Realising the Learning Age

Realising the Learning Age will require every part of the education and training system to make its contribution. The challenge is formidable, but the rewards will be great if we succeed.

31. The Green Paper asked for views on:

• investing in young people; and
• widening adult participation in all types of learning; and
• working in partnership.

32. Typical comments from respondents included:

'The Government's Investing in Young People Strategy is extremely welcome.' (trade union)

'The concentration of Careers Service work on those young people most at risk is, in general, welcomed…we have long recognised the need to work in a different way with these young people and have had significant and recognised success.' (careers service)

'It is increasingly recognised that formal institutions such as schools cannot by themselves provide all of the support services and learning experiences which young people need' (youth service body)

'Family learning, training community members to help each other, better access to the Internet, links with broadcasting stations, mentoring and utilisation of UfI resources are some of the methods available to widen learning opportunities in the community'. (further education college)

'The Learning Age initiatives should seek to encourage learning in the broadest sense: learning as a recreational activity, and learning from recreational activities, can help overcome barriers for those who may otherwise find learning intimidating.' (local government)

'The recommendations of the Tomlinson report, Inclusive Learning, provide a sound basis on which to structure education so that it is genuinely inclusive.' (individual comment)

'Life is no longer just about paid employment. Increasing numbers of older people contribute to society in a wide variety of ways. As the work patterns and social structures change, the role of older people with a wealth of knowledge and experience will become even more vital. Such a role will be further enhanced if these people [can] learn new skills.' (charity)

'More [college] links with local agencies, community groups and tenants associations would be useful.' (charitable organisation)

'There is an urgent need to revitalise this important sector [adult education], and we hope to see new supportive relationships developing between the local authorities, education and training providers, funding agencies and the Regional Development Agencies to provide a new level of strategic planning for lifelong learning.' (trade union)

'We need a real forum in which all providers can be brought together with employers - and employee representatives - to share information and analysis and strategic planning.' (union)

33. The importance of young people being fully prepared to enter the workforce and to acquire the skills they needed was recognised on all sides.

• Careers education, particularly within schools and colleges, was identified as influential in creating a receptive environment for the promotion of lifelong learning.
• There was a welcome for focussing the Careers Service on young people who are disaffected, at risk or undecided. Many respondents also suggested that this targeting should be extended to support for adults who are disaffected, low skilled or poorly qualified.
• The Investing in Young People initiative was widely welcomed.
• Broad support emerged for partnership in provision. A number suggested establishing local networks for information, advice and guidance and to ensure local coherence and support for national initiatives.

34. The contribution of the Youth Service was acknowledged.

• The main contribution of the Youth Service was seen to lie in: reaching out to disaffected young people; providing information, advice and counselling services; working with reluctant learners; providing accreditation and recognition of informal learning; offering opportunities for social education and life skills; and aiding progression from school to further education and training.
• Many respondents favoured putting the Youth Service put on a stronger footing.

35. Respondents recognised the important and established contribution of the further and higher education sectors to continuing education throughout life.

• There was near universal support for the Green Paper's emphasis on widening participation.
• Some suggested that partnerships between institutions and communities were an effective way of changing culture and of bringing people into learning.
• There were calls for providers to share good practice in continuing education.

36. There was broad agreement with the Green Paper's assertion that, in addition to schools, further and higher education and the workplace, people were also able to learn effectively in everyday surroundings - for example, the home, the family and the community. The Government's moves to support and extend the range of such learning opportunities was widely applauded.

• The creation of the Adult and Community Learning Fund was warmly welcomed.
• Libraries and museums were acknowledged as important 'gateways' into learning. The impetus which leisure and volunteer activities can give to learning was also mentioned.
• The value of family learning for children, parents and grandparents was recognised. Some respondents felt that resources for parent education and for parental involvement in schools should be more prominent.
• It was generally agreed that careful attention should be paid to the design and delivery of provision for certain groups of learners - for example, those with mental health difficulties, emotional or behavioural problems or serious physical disabilities. Opening up access to further education for these groups was particularly mentioned.
• The different learning needs and interests of older people were mentioned by some respondents.

37. There was a clear consensus that LEA adult education services should play a significant role in increasing and widening participation among adults.

• There were calls for action to improve the overall standards of service across the country.
• It was suggested that LEAs should publish strategic plans for adult education and lifelong learning.
• Some respondents felt that the links between LEAs and colleges of further education had weakened in recent times and should be strengthened.

38. The importance of working in partnership to achieve the Government's vision was widely acknowledged.

• The value of a co-ordinated approach to lifelong learning at all levels was emphasised. Many respondents approved the Green Paper's moves to encourage sensible and coherent local planning, involving all key players.
• Local partnerships were seen as a key way to ensure recognition of the contribution of lifelong learning to economic development.
• While accepting the value of partnership, some respondents advised that aims, roles and responsibilities should be clearly identified so as to avoid confusion and duplication.
• The UK's effective contribution to international debates on lifelong learning was acknowledged. It was felt by some that the UK itself could benefit from active sharing of best international practice.