Lifelong Learning Strategy

Wednesday 4th November 2026 Westminster Hall

11:00

[Pete Wishart (in the Chair)]

I will call Paul Davies to move the motion and then call the Minister to respond. I remind other hon. Members that they may make a speech only with prior permission from the Member in charge and from the Minister, which I know has been negotiated in advance of this debate. As is the convention in 30-minute debates, there will be no opportunity for the Member in charge to wind up.

[Paul Davies (Colne Valley) (Lab)]

I beg to move,

That this House has considered the potential merits of a national lifelong learning strategy.

This debate is well timed, as we are midway through Get the Nation Learning Week, a national campaign co-ordinated by the Learning and Work Institute. The campaign, backed by more than 230 organisations, marks a rare opportunity for adult learning to be pushed to the forefront, and for employers, community organisations, learning providers and Parliament to highlight the importance of the issue. What is more, today is the Get the Nation Learning awards ceremony, one of the biggest celebrations of lifelong learning in England.

In our fast-changing digital world, there has never been a time in history when the need to learn continuously throughout life has been greater. Many Governments have used education as an enabler for national renewal, a policy to call upon when the country requires radical social change. Today, we see the Government highlighting the need to radically rewire the state, foster true cross-departmental working and shake up Whitehall for good. However, there is, I believe, a gap in this plan. National renewal as lifelong learning needs to be incorporated across Government agendas within a national lifelong learning strategy.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for bringing forward this issue; I spoke to him before the debate. His proposal is something that I have been seeking as well. Does he agree that a successful national lifelong learning strategy must include all regions across the United Kingdom, including my Strangford constituency, where local colleges and community groups do phenomenal work retraining older workers? Continued adult education keeps the mind sharp, tackles isolation and directly reduces pressure on our health services. Does he agree that modular training should be shared equally across the United Kingdom of Great Britain and Northern Ireland so that no worker is ever left behind?

[Paul Davies]

The hon. Member must have been reading my speech. I will get on to some of his comments, but I totally agree with them; they were very well put.

Across the country, including in my constituency, people desperately want to see good growth in every postcode. I believe that that cannot be achieved without access to lifelong learning in every postcode. Lifelong learning has been an instrumental driver of social change at key periods in our history. In 1919, the Ministry of Reconstruction’s landmark report on adult education provided the foundations to make lifelong education a permanent national necessity. In the 1970s, the Right to Read campaign raised the profile of adult literacy across the nation. Lifelong learning has been a catalyst for social progression throughout our history, and there are important lessons to be learned. I encourage the Minister to reflect on the Ministry of Reconstruction’s foundational principle from more than 100 years ago, which is just as important now as it was then:

“adult education is a permanent national necessity, an inseparable aspect of citizenship, and therefore should be both universal and lifelong”.

An institution that helped to shape the report was the Workers’ Educational Association, which is still the largest provider of community adult education. Its history shows us how the course of working-class lives can be changed for the better when people have access to lifelong learning. The WEA shaped and was part of the history of workers’ education throughout the last century and continues to do so in this century. As one of the largest lifelong learning charities in the country, the WEA campaigns to bring learning within the reach of every adult, no matter what their circumstances are.

Learning has multiple cross-cutting outcomes. Participating in learning is shown to improve wellbeing and health. It improves connections, brings people together and reduces social isolation. It increases understanding and empathy for people from different backgrounds or cultures. It ripples out to strengthen whole communities. Furthermore, the WEA has found that more than 84% of people with pre-existing mental health conditions say that taking part in adult learning improves their wellbeing, signalling the extent to which learning helps one to lead a happier, healthier life. The WEA knows at first hand how lifelong learning brings communities closer together and helps to build confidence and agency for individuals.

Just as the evidence base for health and wellbeing is strong, the link between lifelong learning and connecting communities is powerful. Learning helps people to become more active and combats isolation and loneliness: 80% of learners say that they meet people on their courses they would not otherwise meet.

[Adam Dance (Yeovil) (LD)]

For young people with special educational needs and disabilities, the transition from education to further learning and employment can be really challenging. Does the hon. Member agree that a national lifelong learning strategy should prioritise dedicated pathways and support for young people with SEND, particularly in rural or hard-to-reach areas, so that opportunities after education are equal across the country?

[Paul Davies]

Absolutely. A lifelong learning strategy provides tremendous opportunities to take account of individual needs, particularly when we look at local implementation. I chair the all-party parliamentary group on tackling loneliness and connected communities, which spoke to young people a number of weeks ago. The key thing they talked about was individualised support, and many of them talked about SEND issues.

Not only do 86% of people who attend learning courses say that they make new friends as a result, but the volunteers also benefit: 77% of WEA volunteers feel more connected to their community following their involvement. From my perspective as chair of the APPG, that connection and that aspect of tackling loneliness are especially powerful merits of lifelong learning.

Despite the clear benefits, lifelong learning has steadily slipped down the political agenda for decades. England still lacks a national lifelong learning strategy to ensure that people have access to learning no matter where they live or what their circumstances are. That is concerning. The Government are spending £1 billion less on adult skills in England than in 2010. Employers are spending 36% less on training per employee than in 2005. The UK figure is well below half the EU average.

[Grahame Morris (Easington) (Lab)]

I am grateful to my hon. Friend for securing a debate on this important issue. He is presenting his case wonderfully. I want to highlight the point about the fall in investment and the vital role that both employers and trade unions play. We have seen a culture of decline in lifelong learning. As a young man, I did not go to university, but I had the great fortune to attend WEA courses in my village that were run by Ray Hudson and Huw Beynon, who came from Durham University and are now professors. That inspired me to go on to day release and night classes and to get vocational qualifications in that way. Does my hon. Friend agree that it is vital for employers to play a greater role alongside Government and trade unions, and that the restoration of the union learning fund by this Government is an important step towards rebuilding that partnership?

[Paul Davies]

I absolutely agree: that is a vital step. We have to look at creating partnerships right across our communities, and trade unions are a vital part of that.

Unfortunately, enrolments in publicly funded adult qualifications from the most deprived areas have fallen by 27% since 2010. That is not a situation we want to be in. More than 8 million adults still lack essential literacy, numeracy and digital skills. That is nothing short of a national tragedy. A strategy for something as fundamental and universally needed as access to learning should not be considered a luxury; it is essential infrastructure for a thriving society and economy.

There is no doubt that the UK is facing multiple skills crises. Following the Milburn report, we hear a great deal from Government, rightly, about the challenges that young people face. Significant work is under way to address them, and I am grateful for Alan Milburn’s efforts to bring together Departments and develop a cross-Government response, but the conversation must not stop at young people. Adults of all ages also need opportunities to learn for joy, to retrain and develop new skills throughout life, whether by adapting to changes in the labour market, navigating new technologies or remaining active and connected in their communities. Lifelong learning is just as important for individuals at all stages of adulthood. To unlock the merits of adult education, lifelong learning needs its Milburn moment.

Earlier this month, the APPG on further education and lifelong learning released the report of its inquiry into adult education. It recognised the lack of an overarching vision for adult education. A national lifelong learning strategy could help to overcome that; it is something that the WEA has called for and which forms the centrepiece of its lifelong learning labs campaign. The campaign started at the beginning of this year, collecting more than 2,000 pieces of evidence and bringing together more than 100 organisations, ranging from the TUC and trade unions to institutes of adult learning, charities working across prisons and with asylum seekers and refugees, and organisations looking to shape society for all ages, such as Intergenerational England. The final report and recommendations of the year-long campaign will be published on 15 December and launched in Parliament. I encourage the Minister to meet the WEA to learn more about the campaign and explore the recommendations, which could support the Government’s mission on delivering growth in every postcode.

We want to be a nation where learning is valued, where it is accessible and flexible for people to choose what is right and best for them, where adults can pick up learning at any age, where people have fun learning and want it to be part of everyday life, and where both informal and formal learning are valued and their contributions to wellbeing and productivity are understood. We know that it is not a magic bullet for all our social and economic challenges, but access to lifelong learning offers a way into a wider network of support and connection. Importantly, it improves confidence and self-worth in individuals. Finally, it will unlock greater empathy and understanding of others.

A national strategy would clearly signal that the Government value lifelong learning right from the top and see the connection across civil society. Once it is in place, regional and local leaders and providers can be empowered to deliver it and focus on local needs and priorities; I emphasise that looking locally at individual needs is crucial.

I am grateful that the Government have made positive steps in the area of learning and training. The creation of the lifelong learning entitlement, the Milburn inquiry and the youth guarantee are sensible interventions, but we need to build on them. There are issues to be addressed in the lifelong entitlement, which begins only at level 4; it automatically excludes level 1, 2 and 3 qualifications. To reap the rewards, we need to take the protocol across all levels. The strategy should provide a clear national framework with the learner at its heart, recognising that the best delivery is often local. It needs to empower regional leaders, fitting alongside the Government’s devolution agenda, to deliver community-led lifelong learning provision.

In 1919, the Ministry of Reconstruction’s report made it clear that

“adult education is a permanent national necessity, an inseparable aspect of citizenship, and therefore should be both universal and lifelong.”

More than 100 years later, that principle remains just as relevant. We have the evidence, we have the organisations and we have the opportunity to make a difference. Now we need to apply the political ambition to match it.

11:15

[Michael Payne (Gedling) (Lab)]

It is a pleasure to serve under your chairship, Mr Wishart. I begin by congratulating my hon. Friend the Member for Colne Valley (Paul Davies) on securing this important debate on lifelong learning and on his incredibly powerful contribution.

I pay particular tribute to the extraordinary work of the u3a, both nationally and across my constituency. I recently had the pleasure of speaking to more than 120 members of Arnold u3a, and I want to thank all the wonderful u3a groups across Gedling, which collectively support more than 2,000 of my constituents. Their contribution to lifelong learning, friendship and tackling loneliness is truly inspirational.

The importance of that came home to me particularly powerfully last weekend when I attended a new friendship group in Mapperley in my constituency that was established by the inspirational Sarah Klotschkow. Sarah tragically lost both her beloved parents to cancer, yet out of the heartbreak of bereavement, she found the extraordinary strength and compassion to create something positive for others, bringing people together, building friendships and tackling loneliness and isolation. I pay a special tribute to Sarah today. She reminds us of the extraordinary difference one person can make to everybody else’s lives.

I was also delighted to speak at the recent parliamentary launch of the u3a’s excellent “Retirement Rewired” report. Drawing on the experience of more than 10,000 of its 438,000 members across the country, it found that 95% had said that u3a had improved their lives, 90% said it had helped them continue lifelong learning, and 45% said it had reduced loneliness or isolation. Those remarkable findings remind us that retirement should never mean retiring from curiosity, ambition, learning or contribution to society.

I therefore ask the Minister how a national lifelong learning strategy could better support organisations such as the u3a alongside grassroots initiatives like Sarah’s in my constituency, because surely the measure of a learning society is not simply how well we educate our young people but how successfully we enable every generation to continue learning, contributing and flourishing throughout their lives.

11:17

[The Parliamentary Under-Secretary of State for Education (Josh MacAlister)]

It is a pleasure to serve under your chairmanship, Mr Wishart. I start by congratulating my hon. Friend the Member for Colne Valley (Paul Davies) on securing this important debate and highlighting the opportunities that lifelong learning presents for learners, education providers, employers and our economy.

I particularly want to thank my hon. Friend for setting out the historical context of this debate and for drawing Members’ attention to the efforts of previous Governments during reconstruction and some of the economic tumult that the UK has experienced in recent years. It certainly makes the historic comparison very relevant. I also want to thank the Workers’ Educational Association, representatives of which are in the Public Gallery for this debate. The association has been in existence for 123 years, following an inspirational mission. I start my contribution by confirming that the Government would very much welcome working with the WEA on these matters and many others.

The world of work is changing, and our education and skills system must change with it. New technologies and changing skill needs mean people will benefit from more opportunities to learn, retrain and upskill throughout their working lives. We need to move beyond the idea that education happens just once, at the start of life. People should be able to return to learning as their lives and careers—and the economy—change. If we want to grow our economy, we need a workforce who are able to adapt as industries, jobs and technology change. Lifelong learning helps people to develop the skills they need to seize those new opportunities.

There is a clear case for action. Recent polling indicates that nearly half of adults in England are considering a career change, but for many, finding the time to retrain around work and family life remains a major obstacle. That is why this Government are delivering a more flexible post-18 education and skills system with the lifelong learning entitlement at its heart, giving people greater flexibility over what, when and how they study. Student finance in England is changing to reflect that, and this debate is timely, because last Friday 30 October, the application service for the new student finance system, the lifelong learning entitlement was launched. The policy was announced by the previous Government just over six years ago, and I want to acknowledge the cross-party working that has been pivotal to achieving the successful launch of the lifelong learning entitlement.

[Grahame Morris]

I am grateful to my hon. Friend the Minister for addressing these issues. I did not want to break his flow, but on that specific issue, there are regional disparities. My constituency is in the north-east of England and many people in that region are denied opportunities, not through lack of ability but through lack of opportunity. Will the youth guarantee include the opportunity to access lifelong learning, particularly for younger people who have been denied that opportunity previously?

[Josh MacAlister]

I thank my hon. Friend for his intervention and for highlighting the need for both the youth guarantee—which is a separate but related policy area to the LLE—and the LLE to ensure greater flexibility over not just what can be studied but where people can access those opportunities. If someone is in a rural or more remote part of the country and physically further from a higher education institution, that should in no way be a barrier to being able to access those units of study that the LLE is designed to give people the right to access.

Alongside full qualifications and degrees, learners will, for the first time—this is the crucial thing about the LLE—be able to access student finance for individual modules of higher education. People need that kind of flexibility to fit around their work, family life and other commitments, while others may want to return full-time to upskill or retrain. Ultimately, the LLE is about creating an education system that keeps pace with people’s lives and our changing economy. It will help people build the knowledge and skills they need throughout their careers and support the workforce and economy into the future.

The Government’s response to lifelong learning, however, is broader than that single programme. We are building a system of post-18 education, skills, adult learning, career advice and higher education. Adult education helps people access new opportunities, enables employers to find the skills they need, helps the economy and builds stronger, healthier and more resilient communities. A number of Members have referenced the impact on isolation.

[John Slinger (Rugby) (Lab)]

On the Minister’s point about building stronger communities, does he agree that lifelong learning should also include civics education? Having a detailed knowledge of our political system is not and never should be the criterion for having the vote. None the less, gaining a better understanding of the political system, the different roles within it, and people’s rights and responsibilities would enhance our democracy. Perhaps further education colleges or schools could offer opportunities across the country for adults to dip into that civics education throughout their lives, and we could have a healthier democracy as a result.

[Josh MacAlister]

As a former secondary school citizenship teacher, that is music to my ears. Understandably, the current focus of the LLE and the adult skills agenda is, rightly, very much on ensuring that people can get that route into the dignity, pride and security that comes from work. Given some of the threats and challenges that our democracy faces, there are wider debates about how we ensure that not only our institutions, but our society is more resilient and deeply democratic. Education is crucial to that.

As a Government, we are investing in education and skills training through the adult skills fund, which has been referenced by a number of Members. It is worth £1.4 billion a year and supports adults to access skills training up to and including level 3, so it sits just below the LLE. That covers a broad range of provision. By fostering adult learning through the ASF, we are not only supporting learners to gain the literacy, numeracy, digital and other vocational skills that they need for meaningful employment, but driving sustained economic growth and innovation.

I welcome news highlighted in this debate by my hon. Friend the Member for Easington (Grahame Morris) of the restoration of the union learning fund by my right hon. Friend the Chancellor of the Exchequer in September. It aims to generate 180,000 learning opportunities through the restoration of that fund and speaks to not only the values of the Labour party, but the demonstrable evidence of collaboration between industry and workers when it comes to the pipeline of future talent and skills that are needed in the economy. As the Member of Parliament for Whitehaven and Workington, I am very proud to represent those people who work at Sellafield, which has a very strong history of union engagement in learning opportunities.

Good careers advice is an essential part of lifelong learning. It gives people the confidence to make informed choices, whether they are leaving school, moving into work or retraining later in life. For young people, we are strengthening careers guidance and expanding meaningful work experience opportunities. Strong careers provision is associated with an 8% lower likelihood of becoming not in education, employment or training, with twice the impact in the most disadvantaged schools. That is why we the Government are turning that evidence into practical action.

We want every young person to benefit from two weeks’ worth of meaningful work experience built up over time during secondary school, rather than through a single placement. That will obviously have an impact later in those young people’s early adult lives. Careers hubs have already been testing that approach with more than 2,500 young people, 66 schools and 114 employers. For adults, the developing jobs and careers service will bring careers and employment support together. It will help people find work, progress or retrain as jobs and skills change in the economy.

There is a whole range of other matters that we have not had time to cover in this debate. Those include the role of devolution in adult skills funding, changes that were made by this Government to the funding formula for adult skills in 2024, and changes to the apprenticeship levy. All of those will help in the effort that my hon. Friend the Member for Colne Valley has highlighted by securing this important debate. I also put on record my thanks to the u3a organisation highlighted by my hon. Friend the Member for Gedling (Michael Payne).

To wrap up, I once again thank my hon. Friend the Member for Colne Valley for securing this debate and thank all of those who have contributed to today’s discussion. Although we have not had time to cover every base, it has been an important debate and one that needs to continue in the months and years ahead. I welcome further discussions and engagement on the issues considered today.

Question put and agreed to.

11:28

Sitting suspended.