilised society, develops the spiritual side of our lives and promotes active citizenship. Learning enables people to play a full part in their community. It strengthens the family, the neighbourhood and consequently the nation. It helps us fulfil our potential and opens doors to a love of music, art and literature. That is why we value learning for its own sake as well as for the equality of opportunity it brings’
David Blunkett
272727
How to help Constituency MPs Ministers Local councillors LSC regional directors Chairs of local LSCs – and trade unionists on
LLSCs Journalists – print and broadcast Bloggers Unions and community groups
19 September 2006
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