Context
Sir Andrew Foster’s report ‘Realising the Potential’
was published on 15 November 2005. It sets out a vision for FE colleges
a clear set of values. It also sets out key recommendations that
Sir Andrew believes need to be implemented if that vision is to
be realised. The Foster Review recognises the importance of further
education (although recommending many changes) but devotes little
time to the role of colleges in widening participation and the other
needs of adults other than those looking for basis skills and a
first Level 2. This conference looked at what strategies adult educators
should look to keep lifelong learning alive. (NB: as languages are
not seen as a vocational skill but as a subject which falls into
Personal and Community Development, it is a subject under threat
as are other ‘leisure’ courses. However, the conference
did put forward some strategies for safeguarding such programmes).
Chris Hughes, chair of Committee of Enquiry into Adult
Learning in Colleges
- Referred to the NIACE report ‘Eight in Ten’ which
discusses the fact that 8 out of 10 learners in Further Education
are adults over the age of 19. They make up 50% of the taught
learning hours in colleges and colleges provide 85% of the learning
which is funded by the Learning and Skills Council. (These figures
reflect the make-up of learners who are studying languages in
our Further and Adult Education institutions, languages is one
of the most popular subjects for adults in our FE and AE). However,
this group of learners is not the priority for government funding
(priority groups are 16-19, Skills for Life and full first Level
2).
- Despite increased expenditure for FE and AE, there are still
cuts. It is a controlled expenditure with a controlled agenda.
The money will mainly be dedicated to the improvement of skills,
the government will pay for what is useful to the economy, the
citizen should pay for what is seen as not useful to the economy.
(Unfortunately as languages are currently viewed as a ‘leisure’
type course, languages would fall within the latter group). Adult
education is currently squeezed between schools, and Higher Education.
- We need a new thinking for AE as we have abandoned Lifelong
Learning as a priority – we do have a Skills strategy but
no Lifelong Learning strategy, despite having a Minister (Bill
Rammell) for Lifelong Learning.
- Predicts a market failure as fees for lifelong learning courses
will rise, people will not be prepared to pay for them and courses
will be cut. He asks the question – will anyone care? Also
states that it will not be as bad in London as elsewhere.
- The current strategy is short-sighted. There is a current demographic
bulge in the 16-19 year old cohort which will last from now until
the end of 2009. This, together with the government push to increase
the numbers of this age-group staying on into further education
from 75% to 90% (there are currently 200,000 16-18 year olds who
are not in education or training) means that there will be a large
increase in the numbers of this age-group going through Further
education in the next few years. However once the bulge is over
after 2009, much of the infrastructure supporting adult learners
will have been destroyed (teachers lost, facilities lost etc)
and will be difficult if not impossible to re-establish.
- Suggests a campaign to argue for adult education, but using
different arguments. Should argue the public and capital case
not the individual case anymore. No point any longer in arguing
the ‘one step leads to another’ case, ie that someone
who starts off doing a pottery course may progress on to do an
MBA; there is not enough evidence that this happens frequently
and consistently. Need to argue the case that better educated
adults leads to a better educated society. Feels that at the moment
people are not able to debate intelligently and reasonably about
the difficulties we face in a complicated world. Debate is impoverished.
Gave example of post the terrorist attacks in London where the
discussion which took place afterwards was not informed and relied
on emotional arguments. Also gave example of the BBC who could
no longer rely on their status as a national treasure to receive
continued funding, but needed to give evidence of high ratings
and good value programmes. Lifelong Learning needs to link into
other government strategies such as community cohesion and regeneration.
Colin Flint – Director of FE, NIACE – The Foster
Review and what it fails to do
Made a robust defence of the FE sector and said that it was time
for a vigorous campaign for adult learning.
- Foster review has been widely welcomed but has some failings
- Does give reasons why FE can be proud of its many achievements
but states many facts showing all is not well. Some of the faults
mentioned are not the fault of FE, however, but is the fault of
a failing education system including primary and secondary schools
(14% of adults of working age have no qualifications). FE is left
to pick up the problems which have formed in previous educational
experiences. This isn’t emphasised strongly enough in the
Foster report. HE students are allowed to choose courses which
have non obvious value to the skills agenda, but FE students are
not.
- Made a robust defence of FE and the value it gives to communities
and nationally. Referred to David Bell’s statement that
there were still failing colleges and this was a national disgrace.
Colin Flint’s view was that it is a disgrace that David
Bell said that. The number of failing FE colleges is very small
and it was wrong to focus on that alone.
- The level 2 entitlement is deeply flawed and will be another
failure. Those who wish to come back into education and start
again 10 years after finishing school will not be able to if they
achieved 5 GCSEs 10 years ago.
- Gave several examples about the life-changing experiences of
students going to FE colleges, including Stephen Fry, who is quoted
as saying that going to Norwich City College ‘quite literally
saved me from disaster’. FE currently serves the 3 purposes
of building vocational skills, promoting social inclusion and
achieving academic progress.
- Statistics also show that FE caters mainly for the disadvantaged
and that the changes to funding are also putting these groups
in danger.
- The Foster Review makes the following statement regarding lifelong
learning: “It is not suggested that skills development is
the only thing that FE colleges should pursue. The other pillars
of social inclusion and advancement, and academic progress, are
not invalid’. It was felt that this was an inadequate statement
and was nowhere nearly powerful enough to defend lifelong learning
within FE.
Marion Plant, Principal and Chief Executive, North Warwickshire
and Hinckley College
Outlined some of the strategies her college was using to maintain
courses for Personal and Community Development. Very successful
college with 27,000 learners, 90% of whom are adults. Detailed the
effect the funding changes will have on the number of adult learners,
which will result in 1 million fewer adult learners being engaged
in learning (see previous reports on funding). Acknowledged the
seriousness of the situation but insisted a positive and creative
approach was needed. Following are some of the suggested strategies
which are working effectively for her college:
- Using those courses which can attract full fees to subsidise
other subjects, which has the added advantage of freeing up the
core. As an example, Marion Plant spoke of courses which are pertinent
to work requirements or which students see as leading to a job,
for example Gas and Electricity Testing or alternative therapies.
Although the college had already increased fees in such subjects,
it had not stopped people from signing up. This strategy applied
to languages could mean using more popular language classes to
subsidise less popular languages.
- Rationalising the core offer; for example making two small classes
into one larger course. NWHC has found that this has freed up
many core hours which can be used for other courses.
- Forming strong partnerships and collaborating; teaming up with
other providers to share the costs of a range of things such as
training, premises, marketing and resources. In the case of languages
there are also possibilities to plan for language provision to
be shared between a cluster of providers so that groups are made
more viable.
- Innovation: NWHC has set aside £100, 000 as an innovation
fund for new courses or ideas about running courses in a different
way. Anyone, including tutors, can bid for monies from this fund.
The college is currently exploring the use of teleconferencing
to deliver a Japanese course via videolink. This would give access
to a group of learners studying in different community settings.
- Also said there was a need for a coherent lifelong learning
strategy, and a need to hold onto the belief that learning for
work and life are inseparable.
Maggie Galliers, Principal Leicester College – College
strategies to safeguard adult learning
Emphasised the need to accept the tougher climate, show FE giving
value for money, ride through the rough times until things change
again!
- A positive from the Foster report is to offer a distinctive
role for FE, rather than encourage the continuation of FE trying
to be all things to everyone and its aim being too diluted
- Many policies impacting on FE which is demanding many changes,
but the wider policy context and the demands on the public purse
means that education is not the current priority. Funding available
for education must be given clear priorities and this is what
is happening; the emphasis on employment and skills will not go
away
Strategies for riding through the rough times:
Looking externally – turn outwards and try to influence policy,
and while you’re doing that, ‘Hold the Faith’
elegantly:
- Harness the learner voice, use it to show to the outside world
the value of FE
- Foster employer links and get them to lobby government
- Lobby other government departments making the case for FE’s
contribution to community cohesion eg depts for health and social
security
- Write to Leitch and give opinions, final report not written
yet
Looking internally: (all of these could be applied to languages)
- Be discerning about provision – don’t over-protect
provision which is not robust, cut what is not worth defending
- Ask departments to make clear arguments with evidence for keeping
provision, if no improvement, give it up
- Look for other sources of income such as monies from other
council departments such as Health and Social Services
- Try full cost and try to increase work-based learning
Donald Rae, Assistant Chief Education Officer, Derbyshire
County Council – The role of Local Authorities
The future of adult learning lies in a much closer integration
with the new role of Local Authorities. Because of the Children’s
Act and Local Area Agreements, there will be responsibilities on
Adult Education colleges to show how they are contributing to specific
outcomes:
- Children’s Act 2004 aims to have 5 outcomes: be healthy,
stay safe, enjoy and achieve, make a positive contribution, economic
well-being – all colleges will be asked from now on how
they are contributing to these outcomes. In addition, within local
area agreements there will be 4 main areas: Stronger and safer
communities, Children and young people, Health and older people,
Sustainable communities. Adult Education will need to define which
of these areas they are contributing to.
- LAs and the LSC will be under a duty to co-operate with one
another
- Local Authorities must have a strategy for adult education,
even if the strategy is not to provide adult education
Carole Stott, Credit Works - Credit and Adult Qualifications
- Outlined the progress on the Framework for Achievement
- LSC are leading on the trialling for the new system with providers
across England
- LSC regarded the NQF as a failure and they are absolutely committed
to the implementation of the Framework for Achievement
- The aim is for the framework to be in place by 2010 with live
trials beginning no later than August this year. The 2 year test
and trial will last from January 2006 to March 2008. The new framework
must align with Wales, Northern Ireland and Scotland
- Priority areas for trials are Level 2, Foundation Learning
Tier, Offender learning and skills, sectoral and regional priorities,
progression, Train to Gain.
- Framework for Achievement will not fit into adult learning
as well as for other groups. Adults without a Level 2 qualification
are not an homogenous group, but are still treated as such for
the purpose of qualifications. Progression is particularly hard
to monitor with adult learners; there are some statistics to say
that it takes 14 years for learners coming back into education
to get a full level 2.
Conclusion
Many concerns raised about the new funding regime but also a general
acceptance that nothing will change in the short term, so strategies
must be put in place for holding the fort in case things change
again. Also a strong feeling that in the meantime, colleges should
lobby government for a strong and sustainable lifelong learning
strategy, but making different, more quantifiable arguments than
before.
|
