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Welfare Reform on the Web (June 2003): Education - UK - Training

CLARKE HINTS AT RIGHT TO STUDY

P. Kingston

Guardian Education, April 1st 2003, p. 49

The government is dropping hints that it will bring in legislation to give staff time off for learning if its skills strategy does not yield the desired results from sufficient numbers of employers. The government has set itself the target of one million adults achieving level 2 qualifications or equivalent by 2006.

DEVELOPING AN EVALUATION FRAMEWORK: ASSESSING THE CONTRIBUTION OF COMMUNITY-BASED AND WORK-BASED APPROACHES TO LIFELONG LEARNING AMONGST EDUCATIONALLY MARGINALISED ADULTS

L. Thomas and K. Slack

Research in Post-Compulsory Education, vol. 8, 2003, p. 19-38

Presents two case studies promoting lifelong learning to educationally marginalized adults in the UK. One is community based and one is work based. Develops an evaluation framework to analyse the contribution of different approaches to the encouragement of lifelong learning amongst this group of people.

ENGAGING YOUNG PEOPLE IN MAs

J. Holyfield

Working Brief, no. 143, 2003, p. 10-13

Points to the need to establish a clear vocational training route that young people can use to develop their careers. This could be done by firstly putting in place a system of approved apprenticeship agents who would run steering groups made up of local employers, training providers, trade unions, careers advisers and funding organisations. These steering groups would agree policy, monitor quality and celebrate success. Also emphasizes the need to create a clear route by which young people can progress through a coherent set of vocational qualifications, to develop and reward educators, and to help providers build capacity. These measurers should encourage advisers to recommend Modern Apprenticeships (MAs) to young people.

EXPLORING THE 'NEW' IMPERATIVES OF TECHNOLOGY-BASED LIFELONG LEARNING

N. Selwyn and S. Gorard

Research in Post-Compulsory Education, vol. 8, 2003, p. 73-92

Since 1997 lifelong learning has been presented by the UK government as intrinsically good for the individual, not just a means of economic benefit. In the information age learning about Information and Communication Technologies (ICT), and learning through ICT is presented as socially beneficial. Concludes that the use of ICT is unlikely to encourage those not already involved in learning to participate. Argues that technology alone cannot achieve this, a change of government thinking is also required.

A FRANTIC FIRST DECADE

Guardian Education, April 1st 2003, p. 50

Ten years ago colleges were freed from local education authorities. Incorporation gave them a national voice and student numbers rocketed by 40% to 4.5 million while the money got tighter. The article asks if it has been a success?

INDIVIDUAL LEARNING ACCOUNTS

Committee of Public Accounts

London: TSO, 2003 (House of Commons Papers, Session 2002/03; HC 544)

Committee examined the management of risk in designing and implementing the failed individual learning accounts scheme, the effectiveness of monitoring, the relationship between the Department for Education and Skills and Capita who operated the scheme, and the level of fraud and abuse. Found that the scheme implemented was not well thought through or tested. In order to attract new learners and new providers the Department abandoned checks on learners, on providers and on the quality of learning. They were consequently slow to identify emerging problems. Contractual arrangements with Capita were weak, and the parties did not develop the partnership arrangements necessary for success. This was a major factor in the problems that arose and meant that the Department bore more of the key risks than planned.

INSPECTORS BERATE QUALITY OF FURTHER EDUCATION

D. Turner

Financial Times, Apr. 30th 2003, p. 4

The quality of further education has been savaged by an official report. The report, by osfted and the Adult Learning Inspectorate, says that almost one in 10 lesson are "unsatisfactory", that too many colleges have "inadequate provision or unsatisfactory leadership" and that "some courses do not reflect the real world of work".

LIFELONG LEARNING IN ACTION: TRANSFORMING EDUCATION IN THE 21ST CENTURY

N. Longworth

London: Kogan Page, 2003.

Book examines the key concepts of lifelong learning for the 21st century. It covers:

  • tools and techniques;
  • mobilising the community as a learning resource;
  • active citizenship;
  • celebrating, rewarding and recognising learning achievement.

It goes on to examine the impact of lifelong learning on school in the 21st century.

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