The Individual Learning Revolution

To achieve the Learning Age, we must put people first - that is, we must remove the various obstacles which prevent participation in learning. We must develop flexible provision and exploit the full potential of information and communication technologies, so that a full range of learning opportunities are available where and when people want them.

14. The Green Paper asked for views on:

• obstacles to learning;
• the roles of the University for Industry and Learning Direct; and
• the potential of broadcasting and information technologies.

15. Typical comments from respondents included:

'If you've never had a job and you don't know anybody who's got a job, it's hard to understand what people mean when they go on about self help. If you're at the bottom of the heap, you have to develop a sense of self worth before you can practise self help.' (individual comment)

'…a relatively modest injection of funds would ensure that a system of quality assured, regional guidance networks were put in place, building on the existing infrastructure. (careers service)

'…a national childcare strategy is long-awaited and welcome…' (further education college)

'The UfI is an exciting initiative which can act as broker and catalyst to link people with their learning needs - connecting those who want to learn with ways of doing so - whenever and wherever these needs exist.'

'…UfI should not focus exclusively on using new technology to deliver learning…a range of learning methodologies should be available.' (adult guidance organisation)

'Don't let it become just another learning opportunity for the middle class - UfI needs to address the needs of those who have not even got as far as thinking "university's not for me".' (individual comment)

'A reliable and impartial source of information and advice is key - Learning Direct meets that need.' (individual comment)

'The strength of broadcasting is that it has such a high-level penetration into the home, but it is currently a largely passive learning vehicle.' (employer)

'…we must seek coherence and progression for students throughout their lives if we are ever to have a genuine lifelong learning culture.' (adult guidance organisation)

16. It was widely recognised that for some members of society there are very real obstacles to participation in learning.

• Groups identified as needing priority assistance included: part-time students; people on low incomes; the socially disadvantaged; ethnic minorities; people returning to the labour market; students with special needs; older people; and lone parents.
• Barriers quoted by respondents included: the lack of affordable childcare; other care responsibilities; lack of information and guidance services; costs of tuition, examination, equipment etc; the availability of transport, racism and other types of discrimination; benefits regulations.
• Respondents made the point that in some cases special, tailored provision would be necessary to overcome particular barriers.
• Learning in the community was widely viewed as the best way of rekindling the interest of those who had become disaffected by their previous educational experiences.
• There was support for making learning available in places where adults do not traditionally learn, e.g. a comprehensive network of learning centres based in schools, youth centres, churches, chemists, doctors' surgeries, post offices, pubs etc, as well as in libraries, museums. Mobile learning centres, information technology (IT) at home and community schools were also mentioned.

17. The creation of the University for Industry generated strong support and interest.

• Some respondents looked forward to more information about the role, aims and operation of the UfI.
• It was felt to be important that the University for Industry should not get 'blinded by science'. Nor should it underestimate the personal approach and the role of face to face contact in motivating people to learn.
• Some respondents questioned whether the name 'University for Industry' created the right image.
• The need for a strong UfI marketing and advertising campaign - particularly at local level - was emphasised.
• Some felt that help should be targeted at the most disadvantaged groups, such as returners to the labour market, non-learners and low achievers and disabled people. This tied in with a view that there was a need for a comprehensive network of learning centres, not just based around educational providers, but in a variety of easily accessible locations, which would attract customers with a range of backgrounds and needs.
• There was broad support for small firms as a major priority group for the UfI.
• Respondents wanted to see links between UfI and other initiatives, notably individual learning accounts. For example, it was suggested that learning accounts be used to part fund UfI, or that UfI should offer information about learning accounts.

18. Learning Direct was widely welcomed. Respondents were keen that the service should remain an impartial source of advice, once it becomes part of the UfI.

19. There was widespread support for greater use of information and communication technologies and for the role of the broadcasting media, although some respondents suggested that technology could itself become a barrier to learning for some people.