15.14 Using technologies invariably requires learning support structures, with implications for staffing strategies in institutions. Issues of skills and confidence are vital for teachers as well as learners. Many institutions charged with encouraging lifelong learning have not addressed the staffing, cultural, cost and accommodation implications of the inevitable changing role of institutions and their staff. Institutions such as colleges, schools and universities frequently have equipment which becomes obsolete before it is worn out.

15.15 We believe that there are a number of low-cost policies which could be adapted to increase access, improve skills and encourage cultural change in the shorter term. It ought to cost relatively little such institutions to offer access seven days a week to equipment for anyone who wishes to use it. Since institutions are already bearing the infra-structural costs, such additional costs would be tied to heating, lighting, learning support workers, caretakers and security staff.

15.16 In order to support institutional change, we suggest that:

• Funding bodies review their arrangements for ensuring minimum standards of access to technologies, including staff access to e-mail
• A bank of freely available software and audio visual materials be linked to the National Grid for Learning, building on the base already established by the Joint Information Services Committee of the Higher Education Funding Councils, and including material provided by Government departments, libraries, museums, the BBC and other publicly-funded education and training providers and encourage the development of publicly funded collaborative learning materials
• Funders should require all staff in the post 16 institutions and settings supported to acquire and regularly upgrade their own learning technology skills, providing guidance on a minimum expected level of knowledge and skill, updated as learning technologies move forward and as staff roles change.

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