Lifelong Learning

Baroness Greenfield Excerpts

Monday 16th April 2018 Lords Chamber

[Baroness Greenfield (CB)]

I commend the noble Baroness, Lady Garden, on enabling this timely debate. For some 30 years I taught neuroscience at Oxford University, and take a keen interest in the evolving role of universities in the wider educational landscape.

The benefits of lifelong learning are clear. Peer-reviewed reports show that lifelong learning raises the basic skills proficiency such that individuals respond more effectively to changing circumstances. It helps those with mental health problems—the leading cause of absence from work, with 70 million work days lost each year, at a cost of £2.4 billion. One investigation of the effects of a formal learning programme on those with either schizophrenia or bipolar disorder showed an increase in the number of those in paid employment, from 33% to 48%, while the number undertaking voluntary work increased significantly, from 8% to 38%. There are also particular benefits to those over 60; namely, enhanced social capital, health and self-confidence. This issue is especially important given that by 2020 one-third of the workers in the UK labour market will be over 50.

The benefits of lifelong learning may be irrefutable but the means for realising those benefits are less assured. Many universities are now contributing to the lifelong learning market, with some specialist institutions such as the Open University and Birkbeck leading the way. However, in the latest profile document from the Russell group—the 24 leading and most highly regarded UK universities—lifelong learning does not receive much attention at all. A review of each of the Russell group university strategy documents reveals that only one, Leeds, specifically mentions lifelong learning and a further four—Cambridge, Durham, Imperial and Newcastle—indicate it only in relation to their alumni. That leaves almost 80% of the Russell group universities not identifying lifelong learning specifically as part of their overall strategy. Arguably, universities may incorporate it under the banner of distance learning, which is often sufficiently flexible that it can be carried out alongside other commitments at any stage in life. Based on this criterion, 10 of the Russell group make reference to a distance learning provision, but that still means that less than half of our elite universities are actively supportive. A final educational provision, however, is the development of open education resources, which can be produced in the form of massive open online courses delivered via platforms such as FutureLearn. Three Russell group universities—Birmingham, Manchester and Sheffield—refer to such courses or other similar resources in their strategies.

The main point is that, collectively, the elite universities in the UK appear to be largely neglecting lifelong learning. Of course, such support may be stronger in less research-intensive universities but, even then, there may be barriers to this provision. These include: technical barriers, namely the availability of systems such as FutureLearn, financial barriers to the development of additional resources, especially open education resources, and pedagogic barriers. Recent comments in the media by a leading figure in higher education suggested that the only real form of teaching is when an academic is directly engaged with students. Such lifelong learning is now often delivered online, so universities with this view may be implicitly discouraging it.

In addition, personal barriers could exist including the current student loan system, which stipulates that students must study at least 30 credits to qualify for financial support. Given that this represents 25% study—that is, 10 hours a week—many lifelong learners may not be able to commit to this amount of time. Moreover, most students who hold a higher education qualification are currently not entitled to apply for an additional fee loan for a second course if that course leads to a qualification equivalent to or lower in level than their previous one. While the rules have been relaxed slightly to encourage training in key areas, many areas remain unsupported. A further obstacle is a lack of affordable childcare or other care support to help co-ordinate the demands of lifelong learning. At present schemes exist—for example, the adult dependant’s grant, childcare grant and parent’s learning allowance—but these are not necessarily widely publicised.

In conclusion, several steps could be taken. First, there could be government recognition that lifelong learning is critical, with the explicit recommendation that all universities—including the Russell group—should consider how best to support this educational provision, either through developing a more flexible curriculum or producing open educational resources. Secondly, there could be more flexible student financing available for those engaging in university study at a lower intensity rate, or even by module rather than qualification, and additional schemes to support professional development. Thirdly, students wishing to start a second honours degree with student finance could be allowed to do so, irrespective of their programme of study. Fourthly, there could be financial support or in-kind support for institutions fulfilling a commitment to lifelong learning; for example, capping the fee income that universities can collect in a manner dependent on their provision in this area.

The idea of a job for life is now defunct, with some jobs simply being eradicated by automation, but previously unforeseen opportunities are emerging all the time. It is not merely important but essential and urgent to optimise the possibilities for continued learning throughout life. Inevitably, much comes down to money and the need for more but the cost will be far greater if we shy away from enabling adults to continue stretching themselves, finding new challenges and realising their full potential.